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PYP Unit Planner UOI 5, Theme : How we organize Ourselves, Grade : 4th

Teachers: Syams, Atik, Taufik, Desy, Gesti, Miftah, Wahyudi, Yanti

Dates to Be Taught: 17 februari – 3 april 2020

- - REFLECTING & PLANNING - -Unit Focus

Transdisciplinary Theme: How We Organize OurselvesWhat element(s) of the theme descriptor will be addressed?

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment

Penyelidikan tentang keterkaitan sistem dan komunitas buatan manusia; struktur dan fungsi organisasi; pengambilan keputusan masyarakat; kegiatan ekonomi dan dampaknya terhadap umat manusia dan lingkungan

Central Idea: Energy maybe converted, transformed, and use to support human progress

Economic activity release on system of production exchange and consumption

Kegiatan ekonomi meliputi sistem produksi, pertukaran dan konsumsi

Lines of Inquiry:

● The role of supply and demand

● The distribution of goods and services

● Our responsibility as consumers

Batasan Inkuiri:

● Peran penawaran dan permintaan● Distribusi barang dan jasa● Tanggung jawab kami sebagai konsumen

Transdisciplinary Elements

Key Concepts: 2-3

ResponsibleWhat is your responsibility as a seller?What is your responsibility as a buyer?

CausationWhat is the reason people want to sell?What are the consequences if we bid on an item?What is our attitude if someone bids?

RelationshipWhat is the relationship between producers, distributors and consumers?How do the goods from producers reach consumers?

Tanggung jawabBagaimana tanggungjawabmu sebagai penjual?

Related Concepts:From 2-3 subject areas

ValueHow can children understand the value of currencies? (Math)

NetworkHow are the connections between producers, distributors and consumers?

SequencesHow to order goods from producers to consumers?

NilaiBagaimana siswa mampu memahami nilai mata uang ? (Math)

Approaches to Learning: What skills are the students practicing to develop? What connections can be made between the ATL and Learner Profile?Thinking skillsInformation transfer

● Combine knowledge, conceptual understandings and skills to create products or solutions.

● Apply skills and knowledge in unfamiliar situations or outside of school.

Kemampuan berfikirTransfer informasi

● Menggabungkan pengetahuan, pemahaman konseptual, dan keterampilan untuk menciptakan produk atau solusi

● Menerapkan kemampuan dan pengetahuan pada situasi tak dikenal di luar sekolah.

Learner Profile Attributes: How does the learning support the development of the Learner Profile?

● CaringStudents practice buying and selling in the market

● BalancedStudents act as producers of consumers and consumers

● ThinkerStudents are invited to think about how economic activities can work well

●PerduliSiswa melakukan praktek jual beli dipasar

●Seimbang

Aris Suwastini Ariyanti, 04/26/20,

pertanyaan key concept tidak hanya utk UOI, tp juga bisa dimasukkan pertanyaan subject yg diampu hrt atau sst yg support


cantumkan skills dan subskills yang digunakan dan dikembangkan pada unit ini, termasuk aktifitas/ learning experience yg dilakukan siswa. Lihat dokumen learning & teaching bagian ATL subskill atau di file pd online google drive.Skills dan subskills boleh diganti disesuaikan dgn aktifitas yg telah dijalani. Tinggal nanti diinfokan ke sy jika mengubah skills/ sub skills agar di POI jg sy ubahJika ada yg kira2 blm jelas tentang planner bisa ditanyakan via wa atau bisa ketemu bersama team G4


identifikasi related concept mana yg digunakan oleh subject berada dalam unit/ mensupport unitRelated concept bisa diubah jika memang kurang sesuai, dan diinfokan ke saya perubahannya agar bs sy ubah jg di POI nya




Bagaimana tanggungjawabmu sebagai pembeli?

Sebab akibatApa sebab orang ingin berjualan?

Apa akibatnya jika kita menawar suatu barang?Bagaimana sikap kita jika ada yang menawar barang?

HubunganBagaimana hubungan antara produsen,distributor dan konsumen?Bagaimana cara barang dari produsen sampai ke tangan konsumen?

JaringanBagiamana koneksi antara produsen , distributor dan konsumen ?

UrutanBagaimana urutan barang yang dari produsen sampai ke konsumen?

Aktivitas Siswa membuat mind mapping tentang aktivitas ekonomiSiswa mempresentasikan hasil mind mapping tentang produsen distributor dan konsumen

Siswa berperan sebagai produsen konsumen dan konsumen

●BerfikirSiswa diajak berfikir bagaimana aktivitas ekonomi bisa

berjalan dengan baik

Learning Goals and Success Criteria

Learning Goals: What should students know, understand, and be able to do? How are learning goals co-constructed by teacher and students?

● The importance of economic activities for human life● Understanding the understanding between producers, distributors and consumers● Be able to differentiate between producers, distributors and consumers● Practice buying and selling● Understand the value of cash and e money● Understand the buying and selling process when there is a bargain● Observe the way people conduct economic activities in modern and traditional markets

●Pentingnya aktivitas ekonomi bagi kehidupan manusia

●Faham tentang pengertian antara produsen, distributor dan konsumen

●Mampu membedakan antara produsen, distributor dan konsumen

●Melakukan praktek jual beli

●Memahami nilai mata uang tunai dan e money

●Memahami proses jual beli saat terjadi tawar menawar

●Mengamati cara masyarakat dalam melakukan aktivitas ekonomi dipasar modern maupun tradisional

Assessment Strategy:● Observation: Students make observations to PT. three Musketeers● Checklist: students practice buying and selling and bargaining● Selected responses: (Quis, worksheet)● Open task: mind mapping● Appearance assessment: students practice in the field by holding Market Day at schoolStrategi Penilaian:

Potential Action:What should students be able to do? What opportunities are there for building on prior learning to support potential student-initiated action?

● Students make the observation process to the triad PT● Understand the process of book production, distribution and reaching consumers● Make a report about the manufacturer's process to the consumer● provoking children to become good producers and consumers

Tindakan Potensial● Siswa melakukan proses observasi ke PT.tiga serangkai● Memahami proses produksi buku , pendistribusian dan sampai pada konsumen● Membuat laporan tentang proses produsen sampai pada konsumen● memberikan provokasi pada anak agar menjadi produsen maupun konsumen yang baik




●Observasi : Siswa melakukan observasi ke PT. tiga serangkai

●Checklist : siswa melakukan praktek jual beli dan tawar menawar

●Selected responses : (Quis, worksheet)

●Tugas terbuka : mind mapping

●Penilaian penampilan : siswa praktek dilapangan dengan mengadakan Market Day disekolah

Possible Evidence of Learning:Portfolio: clay product sales report from ARTObservation reports: observations from the results of a visit to the triad

Kemungkinan Bukti PembelajaranPortofolio : laporan penjualan clay produk dari ARTLaporan observasi : hasil pengamatan dari hasil berkunjung ke tiga serangkai

Assessment Tool:Rubric: to measure students in presenting the results of presentationsAnecdotal record: teacher's notes for each studentPeer Feedback: evaluates his friend when making a presentationSelf assessment: assess yourself when presenting and assessing the workWorksheet: written assessment

Alat Penilaian :Rubrik : untuk mengukur siswa dalam mempresentasikan hasil presentasiAnecdotal record : catatan guru untuk tiap siswaPeer Feedback : menilai temannya saat melaksanakan presentasiSelf assessment :menilai diri sendiri saat presentasi dan menilai hasil karyaWorksheet : penilaian tertulis

Connections (Between and Beyond the Disciplines)




🔍 Past Learning: connections to learning within and outside the POI

Social Studies:♛

Economy activityAktivitas ekonomi

civillisation♛

Explain the benefits of the diversity of individual characteristics in everyday life

menjelaskan manfaat keberagaman karakteristik individu dalam kehidupan sehari-hari

√Math : Mengubah berbagai macam bentuk pecahan

English:📚Vocabulary about market & different kinds of stores (R-W-L)

· Vocabulary about food, drink and other stuffs which sell in the market · Countable & uncountable noun (R-W-L)· Adverb of frequency) (W-VP)· Shopping activities (offering help, ask price and respond to give something (L-S)· Pupils consolidate how jobs are linked to different stages of producing a product (sourcing, manufacture,transport, and sale) (W- VP)

· Kosakata jenis pasar/ toko dan benda-benda yang dijual pada berbagai jenis toko (R-W-L)

· Kosakata berbagai jenis makanan, minuman dan benda-benda lain yang dijual di toko/pasar · Countable & uncountable noun (R-W-L)

· Kata keterangan frekuensi (adverb of frequency) (W-VP)· percakapan saat berbelanja (menawarkan bantuan, menanyakan harga) (L-S)· Penguatan bahasa melalui video tentang bagaimana pekerjaan terhubung dengan beberapa tahap yang berbeda dari proses produksi (sourcing, manufacture,transport, and sale) (W- VP)

Specialist Teachers:

Visual Art: 3-dimensional works, key chains made from clay

PE: small ball game

English: Pupils name and talk about markets & different kinds of stores (R-W-L)-Pupils names and talk about food, drinks and other stuffs which sell in the market(R-W-L)

Islamic: Grateful for Allah's blessings on the energy given by humans on earth and in the sky, the content of the Al Fiil (imitating the life of Rasulullah SAW in the morals of Shiddiq, Tabligh, Amanah, and Fathonah; as well as getting used to giving and avoiding miser.

Arabic: understand the structure of language (Al istima ') vocabulary and readings about al usrah fil bait (family at home)

ICT: Ms. Words (writing short stories shopping to the market)

Local/Global Issues:● Transformation of payment procedures from cash to e

money● Transforming trading activities traditionally into an online

system (market place)● Freight forwarding services are increasingly in demand by

the public

● Transformasi tata cara pembayaran dari tunai ke e money● Transformasi kegiatan jual beli secara tradisional menjadi

system online (market place)● Jasa pengiriman barang semakin diminati masyarakat

Bahasa Indonesia

New knowledge The main sentence and the main idea

● Pengetahuan baru● Kalimat utama serta gagasan utama




Ms. Paint (make students' own currency)

Visual Art: karya 3 dimensi, gantungan kunci dari bahan clay

PE: permainan bola kecil

English: Pupils name and talk about market & different kinds of stores (R-W-L)-Pupils name and talk about food, drink and other stuffs which sell in the market (R-W-L)

Islamic: Mensyukuri nikmat Allah akan anugrah energy yang diberikan manusia di bumi dan di langit, kandungan surat Al Fiil (Meneladani kehidupan Rasulullah SAW dalam akhlak Shiddiq, Tabligh, Amanah, dan Fathonah; serta membiasakan diri suka berderma dan menjauhi kikir.

Arabic: memahami struktur bahasa (Al istima') kosa kata dan bacaan tentang al usrah fil bait ( keluarga di rumah)

ICT: Ms. Words (menuliskan cerpen kisah berbelanja ke pasar) Ms. Paint (membuat mata uang milik siswa sendiri )




- - DESIGNING & IMPLEMENTING - -Pre-Assessment

How will we assess students’ prior knowledge, understanding, and skill? How are we using data of prior learning to inform planning?

Students write in the post it notes knowledge that students already know about economic activityStudents also write down things they want to know about economic activity

Siswa menuliskan ke dalam post it note pengetahuan yang telah diketahui siswa tentang aktivitas ekonomiSiswa juga menuliskan hal-hal yang ingin diketahui tentang aktivitas ekonomi

Ongoing Opportunities for Assessment

Teacher-Student Formative Assessment:What opportunities are there for students to receive teacher feedback? What evidence will we gather about students’ emerging knowledge, conceptual understandings, and skills? How will we monitor and document learning against our learning goals and success criteria?

❖ Mind mapping the flow of production, distribution and consumption

❖ A product analysis worksheet❖ The work or product

● Mind mapping alur produksi, distribusi dan konsumsi● Worksheet analisa sebuah produk ● Hasil karya atau produk

Student Self-Assessment:How do students engage with the feedback to self-assess and adjust their learning? What opportunities will occur for students to engage with feedback to self-assess and self-adjust their learning? What opportunities for setting and reflecting on goals will exist?Bagaimana siswa terlibat dengan umpan balik untuk menilai diri sendiri dan menyesuaikan pembelajaran mereka? Peluang apa yang akan terjadi bagi siswa untuk terlibat dengan umpan balik untuk menilai sendiri dan menyesuaikan pembelajaran mereka? Peluang apa untuk menetapkan dan merefleksikan tujuan yang akan ada?

❖ Give ratings to other friends from production to sales❖ Assessing the work itself

● Memberikan penilaian pada teman yang lain saat produksi hingga penjualan

● Menilai hasil karya sendiri

Peer Feedback:What opportunities are there for students to receive feedback from their peers?

❏ Receive feed back when creating a mind mapping❏ Receive feed back when selling produce❏ Receive feed back when presenting the results of production

● Menerima feed back saat membuat sebuah mind mapping

● Menerima feed back saat menjual hasil produksi

● Menerima feed back saat mempresentasikan hasil produksi

Questions to Drive the Inquiry




Teacher Questions:

Responsibility:1. What do you guys do when the notebooks run out?2. How do you get it?

Causation1. Why in the new school year are the prices of books and stationery used up?2. Why when it rains, ojol rates go up?

Connection1. What will happen if the goods are produced but demand is low?

Tanggungjawab :1. Apa yang kalian lakukan ketika buku tulis habis?2. Bagaimana kamu mendapatkannya?

sebab akibat :3. Mengapa pada tahun ajaran baru harga buku dan alat tulis habis?4. Mengapa ketika hujan, tarif ojol naik?

Hubungan :1. Apa yang akan terjadi jika pruduksi barang banyak tapi permintaan sedikit?

Student Questions/Experience/Interests:What questions will support and extend the inquiry? Are you building depth to the inquiry through a range of questions?Student Qoestions

1. What is the difference between producers and production?2. Is e-money ?3. What is meant by supply demand?4. How to increase production?5. What happens if there is a large demand but a small inventory?

1. Apakah bedanya produsen dengan produksi?2. Apakah e-money itu ?3. Apakah yang dimaksud dengan suply demand itu?4. Bagaimana cara meningkatkan produksi itu?5. Apa yang terjadi jika permintaan banyak tetapi persediaan barang sedikit?

STOP HERE in the planning process. How will you use student data and student interest to make room for learner agency?

Considering Students’ Needs

Learning Difficulties

Identifying supply and demand at a moment with economic activity

Kesulitan belajarMengidentifikasi suplay and demand pada sebuah momen dengan kegiatan ekonomi

Advanced:

Give a case example in the form of a video at a particular moment and conduct guided discussions to identify the supply and demand that will occur

kemajuanMemberikan contoh kasus berupa video pada sebuah momen tertentu dan melakukan diskusi terbimbing guna mengidentifikasi suplay and demand yang akan terjadi

ESL: Others:




- - ONGOING REFLECTION & PLANNING - -Ongoing Reflections

What adjustments need to be made based on observations and assessments? What new student questions are emerging that will connect to learning?penyesuaian apa yang perlu dilakukan berdasarkan pengamatan penilaian?apa pertanyaan siswa baru yang muncul yang akan terhubung dengan pembelajaran?

Tuning in UOI:• Gather knowledge and ask questions about economic activities in the surrounding area.• (podesen, distributors and consumers)• Get to know the means of payment.

Menggali pengetahuan dan mengajukan pertanyaan tentang aktifitas ekonomi yang ada di daerah sekitar. (podesen, distributor dan konsumen) Mengenal alat pembayaran.

English- Pupils see some stores picture (grocery, bookstore, toy store, sport store etc) and read a story about going to the market- Pupils discuss and create a list of things they can buy at the market. Put the picture & name it- Pupils discuss which store selling those things- Pupils create a list of local/ international food and drinks, put the pictures and name it.

- Siswa melihat beberapa gambar toko di pasar (toko kelontong, toko buku, toko mainan, toko alat olahraga dll) dan membaca cerita tentang pergi ke pasar - Siswa berdiskusi dan membuat daftar benda-benda yang dapat di beli di pasar, meletakkan gambarnya dan memberi nama- siswa berdiskusi toko apa yang menjual barang tersebut- Siswa membuat daftar beberapa makanan dan minuman yang berasal dari lokal dan internasional, meletakkan gambarnya dan memberi nama.

ISLAMIC STUDIES

Students can understand the mandatory nature of the Prophet, namely Shiddiq, Tabligh, Amanah, and FathonahSiswa dapat memahami sifat wajib Rasul, yakni Shiddiq, Tabligh, Amanah, dan Fathonah

SCIENCE

- Get to know the unit, theme, central idea and key concept of UOI 5- Linking central ideas (economic activity) with natural resources- Explores students' old knowledge about natural resources- Explain the importance of natural resources on human life- Register various natural resources that students already know.- Establish student goal setting- Mengenal unit, tema, central idea dan key concept UOI 5- Menghubungkan central idea (economic activity) dengan sumber daya alam - Menggali pengetahuan lama siswa tentang sumber daya alam- Menjelaskan pentingnya Sumber daya alam terhadap kehidupan manusia- Mendata berbagai sumber daya alam yang sudah siswa ketahui.

English:-In addition to showing pictures pupils also watch video animation about going to the market.-elaborate more on different type of market (traditional & modern)

pupils questions:- the meaning of grocery store in bahasa Indonesia- what’s “menawar”in English

-Selain melihat gambar, siswa juga ,melihat video animasi tentang pergi ke pasar- Lebih merinci pada jenis-jenis pasar (tradisional & modern)

pertanyaan siswa:- arti grocery store” dalam bahasa Indonesia?

- - apakah bahasa inggris dari “menawar”?




- Menyusun goal setting siswa

Math

Discuss and conclude about multiples and factors of a numberBerdiskusi dan menyimpulkan tentang kelipatan dan faktor suatu bilangan

Bahasa

- Students search for difficult words in texts about economics- Students write difficult words and their meanings in the KBBI dictionary on cardboard- Students discuss pairing words with the appropriate sentence / activity Siswa mencari kata sulit pada teks tentang ekonomi Siswa menuliskan kata sulit dan artinya di kamus KBBI pada kertas karton Siswa berdiskusi memasangkan kata dengan kalimat /aktivitas yang sesuai

Arabic

- Students listen to vocabulary from reading about the Solomon's family well and repeat imitating text readings.- Students try to arrange sentences in Arabic from the existing mufradat.- Students understand the structure of language about eating nerves in short sentences and their practice Siswa mendengarkan kosa kata dari bacaan tentang keluarga sulaiman dengan baik dan mengulang menirukan bacaan teks. Siswa mencoba menyusun kalimat dalam Bahasa arab dari mufradat yang ada. Siswa memahami struktur bahasa tentang zaraf makan dalam kalimat pendek serta prakteknya

ICT

o Students watch learning videoso Students describe the difference between traditional markets and supermarkets / malls Siswa menonton video pembelajaran Siswa menggambarkan perbedaan antara pasar tradisional dengan supermarket/mal

PE

-Students see videos about small ball sports-Students are able to cite examples of small ball sports-Students collect data or images related to the type or example of a sport that includes a small ball Siswa melihat video tentang olahraga bola kecil Siswa mampu menyebutkan contoh olahraga bola kecil Siswa mengumpulkan data atau gambar yang berhubungan dengan jenis atau contoh olahraga yang termasuk bola kecil

ART

Children see examples of handicraft handmade key chains made of clayAnak melihat contoh kerajinan tangan gantungan kunci yang terbuat dari clay

Finding out UOI:Students identify economic activities on the video shown (fill in the video response worksheet)Students discuss the products that are brought next week, identify the origin of the product, the raw materials used, and estimate the process of the production journey to get to the consumer (production flow to the customer) sorting out

English:-Switch the activity with 3rd week-In order to introduce adverb of frequency, need to remind again on




Siswa mengidentifikasi kegiatan ekonomi pada video yang ditayangkan (mengisi video response worksheet)Siswa mendiskusikan produk yang dibawa next week, mengidentifikasi asal produk, bahan baku yang digunakan, dan memperkirakan proses perjalanan produksi hingga sampai ke konsumen (alur produksi sampai dg konsumen) sorting out

English- Pupils read & practice the dialog “at the canteen” - Pupils discuss the using of ‘a and an”- Pupils find countable and uncountable nouns from the dialog.- Pupils identify instruction verb related to food processing through text procedure - Siswa membaca dan mempraktikan percakapan “at the canteen” - Siswa mendiskusikan penggunaan ‘a and an”- Siswa mencari countable and uncountable nouns yang terdapat dalam percakapan.- Siswa mengidentifikasi kata kerja yang ada melalui teks prosedur

ISLAMIC STUDIES

Students can understand the impossible nature of the Apostles, namely Kadzib, Kitman, Betrayal, and BaladahSiswa dapat memahami sifat mustahil Rasul, yakni Kadzib, Kitman, Khianat, dan Baladah

SCIENCE

- Recording various types of natural resources- Register the benefits of various natural resources found- Classifying various natural resources based on their nature (renewable and non-renewable)- mendata berbagai jenis sumber daya alam- Mendata manfaat berbagai sumber daya alam yang ditemukan- Mengelompokkan berbagai sumber daya alam berdasarkan sifatnya (renewable dan non renewable)

MATH

- Explain the multiple of alliance, and the least common multiple (KPK) of two numbers- Explain and determine the common factor, the greatest common factor (FPB) of two numbers- Menjelaskan kelipatan persekutuan, dan kelipatan persekutuan terkecil (KPK) dari dua bilangan- Menjelaskan dan menentukan factor persekutuan, factor persekutuan terbesar (FPB) dari dua bilangan

BAHASA

- look for new information from economic-themed texts- Students know the subjectmind from reading- Make sentences from difficult words with your own language- mencari informasi baru dari teks bertema ekonomi- Siswa mengenal pokok

pikiran dari bacaan- Membuat kalimat dari kata sulit dengan bahasa sendiri

ARABIC• Students work on problems related to sentence structure

vocabulary of food and drink, healthy food/ drink

-Menukar aktivitas siswa di minggu ke-3 ke minggu ini-Untuk masuk ke materi adverb of frequency, harus mengulang kembali sekilas kosakata makanan dan minuman.




• Students practice finding out the zaraf era in verses of the Koran Siswa mengerjakan soal-soal yang terkait dengan struktur kalimat Siswa praktek mencari tahu zaraf zaman di dalam ayat ayat al quran

ICTStudents continue drawingSiswa melanjutkan menggambar

PE• Students perform basic techniques of hitting, throwing and catching balls in baseball games• Students play baseball games in teams / groups Siswa melakukan teknik dasar memukul,melempar dan menangkap bola pada permainan bola kasti Siswa melakukan permainan bola kasti secara beregu/ berkelompok

ARTChildren make a variety of key chains from clayAnak membuat keranjinan gantungan kunci dari clay

Sorting out UOI:Visit PT Tiga Serangkai and observe how the company produces, distributes, and reaches the customers

Berkunjung ke PT Tiga Serangkai dan mengamati bagaimana perusahaan memproduksi, mendistribusikan, hingga sampai ke komsumen

ISLAMIC STUDIESStudents can understand akhlaqul karimah, which is honest and generousSiswa dapat memahami akhlaqul karimah, yakni jujur dan dermawan

SCIENCEViewing screenings of various Natural Resources managementIdentify the technology used in natural resource managementComparing past and present natural resource management technologies Melihat pemutaran film berbagai pengelolaan Sumber daya AlamMengidentifikasi teknologi yang digunakan dalam pengelolaan sumber daya alamMembandingkan teknologi pengelolaan sumber daya alam masa lalu dan saat ini

MATHRecognize prime numbers with the Erathosthenes sieve from 1-100Mengenal bilangan prima dengan saringan Erathosthenes dari 1-100

BAHASAStudents determine the main thoughts in the text on the theme of economicsMake a visit report on the production, distribution and consumption of the tri series- Siswa menentukan pokok pikiran dalam teks yang bertema ekonomi- Membuat laporan kunjungan tentang produksi, distribusi dan konsumsi dari pt.tiga serangkai

ARABIC• Students practice conversations• Students are able to answer questions from existing conversations

ICT

English:Due to COVID-19 outbreak:-students continue to exercise more on the usage adverb of frequency through virtual worksheet -Change the plan of conversation session using adverb of frequency into Write a lunch diary using adverb of frequency

-siswa melanjutkan berlatih penggunaan adverb of frekuensi melalui lembar kerja online yang dikerjakan di rumah - Mengubah rencana melakukan latihan percakapan menggunakan adverb of frequency dengan membuat cerita tentang menu makan siang menggunakan adverb of frekuensi




Students write short stories about shopping at traditional markets and supermarkets / malls

PE• Reflect the material that has been taught before conducting an assessment• Students assess basic techniques of hitting, throwing and baseball

ARTChildren see examples of handicrafts in the form of pins / brooches made of clay

ARABICSiswa melakukan praktik percakapan Siswa mampu menjawab pertanyaan dari percakapan yang ada

ICTSiswa menuliskan cerpen tentang berbelanja di pasar tradisional dan supermarket/malL

PE Merefleksikan materi yang sudah diajarkan sebelum melakukan penilaian Siswa melakukan penilain teknik dasar memukul, melempar dan bola kasti

ARTAnak melihat contoh kerajinan tangan berupa pin/bros yang terbuat dari clay

Going further UOI:● Supply and demand. Supply (goods for sale) / Demand (What we need)● Giving an understanding of demand for goods and supply of goods.● If demand is large, inventory is low and vice versa.● The value of the currency.

- Suplay and demand. Supply (barang di jual) / Demand (Yang kita butuhkan)- Memberi pemahaman permintaan barang dan persediaan barang.- Jika permintaan banyak, persediaan barang sedikit dan atau sebaliknya.- Nilai mata uang.

English- Pupils read & listen the conversation and identify adverb of frequency- Pupils practice ask and answer about how often they eat different kinds of food- Pupils practice ask and answer about how often they go different kinds of store

- Siswa membaca dan mendengarkan percakapan dan mengidentifikasi kata keterangan frekuensi- Siswa praktik bertanya jawab tentang seberapa sering makan/ minum makanan atau minuman tertentu- Siswa praktik bertanya jawab tentang seberapa sering pergi ke toko-toko/ pasar tertentu

ISLAMIC STUDIESStudents can understand akhlaqul madzmumah, namely gripingStudents can take lessons from the stories of the prophets

English:Due to COVID-19 outbreak:- Watch video & play activities about countable and uncountable nouns -Playing game about healthy and unhealthy food or drink- Playing game about healthy and unhealthy activities

- Melihat video dan bermain aktivitas tentang countable and uncountable nouns- Bermain game tentang makanan/ minuman sehat dan tidak sehat- Bermain game tentang aktivitas yang menyehatkan dan tidak menyehatkan




SCIENCE- View films showing various Natural Resource management- Identify the various negative impacts that may arise from these activities- Proposing ideas to reduce adverse impacts on natural resource management activities

MATH- Looking for prime factors and prime factors for a number- Looking for FPB and KPK by dividing prime numbers

LANGUAGE- Video screening of the mall crowd before Lebaran, Suppy and demand case studies.- Identify new information matters that can be in the text- Retelling of the video in their own language

ARABIC• Students read the text related to the theme, and understand its meaning.• Students compile simple kalaimat of available words.

ICTStudents continue Ms.Word

PEStudents perform basic techniques of badminton (racket holding, service and forehand and backhand)

ARTChildren make the pins / brooches from clay

ISLAMIC STUDIESSiswa dapat memahami akhlaqul madzmumah, yakni bakhilSiswa dapat mengambil pelajaran dari kisah para nabi

SCIENCE- Melihat pemutaran film berbagai pengelolaan Sumber daya Alam- Mengidentifikasi berbagai dampak negative yang kemungkinan timbul dari kegiatan tersebut- Mengajukan ide untuk mengurangi dampak buruk terhadap kegiatan pengelolaan sumber daya alam

MATH- Mencari Faktor prima dan faktorisasi prima sebuah bilangan- Mencari FPB dan KPK dengan pembagian bilangan prima

BAHASA- Pemutaran video keramaian mall menjelang lebaran, Studi kasus suppy and demand.- Mengidentifikasi hal-hal informasi baru yang di dapat dalam teks- Menceritakan kembali video tersebut dengan bahasa sendiri

ARABIC Siswa membaca teks terkait tema, dan memahami artinya. Siswa menyusun kalaimat sederhana dari kata yang tersedia.

ICTSiswa melanjutkan Ms.Word




PESiswa melakukan teknik dasar permainan bulutangkis (teknik memegang raket, pukulan service dan pukulan forehand dan backhand)

ARTAnak membuat keranjinan pin/bros dari clay

Synthesising and reflecting

Students explain economic activitiesStudents explain the flow of economic activity from producers, distribution, and consumptionStudents explain about payment in cash or e moneyStudents understand supply demand.

Siswa menjelaskan aktifitas ekonomiSiswa menjelaskan alur atifitas ekonomi dari prodesen, distribusi, dan konsumsiSiswa menjelaskan tentang pembayaran dengan tunai atau e moneySiswa memahami suply demand.

English- Pupils read and practice dialog “at the market”- Pupils create and write restaurant menu, shopping list- Role play as a buyer and shopper - Siswa membaca dan mempraktikkan percakapan “at the market”- Siswa membuat “restaurant menu,’ atau daftar belanjaan- Bermain peran sebagai penjual dan pembeli

ISLAMIC STUDIESStudents can explain akhlaqul madzmumah, namely gripingStudents can explain lessons from the stories of the prophets

SCIENCE- Students explain various Natural Resource management- Students identify the negative impacts that may arise from the activity- Students explain the negative impact on natural resource management activities

MATH- Students look for prime factors and prime factors for a number- Students are looking for FPB and KPK by dividing prime numbers

LANGUAGE- Suppy and demand case study students.- Students explain things that are new information in the text- Students retell the video in their own language

ARABIC• Students read texts related to the theme.• Students compile simple sentences.

ICTStudents continue Ms.Word

English:Due to COVID-19 outbreak:- Watch video & play activities about countable and uncountable nouns -Playing game about healthy and unhealthy food or drink- Playing game about healthy and unhealthy activities

- Melihat video dan bermain aktivitas tentang countable and uncountable nouns- Bermain game tentang makanan/ minuman sehat dan tidak sehat- Bermain game tentang aktivitas yang menyehatkan dan tidak menyehatkan




PEStudents perform basic techniques of badminton (racket holding, service and forehand and backhand)

ARTChildren make the pins / brooches from clay

ISLAMIC STUDIESSiswa dapat menjelaskan akhlaqul madzmumah, yakni bakhilSiswa dapat menjelaskan pelajaran dari kisah para nabi

SCIENCE- Siswa menjelaskan berbagai pengelolaan Sumber daya Alam- Siswa mengidentifikasi dampak negative yang kemungkinan timbul dari kegiatan tersebut- Siswa menjelaskan dampak buruk terhadap kegiatan pengelolaan sumber daya alam

MATH- Siswa mencari Faktor prima dan faktorisasi prima sebuah bilangan- Siswa mencari FPB dan KPK dengan pembagian bilangan prima

BAHASA- Siswa studi kasus suppy and demand.- Siswa menjelaskan hal-hal informasi baru yang di dapat dalam teks- Siswa menceritakan kembali video tersebut dengan bahasa sendiri

ARABIC Siswa membaca teks terkait tema. Siswa menyusun kalimat sederhana.

ICTSiswa melanjutkan Ms.Word

PESiswa melakukan teknik dasar permainan bulutangkis (teknik memegang raket, pukulan service dan pukulan forehand dan backhand)

ARTAnak membuat keranjinan pin/bros dari clay

Acting and applying

Students do economic activities with market dayStudents produce materials that will be sold on the market day

Siswa melakukan aktifitas ekonomi dengan market daySiswa memproduksi bahan yang akan dijual di market day.

English:Pupils present different stages of producing of a simple product that they made from sourcing, manufacture until sale

Siswa mempresentasikan proses produksi dari suatu barang sederhana yang mereka buat mulai dari bahan baku, pembuatan sampai penjualan

ISLAMIC STUDIESStudents can take lessons from the stories of the prophets

English:Due to COVID-19 outbreak:- Change the plan from presenting production process into a video campaign of having healthy lifestyle to avoid Covid-19

- Mengubah rencana presentasi tentang proses produksi menjadi membuat viideo gaya hidup sehat untuk menghindari avoid Covid-19




SCIENCEPredict an event of damage to natural resources due to human activitiesPlan activities that can be done by humans or themselves to conserve natural resources.Posttest

MATH- Discussing in solving problems related to FPB and KPK in daily life- Doing story exercises related to problem solving related to FPB and KPK in daily life

LANGUAGEMarket dayPer class divided into 4 groups (traditional food, handicraft / souvenirs, drinks, light snacks (garuda bean wafers, etc.)Look for the conclusion of the theme (conclusion)

ARABIC• Students Make simple sentences.• Students give punctuation marks and translate simple sentences

ICT• Students draw currencies as they wish (paper, coins, banks, etc.)• Students complete the unfinished part (finishing work)

PE• Reflect the material that has been taught before conducting an assessment• Students do basic service engineering assessments

ARTChildren see the tutorial video to make a simple bracelet from string and beadsChildren practice making bracelets from ropes and beads in groups

ISLAMIC STUDIESSiswa dapat mengambil pelajaran dari kisah para nabi

SCIENCEMemprediksi sebuah peristiwa kerusakan sumber daya alam akibat kegiatan manusiaMerencanakan kegiatan yang dapat dilakukan maanusia atau diri sendiri untuk melestarikan sumber daya alam.Posttest

MATH- Berdiskusi dalam memecahkan masalah yang berkaitan dengan FPB dan KPK dalam kehidupan sehari-hari- Mengerjakan latihan soal cerita berkaitan dengan pemecahan masalah yang berkaitan dengan FPB dan KPK dalam kehidupan sehari-hari

BAHASAMarket dayPer kelas dibagi 4 kelompok (makanan tradisional, handycraft/souvenir, minuman, snack ringan (wafer kacang garuda dll)Mencari kesimpulan tema (conclusion)

ARABIC Siswa Membuat kalimat kalimat sederhana. Siswa memberi tanda baca dan menterjemahkan kalimat sederhana




ICT Siswa menggambar mata uang sesuai keinginan (kertas, koin, bank, dan sebagainya) Siswa menyelesaikan bagian yang belum selesai (finishing karya)

PE• Merefleksikan materi yang sudah diajarkan sebelum melakukan penilaian• Siswa melakukan penilain teknik dasar service

ARTAnak melihat video tutorial membuat gelang sederhana dari tali dan manik-manikAnak praktek membuat gelang dari tali dan manik-manik secara berkelompok

Suggested Learning Opportunities and Student InspiredTeacher Created Provocations:

Student Inspired:Build in flexibility to add learning opportunities in response to students’ interests & inquiries.

Provocations:Watch video shows about economic activities from production, distribution, and consumption.Review directly the production, distribution and consumption activities of a factory.Shop at traditional markets.

Provokasi :Melihat tayangan video tentang aktifitas ekonomi dari produksi, distribusi, dan konsumsi.Meninjau secara langsung kegiatan produksi’ distribusi, dan konsumsi pada sebuah pabrik.Berbelanja di pasar tradisional.




Making Flexible Use of ResourcesPeople/Community:🗣

School and canteen cooperative officersPetugas koperasi sekolah dan kantin

Technology:🏫English:www.littlebabybum.com

https://learnenglishkids.britishcouncil.org/category/topics/shopping

https://learnenglishkids.britishcouncil.org/category/topics/food

https://learnenglishkids.britishcouncil.org/worksheets/drinks

https://learnenglishkids.britishcouncil.org/worksheets/cooking

https://learnenglishkids.britishcouncil.org/grammar-practice/adverbs-frequency

https://www.makemegenius.com/video_play_Grade4.php?id=8

https://www.eia.gov/kids/what-is-energy/

Books:📚English:-GuessWhat by Cambridge university press-Kreatif Bahasa Inggris, Penerbit Duta

Learning Environment:Markets, factories, canteens and school cooperatives.

Pasar, pabrik, kantin dan koperasi sekolah

- - UNIT REFLECTION - -

Teacher ReflectionWhat Worked Well and Why (strategies, learning experiences, assessment tasks): How did the strategies we used throughout the unit help to develop and provide evidence of students’ understanding of the central idea.

UOI :1. Learning strategies are designed with a systematic flow but only up to the Tuning In stage due to the Covid Pandemic 19 which

impacts students having to learn from home2. Learning experience can only run smoothly until the Tuning In stage only and there are changes in Learning Experiences experienced

by students1. Strategi pembelajaran dirancang dengan alur yang sistematis namun hanya sampai tahap Tuning In dikarenakan adanya Pandemi

Covid 19 yang berdampak siswa harus belajar Dari Rumah2. Learning experience hanya dapat berjalan lancar sampai tahap Tuning In saja dan adanya perubahan dalam Learning Experiences

yang dialami siswa3. Pada materi art di unit ini pembelajaran sudah berjalan dengan baik pada tahap tuning in, kemudian pada tahan berikutnya siswa

diharuskan LFH dikarenakan pandemi covid-19 sehingga pembelajaran dilakukan secara online. Guru menyampaikan materi, resourches, work sheet, dan tugas secara online berjalan dengan cukup baik. Pada jadwal yang sudah disepakati, guru melakukan video call melalui aplikasi zoom sebagai sarana untuk saling memberi kabar, menyampaikan materi unit ini, dan melepas kerinduan.

ENGLISH:

What Needs to Change:What did we discover about the process of learning that will inform future learning and teaching?

UOI :1. 1. Because of the Covid-19 pandemic, learning has changed to an online model and a change

in learning schemes has become simpler.2. 2. Assessment is taken from uploading assignments and videos from students.3. 3. Not yet able to see Ananda's understanding of Islamic Studies support to the existing central

idea due to lack of face-to-face; and have not been able to know Ananda's learning process at home.

4. 4. This LFH is something very new, so in the online learning process certainly needs a lot of innovation in each of its steps. Need to add reshourches that are educative, innovative, creative and easily accessible to anyone. To support this, certainly the need for supporting communication media, such as applications that are increasingly having a negative impact.

5. both teachers and families need to fully support the process of learning activities with this LFH and WFH system so that learning and teaching continues to run well.




-Watching video with english subtitle is effective for students to enhance their vocabulary and listening skills- Online resources that provide some fun activities such as chants, games,and video animation are attract the students and give significant impact on their learning- Providing a video presentation for students during learn from home (LFH) is the best way to deal with the situation of Covid-19 outbreak, as the students can re-play the lesson anytime they want as a guidance to complete their activities

-Melihat video dengan subtitle bahasa Inggris sangat efektif dalam menambah kosakata dan kemampuan mendengar siswa-Sumber daya online yang menyediakan beberapa kegiatan yang menyenangkan seperti nyanyian, permainan, dan animasi video menarik perhatian siswa dan memberikan dampak signifikan pada pembelajaran mereka-Memberikan presentasi video untuk siswa selama belajar dari rumah (LFH) adalah cara terbaik untuk menghadapi situasi wabah Covid-19, karena siswa dapat memutar ulang pelajaran kapan saja mereka inginkan sebagai panduan untuk menyelesaikan kegiatan mereka

SCIENCE:Class discussion talks are very interesting when discussing a student's daily activities and identifying what natural resources students use directly

MATH:LANGUAGES:ICT:Students like to be creative in making homemade currency

PE:Learning uses competition, children are more active in learning and more challenged to try

ART:- Because in this unit students study at home, learning is done online.- Children get material by sending videos by the teacher, and given a variety of references both websites and videos from YouTube related to the material.- The teacher gives examples of art work, how to make it, and the tools and materials used through photos and videos.

ARABIC:- Assign students to read vocabulary about alusrah fil bait by looking for the meaning of the letter jer in collaboration with parents.- The method of learning the qawaid letter jer with nasyid, the song that is made video with the composition of the verse into Arabic and the results delivered to the teacher.- The reason:Because Learning directlyPractice though it's simpleBut challenging andHis understanding survived Long ago through nasyid

IS:Making projects in class

SCIENCE :Pembicaraan diskusi kelas sangat menarik saat membicarakan sebuah kegiatan siswa sehari-hari dan mengidentifikasi sumber daya alam apa saja yang digunakan siswa secara langsung

MATH :

1. Karena adanya pandemi Covid-19, maka pembelajaran berubah menjadi model daring dan perubahan skema pembelajaran menjadi lebih sederhana.

2. Assesment diambil dari upload tugas dan video dari siswa.3. Belum dapat melihat pemahaman Ananda tentang support Islamic Studies kepada central idea

yang ada karena kurangnya tatap muka; dan belum mampu mengetahui proses belajar Ananda di rumah.

4. LFH ini merupakan sesuatu yang sangat baru, maka dalam proses pembelajaran secara online tentu perlu banyak inovasi di setiap step-stepnya. Perlu menambah reshourches yang edukatif, inovatif, kreatif dan mudah diakses oleh siapapun. Untuk mendukung hal tersebut tentu perlu adanya media komunikasi yang mendukung, seperti aplikasi yang kian hari kian memiliki dampak negatif.

5. baik guru, maupun keluarga perlu mendudkung penuh proses kegiatan belajar dengan sistem LFH dan WFH ini agar learning and teaching tetap berjalan dengan baik.

ENGLISH:-Co-planning and learning with ICT to explore online resources and consolidate the learning through Art -Pupils can demonstrate their understanding in many ways based on their preference

-Melakukan perencanaan dan pembelajaran bersama ICT untuk lebih mengeksplor “online resources” dan menguatkan pembelajaran melalui Art -Siswa dapat menunjukkan pemahaman mereka dalam berbagai cara sesuai minat mereka

SCIENCE:Pandemic Corona makes the sustainability of the material about the preservation and processing of natural resources not optimal

MATH:LANGUAGES:ICT:Some students still don't understand, they still need money

PE:There are some students who have not been able to play in groups

ART:- Many students do not pay attention to the direction of the teacher's assignment- Some students do not submit assignments on time- Lack of student collaboration with parents, which hinders the learning process- The teacher cannot directly know the child's development

ARABIC:Some students are not actively making learning videos because, it is possible that the carrying capacity of parents is lacking.

IS:The need for a second plann related to the learning plan that is constrained by something unexpected (such as the existence of Pandemic Covid-19)

SCIENCE :Pandemi Corona menjadikan keberlanjutan materi tentang pelestarian dan pengolahan SDA tidak maksimal

MATH :Pemahaman dan hasil pengerjaan dalam mecari factor lebih sulit dibanding mencari kelipatan karena dalam




Pemahaman siswa dalam mencari FPB dan KPK lebih mudah dengan cara lain(cara pembagian bilangan prima ) yang didapat mereka dari video tutorial yang diberikan guru.

BAHASA :- Siswa antusias mencari kata sulit di kamus KBBI - Belajar kelompok mencari kata sulit dan membuat kalimat dengan bahasa sendiri membuat mereka kompak dalam bekerja

sama

ICT :Siswa suka untuk berkreasi pada pembuatan mata uang buatan sendiri

PE :Pembelajaran menggunakan cara berkompetisi, anak-anak lebih aktif dalam pembelajaran dan lebih tertantang untuk mencoba

ART :- Dikarenakan pada unit ini siswa belajar dirumah, maka pembelajaran dilakukan secara daring. - Anak mendapatkan materi dengan dikirimin video oleh para guru, dan diberi berbagai referensi baik itu

website maupun video dari youtube yang berhubungan dengan materi.- Guru memberi contoh karyaseni, cara membuatnya, serta alat dan bahan yang digunakan melalui foto dan

video.

ARABIC :- Penugasan siswa membaca kosa kata tentang alusrah fil bait dengan mencari makna huruf jer

berkolaborasi dengan orang tua.- Metode pembelajaran qawaid huruf jer dengan nasyid, lantunan lagu yang dibuat video dengan gubahan

syairnya kedalam bahasa Arab dan hasil disampaikan ke guru. - Alasannya : Karena Belajar langungPraktek meskipun sederhanaTetapi menantang danKepahamannya bertahan

Lama melalui nasyid

IS :Pembuatan proyek di kelas

mencari factor harus mengetahui sifat bilangan habis dibagi dan menguasai konsep pembagian

BAHASA :Kendala mereka ketika mencari kata sulit di KBBI ada beberapa kamus yang tidak ditemukan artinya Kamus di kelompok satu dengan kelompok lain berbedaKe depan diusahakan dibelikan kamus lengkap dan diseragamkan dari sekolahDi unit ini beberapa materi tidak dapat diselesaikan secara tatap muka dikarenakan adanya pandemi covid-19Pembelajaran dilanjutkan lewat daring atau pembelajaran online tetapi belum maksimal

ICT :Beberapa siswa masih belum paham, masih ngeblat uang

PE :Ada beberapa siswa yang belum mampu bermain secara berkelompok

ART :- Banyak siswa yang kurang memperhatikan arahan tugas dari guru- Beberapa siswa tidak mengumpulkan tugas tepat waktu- Kurangnya kolaborasi siswa dengan orang tua sehingga menghambat proses pembelajaran- Guru tidak bisa mengetahui secara langsung perkembangan anak

ARABIC :Beberapa siswa tidak aktif membuat video pembelajaran karena, dimungkinkan daya dukung orang tua kurang.IS :Perlunya second plann terkait rencana pembelajaran yang terkendala sesuatu yang tidak terduga (seperti: adanya Pandemi Covid-19)

Reflection of Student Agency and LearningWhat student questions were incorporated? Pertanyaan Siswa apa yang dimasukkan?

1. Is trading difficult?2. How can traders provide the right price for the item?3. How do you calculate the price of buying and selling in a quick way other than a calculator?4. How is the example of the Prophet Muhammad in trading?

1. Apakah berdagang itu susah ?2. Bagaimana pedagang bisa memberikan harga yang pas untuk barangnya tersebut?3. Bagaimana cara menghitung harga jual beli dengan cara cepat selain kalkulator ?4. Bagaimanakah keteladanan Rasulullah Muhammad SAW dalam berdagang ?

5. Karya apa saja yang bisa dijual?

How was student agency present? What could be improved?How are students supported in having voice, choice and ownership in the unit of inquiry? (ex: so constructing learning goals and success criteria, being engaged in student initiated inquiries and action, being involved in self assessing, co-designing learning spaces, etc.)

1. Student agencies cannot be seen clearly due to lack of face-to-face meetings with students.2. Effective communication with parents is needed in order to increase student agency to be more

improved.3. Student agency at the beginning of art learning in this unit has emerged, namely when

students are able to make their own choices about what works will be made using Clay material. Students are also able to design their own work made from Clay and calculate the price if the work is sold.

4. But the teacher cannot directly observe the process of students making art that has a sale value at home, because at the next stage students are required to have LFH due to the covid-




6. Bagaimana cara membuat karya yang mudah dan memiliki nilai jual?7. Apa itu Clay?8. Bagaimana cara membuat Clay? Clay bisa dibuat menjadi karya apa saja?9. Apakah mainan malam pet termasuk Clay?

English:- What is a Grocery store in Bahasa Indonesia? - What’s penjual, pembeli and menawar in English?

- Apakah arti “grocery store” dalam bahasa Indonesia?- Apakah bahasa Inggris: Pembeli, penjual dan menawar

19 pandemic.5. The role of teachers and parents of students must support each other and be able to

collaborate well, so that children's learning activities can be monitored smoothly even though they must be online.

1. Agensi siswa belum bisa terlihat dengan jelas karena kurangnya tatap muka dengan siswa.2. Diperlukan komunikasi yang efektif dengan orang tua agar bisa meningkatkan agensi siswa

menjadi lebih meningkat.3. Student agency pada awal pembelajaran art di unit ini sudah muncul, yaitu ketika siswa

mampu menentukan pilihan sendiri tentang karya apa yang akan dibuat dengan menggunakan bahan Clay. Siswa juga mampu mendesain sendiri karyanya yang terbuat dari Clay serta mengkalkulasi harga jika karyanya tersebut dijual.

4. Namun guru tidak bisa mengamati secara langsung proses siswa membuat karya seni yang memiliki nilai jual dirumah, dikarenakan pada tahap berikutnya siswa sudah diharuskan LFH yang diakibatkan oleh pandemi covid-19.

5. Peran guru dan orang tua murid harus saling support dan mampu berkolaborasi dengan baik, agar kegiatan belajar anak dapat terpantau dengan lancar walaupun harus secara online.

English:- Students take the initiative to look for differences in shopping in the modern market and traditional markets.

As they have very limited shopping experience in traditional market, hence they discuss based on the picture of traditional and modern market that provided by teacher

- During the LFH periode students demonstrate and promote their lifestyle to avoid Covid-19 in many ways. They may write a story about their own menu for breakfast, lunch or dinner, some of them share a video how to keep their body healthy etc

- Siswa mengambil inisiatif untuk mencari perbedaan dalam berbelanja di pasar modern dan pasar tradisional. Karena mereka memiliki pengalaman berbelanja yang sangat terbatas di pasar tradisional, maka mereka berdiskusi berdasarkan gambaran pasar tradisional dan modern yang disediakan oleh guru

- Selama periode LFH siswa menunjukkan dan mempromosikan gaya hidup mereka untuk menghindari Covid-19 dalam banyak hal. Mereka mungkin menulis cerita tentang menu mereka sendiri untuk sarapan, makan siang atau makan malam, beberapa dari mereka membagikan video bagaimana menjaga kesehatan tubuh mereka, dll.

SCIENCE:Agency that appears:• Some students seem to save water by turning off the water in the school's bathroomIB Profiles that have appeared:• knowledgeable• thinker

MATH:LANGUAGES:ICT:- IB profiles that appear: reflective, caring, principled- Agency that appears: ownership

PE:Agencies that have appeared:• Courage to enter the competitionIB Profile that has appeared:• Communicator• Ristaker

ART:Agency that appears:




• Students are able to collaborate with their families at home• Students are able to explore their own resources from homeIB Profiles that have appeared:• Risk takers• Communicator• caring

ARABIC:Agency that appears:• Responsible

IB Profiles that have appeared:• Inquiry• Knowledgeable• Ristaker.

IS:Agency related to student voices began to emerge through information search independently. IB Profiles that are expected to emerge are Inquirers, Knowledgeable, and Comunicators.

SCIENCE :Agency yang muncul :

Beberapa siswa tampak melakukan penghematan air dengan mematikan air yang ada di kamar mandi sekolah

IB Profil yang sudah muncul: knowledgeable thinker

MATH :Agency yang muncul :

Beberapa siswa bisa memilih cara yang lebih mudah dalam mencari FPB dan KPK.

IB Profil yang sudahmuncul: knowledgeable thinker

BAHASA :Agency yang muncul :

Mencari arti kata sulit di KBBI secara kompak dengan kelompok dan membuat kalimat dengan bahasa mereka sendiriIB Learner Profile

knowledge

ICT :- IB profile yang muncul : reflective, caring, principled- Agency yanh muncul : ownership

PE :Agency Yang Sudah muncul :

Keberanian mengikuti kompetisi

IB Profile yang sudahmuncul: Communicator Ristaker




ART :Agency yang muncul :

Siswa mampu berkolaborasi dengan keluarganya dirumah Siswa mampu mengeksplore sendiri resources dari rumah

IB Profil yang sudahmuncul: Risk taker Communicator caring

ARABIC :Agency yang muncul :

Tanggungjawab

IB Profil yang sudah muncul: Inquiry Knowledgeable Ristaker.

IS :Agency terkait voice siswa mulai muncul melalui pencarian informasi secara mandiri. Adapun IB Profiles yang diharapkan muncul adalah Inquirer, Knowledgeable, dan Comunicators.

Evidence of Student Learning (growth in LP or ATL, understanding of CI, achieving goals, taking action):

Conceptual Understanding: worksheet, learning goals setting

Learner Profile: observation

Approaches to Learning: mind mapping

Action; Foto dan video




Documents

alfirdausina.netalfirdausina.net/webalfi1/wp-content/uploads/2020/... · Web viewApproaches to Learning: What skills are the students practicing to develop? What connections can be