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Objective of the Learning Engagement: Encourage creative application of genetic concepts through a reflection activity Details of the Learning Engagement: Activity: Students imagine they have a special trait inherited from their DNA (e.g., super memory, night vision, disease resistance).They describe their "superpower" and explain how genetics might influence it. Reflection Questions: What real genetic traits exist that are similar to this superpower? How could genetic mutations lead to advantages in real life? If you could pass on a trait to future generations, what would it be and why? They make a comic strip and upload on https://join.pixton.com/rpkqcm . Student work :   Impact of the engagement on students and reflection as a teacher: They were enjoying the activity and were able to articulate complex learning of genetics into simple ideas. -Nidhi Periwal

Objective of the Learning Engagement: To enhance students' understanding of volume of prisms through differentiated, independent, and collaborative learning. Details of the Learning Engagement: In this lesson, students engaged in a differentiated learning experience designed to enhance their understanding of the surface area and volume of rectangular and triangular prisms. Prior to the class, they were assigned an Edpuzzle video on surface area, allowing them to explore the concept at their own pace. Based on their learning and confidence levels, the teacher provided three levels of worksheets: Easy Level – Focused on basic calculations and identifying faces of prisms. Medium Level – Involved multi-step problems requiring measurements and application of formulas. Hard Level – Challenged students to derive general formulas and solve real-world application problems. Students were given 15 minutes to complete the worksheets based on their understanding. Following this, they were given...

Objective of the Learning Engagement: Developing students' understanding of surface area through real-life applications, hands-on measurements, and mathematical reasoning. Details of the Learning Engagement: In this engaging activity, students were divided into three groups and given real-life objects in the shape of rectangular and triangular prisms. To begin, they were presented with riddles that required them to identify different 3D shapes and guess the areas of rectangle and triangle. This warm-up helped them recall prior knowledge before diving into the main task. Each group was then assigned two real-life scenarios: one involving painting a rectangular prism-shaped storage box and the other wrapping a Toblerone-shaped gift box, which is a triangular prism. Connecting to their previous unit on scale models, students were encouraged to select similar-looking objects from the provided collection. Some chose rectangular prisms, while others opted for triangular prisms. As they e...

Objective of the Learning Engagement: The Parallel Path: Discovering Triangle Similarity! Identify and apply the AA, SSS, and SAS similarity postulates to determine triangle similarity using angle and side relationships, enhancing reasoning, observation, and problem-solving skills Details of the Learning Engagement: MYP 3 students explored the postulates of similar triangles through hands-on activities. Each group received three pairs of triangles: one to identify AA similarity, another for SSS similarity, and a third for SAS similarity. Using the given indicators for angles and sides, students analyzed and matched the three pairs of similar triangles from a set of six. Students were able to identify similarity quickly by comparing corresponding angles and proportional sides. Those who finished early were challenged to articulate their observations by forming similarity statements in their own words. This activity enhanced critical thinking as students justified their reasoning based o...

Objective of the Learning Engagement Block Builders: The Area Challenge! Understand the concept of area by constructing grids, applying multiplication to calculate area, and refining problem-solving skills through hands-on activities and collaboration. Details of the Learning Engagement: Students were provided with blocks to create a grid of their chosen dimensions by selecting the number of blocks they wished to use. They were then tasked with determining the total area covered by their grid. Beginners counted individual blocks to find the area, while those familiar with the area formula applied it and verified their answers by counting. This approach allowed students to develop a conceptual understanding of area, bridging the gap between concrete and abstract methods. Those who completed the task quickly were given cards with specific area values and challenged to rearrange their blocks to match the given area. This encouraged them to explore different length and width combinations, ...

-Pabitra Pal