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October Blog

Language & LiteratureTaught by: Anamika Agrawal

In the month of October, we concluded the unit, Macbeth, and took the summative assessment. We then began our new unit ‘From a Kingdom to a Galaxy Far Far Away’. We discussed different literary genres and their origins. We created an origin timeline carefully considering the genres and their archetypes. We read different texts in the genre of Myth and tried to create stories using the archetypes. The topic generated interesting conversation regarding Indian and Greek mythology, their similarities and differences. As we studied the conventions of this genre, we could revisit our cultural roots while building international mindedness. 
Taught by : Gaurav Jaiswal

Taught by: Jaya Garg

Taught by: Saad Ali

Biology:Through this month,we finished our previous unit which included the topics – food webs, food chains, ecological relationship, nitrogen cycle and carbon cycle. The knowledge acquired by the class was exceptional, as was student participation Summative assessment was conducted and the results along with exemplary answers were discussed. 
After this, we started our new unit, Energy, in more detail. We had already learned about the basics of the physical structure of DNA during the previous unit.. During this unit we have already started to learn about genetic mutation. The next topic we learned was alleles, where we learned about different forms of genes and coding of multiple alleles. This was interconnected with the topic of the punnett square as we learned about different types of combinations and types of pairs in alleles. These include homologous, homozygous, heterozygous andheterozygous pairs. This knowledge helped us with understanding the different phenotypes and genotypes combinations that occurr. As some of the traits were recessive and dominant it changed the interaction. This further changed the possible scenarios for the results. We also learned how to quantify the results using phenotypes and genotypes. By using these results we can identify what the different combinations with different alleles are. This is going to help us with understanding our topic better and learning more about DNA sequences. 
This week, we have our third formative assessment which is a collaborative task where we will be presenting on a specific disease.  
Manan Chhabra 

Chemistry: During this month, we enhanced our understanding on many Chemistry concepts. We analysed atoms of few elements given to us to explore more about isotopes. We used those examples to find out characteristics of isotopes. We watched a concept video to understand about their physical and chemical properties. We researched more to find out their application in the field of agriculture, medicines and other industries. We revised and cleared our doubts for the first summative assessment. After the exam we discussed the questions for the expected responses in the assessment. We revisited certain periodic trends and started exploring some more during the month. We analysed the data and bar graph given to us to identify the trend in atomic radius down the group and period in the Periodic Table. Following that, we discussed the scientific reason for the same. Similarly, we learnt the trend for ionization energy and electronegativity in a group and a period.
Rishabh Kochhar

 Physics: The month of October started with learning about the wave phenomena . Firstly, we engaged in a meaningful discussion to understand the fundamental basics of wave energy . We,as a class, explored how a wave is caused and followed it by understanding different parts and type of a wave through virtual stimulation.  In effect , we delved deeper into the  wave phenomena by studying about the different types of waves, mainly longitudinal and transverse, through their application in real life – sound and light waves .  As we progressed with the unit, we learnt about the various properties of longitudinal and transverse waves, in an attempt to differentiate between them . We also learnt about the electromagnetic spectrum , where we investigated the inversely proportional  relationship between frequency and wavelength and subsequently derived the formula to calculate the wavelength of different waves in the electromagnetic spectrum . We learnt that the electromagnetic spectrum was arranged based on increasing frequency and decreasing wavelength . As we moved on , we learnt about the laws of reflection and refraction . As an application of the concept, we had various meaningful discussions on real and fake images . Diving deeper into this concept, we explored the reflection of light in a conclave and convex mirror and the images formed, thus analyzing the impacts of waves in the real life . 
By: Saanvi Suri
Individual & societies
Taught by: Sutanuka Bhattacharjee 
During the last few days, in I&S, we have learned about the various factors of production, why it occurred in Britain, the UNICORN acronym for causes, and the impacts of industrial revolutions. We also learned about the second industrial revolution, and its innovations. We learned about economic and normal productivity, and its boom during the second industrial revolution. We created cartoon strips to advertise the innovations of the industrial revolution. We learned about better medical advances to battle diseases like cholera, and the refining process of steel being converted to iron, and the replacement of coal to oil. We learned about advances in transportation, railways, telegraphs, telephones, and the typewriter, to name a few and created a timeline to exhibit their dates of invention. We also learned about important personalities like Edison, and Menlo park who made 1 one invention per week. We also learned about the rise of big businesses, corporations, and people like Carnegie (steel), and Rockefeller (oil). Finally, we learned about vertical integration, mass marketing and mass production, corporations and trusts and ended our unit with SWOT analysis of digital revolution.
By Rishabh Iyer Kochhar
Maths StandardTaught by : Ms Varsha,
Ms Monica,
Ms Joya 
 Extended Mathematics
Taught by :
Ms. Ritka Gupta
MS. Diksha Rolak

Standard Mathematics:Learning inequalities was a challenging endeavor, I was stumped when to change the sign of the inequality. Only when I was able to graph the inequality did I connect to the concept. I enjoyed representing algebraic relationships graphically.  We then proceeded to apply the concept to real life situations. Our mentor gave us group tasks to design inequalities establishing relationships between variables. After numerous practice sheets and application questions, we attempted the summative assessment for this unit. We have just begun a new unit on coordinate geometry wherein we can apply our understanding of linear functions from the previous unit. The unfolding of the unit helped us understand its application in urban planning and can also extend to the security domain. I am looking forward to learning more in this unit.
Credits : Amishi Srivastava

 Extended Mathematics
Over the last few weeks, we have been continuing our unit of Linear Functions. We have been studying linear functions, linear inequalities, linear programming, and simultaneous equations in this unit. We began the unit with a Desmos activity in which we investigated and looked at how relation and function differs slightly. Finding the domain and range of the function was intriguing. We gained better clarity from the different types of mapping. Our unit has been completed through frequent in-class practice. We have done multiple practice questions and quizzes through the use of GeoGebra classic which gave us experience in creating graphs. We looked into many graphing tools that attracted our interest. To comprehend and practice, we used Tasksheets, Blooket, Quizizz, and Desmos.The experience was incredibly meaningful, especially learning Linear programming and finding optimal solutions. The wide range of questions on this topic made us relate LPP to real life situations.
By Jagrit Sabharwal
Language Acquisition 
Taught by: 

Taught by: Roma Kumari

Taught by: Saumya Sharma
Spanish Emergent 
In the past weeks of Spanish, we finished our topic on the environment and weather by creating presentations on the problems faced by our planet, like global warming and pollution. We did a unit end reflection and went ahead with a new unit – My School Life. We started this next unit about school and work life by creating mind maps containing the vocabulary required for this unit. We even did a survey activity where we asked our friends various questions about their school lives and compiled our results in creative ways. Afterwards, we practiced listening to a YouTube video and answering questions based on it to help in Criterion A.

Spanish Capable: This month, we started our new unit School Life and Jobs.  We formulated the statement of inquiry for the unit and decided the global context, key concept and related concept. We started off with an activity from a resource sheet where we learned different vocabulary words such as subjects, places in a school and many more things. We learned about different tenses, had assessments, and were introduced to a new form of taking our criterion A (listening) test. Instead of watching a video, we have started listening to podcasts and practicing accordingly. This has helped me improve my listening skills and made me more attentive to pronunciation and spelling. Although this was challenging at first, with practice I was able to develop the skills required to understand each word. We also covered a few tenses, such as present perfect and did some activities where we conjugated each word and practiced imperatives. This week was truly thrilling and I look forward to learning more.
By Reeya Gokulgandhi

Hindi Emergent
In this amazing month of October, we had very fun Hindi classes. They were very interactive. For criterion D, we learned report-taj and diary entry. We also started our new unit, Weather. In this unit, our class had a very proactive conversation with topics ranging from weather to climate change. We also read a book called ‘thodi si madad (थोडी सी मदद)’ based on communication  with a girl with a prosthetic arm. After reading this book, we learned how to write a diary entry. We alsostarted our second unit on Education. In this topic, we discussed what we think education is. This month we have learned about climate change and how we can fight it and what education is. This class has helped us realize the problems our world is facing and how we can solve them.
By Prithvi Vishnoi MYP4C

Hindi Capable 
This month, we started with the unit, ‘Food, Drink, and Health’. We started this unit with discussing the basic human needs. According to the unit plan, we would cover this topic from the aspect of ‘Point of View’, ‘and Purpose’. This means that we, the students, will understand  and analyse the different perspectives of this unit, such as well being of a young child or the dietary habits of senior citizens. We are also going to explore ‘culture’ in this unit which is basically understanding what people in different parts of our nation and different parts of the world consume since the food individual eats is part of their culture. Other than that, we learnt new vocabulary and conducted writing practice for the Hindi language as our teacher verbally spoke a story and simultaneously, we wrote. As a student, I would like to add that practices have proven to be helpful with our choice of words while writing our answers along with helping us rectify sentence structure. 
 Vivaan Shrivastava MYP 4C
 Spanish Capable:This month of Spanish was extremely fun. We finished our unit on travel and tourism and took the summative assessment for the same. Afterwards, we discussed feedback too. Then we began the new unit, Food and Healthwith a starter activity by listing all concepts we knew under the topic and created a statement of inquiry in Spanish based on the unit details. In further classes, we learnt vocabulary and topics related to the unit and we also discussed conditional tense. Moreover, we attempted several practice sheets on multiple criteria. At the end of the month, we took our criterion A formative assessment. Overall, the Spanish classes were extremely engaging and enjoyable.
By Anika Johari MYP 4C
Design (Product Design and Digital Design )
Taught by: Disha, Shipra, Vishal, Shiva
In previous classes, design students completed criterion B, which is developing ideas. The criteria centered on developing specifications and selecting feasible ideas for potential products. In strand 1, we created the design specifications which outline the features that our product must have and why they should have them. Success criteria was also developed, outlining how the product would be evaluated and what it must contain. In strand 2, a variety of feasible design ideas were generated; four design ideas were chosen based on the design specification, success criteria, and client feedback. In strand 3, the reasoning for selecting the specified design was presented, and in strand 4, a 3D model of the design was created on Fusion 360 to model the product and outline the requirements for its development. Following the selection of the product’s feasible design, criteria C, which is to create the solution, was introduced. We began with strand 1 of criterion C, which was to create a logical plan. We also discovered a new technique known as pert diagrams (performance evaluation and review technique). Additionally, we learned how to use various tools and equipment such as saws, files, vices, and jack planes, as well as how to work with them safely. We have now begun developing our products using the techniques. We all are excited for the coming classes.
Blog by Aditri Zutshi MYP4
Visual ArtTaught by:
Mr. Akhil Arora
Ms. Niya Arora 

This month in Visual Art, we started working on task 2 of documentation and our final artwork. We explored different mediums and art styles and worked on developing our paintings. Many of us have completed our first artwork. We tried various forms of art like pendulum art and integrated our art with the Fibonacci sequence, nature, plant layering, sculptures, and other forms of art related to nature. We also are finishing our calendar which was made in collaboration with the children of Ishatavam as a part of our CAS project. 
Blog by Prisha Gupta
Taught by: Bandana Rawat

After finishing task 1, we ventured further into the unit by designing our own plays using characterisation learning. We made groups of 5-6. We then started to interact and communicate to gauge each individual member’s strengths and talents in various fields of theatre like script writing, acting, costume designing etc. Firstly, we brainstormed 5 ideas for probable scriptsand then after analysing and more group discussions, we narrowed it down to 1 idea. We then proceeded to write an elaborate script for the chosen idea, assigning roles according to our acting abilities and writing the dialogues for the scene. Each team had plays ranging from different genres such as comedy, drama, action and even murder mystery.  We have already started to practice our lines, and brainstorm costume designs for each character, to bring out their identity, and further develop each character.
Adwika Swarup MYP4D
Taught by: Vaishak
In the past few classes, we were completing our criteria based tasks as per the new e-portfolio guidelines. We had earlier learned about TASK 1 through an analogy prompt which was introduced to us in the formative assessment. It really helped us to initiative our investigation process for task 1. With the help of our teacher we had developed detailed checklist pointers for each task and discussed various ways in which we can show our transfer of learning and organizational skills in our e-portfolio. We also had a guest lecture session by Mr.Palash explaining to us about ‘original context and displaced context.’ In the following week we had another guest lecture session by Ms Titiksha Goswami on MLA format and its components. Both these sessions helped us immensely in developing the criteria based tasks. This was our first time choreographing solo pieces, but our teacher kept motivating and guiding us at each step. Our major learning was that we should embrace our imperfections to reach perfection rather than getting demotivated at the mistakes we make. In this process we had learned a lot from our peers, our teacher and from all the resources available in our school. In the coming week, we will be recording our final drafts of the solo pieces and we are eagerly looking forward to it.
By Nysa Sharma MYP4B
Physical & Health Education Taught by: Mr Ajay Tyagi & Dr Tapasya PathakIn PHE , we started with Task 2- Performance Development plan in which we supported our client to improve their performance by developing health and physical goals that are focused on the joy of movement. As we progressed in our role as a coach, we identified physical and health factors  to improve the client’s physical performance and  fitness in a 100m sprint. We worked on our second task, in which we were supposed to develop a training program for our client. Through task 2, we established the importance of goal setting and used the SMART goal formatting to set our client’s goals. We outlined the importance of warm-up, cool-down and rest, and recovery. We developed our training program by using the principle of progression. We also performed interim testing to see where our client stood in their performance after 2 weeks of training. Moreover, we also worked on the school values and integrated them with our Unit. Over the last month, we developed our overall analysis as well as performance in each of our respective  sports.
 By Saanvi Suri 
Music – Taught by Shubham Pathak Our first unit this term was Art and Science in Conversation in which we explored the connection between science and music. After completing both our tasks 1 and 2, this month in our e-portfolio class, we mainly focused on preparing  or musical composition for Task 3. 
We developed our skills in many instruments such as Piano, Guitar, Ukulele, and vocals. Our teachers also gave us some sessions on music production using software such as Reaper, FL Studio, etc, which helped us understand the connection of technology with music much more deeply. This skill especially helped us while composing music for task 3. 
Through the course of this month, we enhanced many IB ATL skills such as creative thinking, while thinking creatively to produce music of our own; and communication skills, while conducting surveys with our target audience and peers to understand their needs and preferences. We also developed the IB learner profile attribute of being reflective as we reflected on our process throughout the unit and completed task 4.Overall, this month was very interesting as we developed new skills, techniques and musicianship. 
Adhyan Seth MYP 4

September Blog

Language and Literature

In September, we delved further into our unit ‘Macbeth’ with various interesting and thought-provoking activities. We started with an activity in which we had multiple options such as role-play and recreating a character from Macbeth, which helped us deepen our understanding of the characters’ personalities. We followed it up with learning a new thinking strategy, hexagonal thinking, that helped us extend our understanding of universal themes such as fate, free will, and ambition. We identified Macbeth’s character traits and linked them with evidence from the text, which was interesting and insightful. Throughout, we were encouraged to identify literary devices and analyze the text thoroughly. We even learned new ones such as tri-colons, equivocation, and euphemism. Finally, we learned how to write a gossip column in depth and how to make it sensational. Also, another text was revisited, speeches, and we were given valuable pointers and feedback to improve the writing style and structure of the same. 

By Samvit Govindani

PhysicsSustainable Energy: A key to the Future was a once-in-a-lifetime learning experience. In this unit, we learned the different types of renewable energies and their processes, energy conservation, kinetic and potential energy; calculating efficiency using Sankey diagrams; calculating power; and much more. The teacher assessed us on application-based questions, which strengthened our knowledge of the topic. Instead of just memorizing the formulas, we also explored the real-life connection by understanding how they are applied in our everyday life. We understood that Sankey diagrams were quite useful to identify the useful energy output and wasted energy and found out how efficient a particular product was (for example, a light bulb). We had our very first formative assessment of the unit, which was an integration of chemistry and physics topics we had learned in class. Overall, this learning journey was quite enjoyable.
By Geet Dhuria   
ChemistryDiane Ackerman once said, ‘Wonder is the heaviest element on the periodic table, even a tiny flick of its stopping time’. The month started with an engaging and meaningful discussion to understand the development and improvement of the periodic table over the years. This helped us to understand the discovery of various subatomic particles and the categorization of elements to form the periodic table. We extended this discussion to evaluate various merits and demerits of Mendeleev’s periodic table. As we moved on with the unit, we familiarized ourselves with the modern periodic table using an interactive version of the same. We were provided with samples of elements to observe them for some physical properties like malleability, ductility, hardness, and sonority and categorized them as metals and non-metals. In each category, we explored some exceptions too.Later we delved deeper into the chemical properties and reactions of metals and non-metals with acid, water, and oxygen to evaluate the reactivity of different metals and non-metals. We watched some interesting videos on chemical reactivity. For further understanding,  we will visit the chemistry lab to perform some of these reactions. We analyzed data on density, melting, and boiling point to understand the characteristic properties of transition metals. We discussed our formative assessment paper and understood the expectation of the questions asked.In conclusion, this month in chemistry awakened the scientist in us and we very well made connections to everyday life. Indeed, this month was filled with intriguing discussions and inquiries that strengthened the basics and laid the foundation for our journey in chemistry ahead in MYP. 

By Saanvi Suri 

Biology:In the past month in Biology, we have covered many topics from Ecosystems and Food chains of DNA and chromosomes through fun and interactive techniques shown in our classroom, along with conducting 2 Formative Assessments to test our knowledge. During the start of September, we studied the various ecosystems present in our environment, along with the biodiversity they contain, and how without these, seemingly unimportant cycles, we humans, or any organisms in that case cannot survive. For this unit, we conducted a very interactive assessment, where we had to make a group presentation about systems such as the nitrogen cycle, the carbon cycle, and even the importance of biodiversity. Recently we had an assessment which was a task sheet based on assess prep ,which was equally as fun as it was an investigation-based task where we could use our learning and creativity to make an experiment. 
After learning about the various systems in our environment, we took our research to a more, microscopic level, and explored the wonders of DNA, and DNA is what defines our traits and characteristics. We learned cool facts like each human contains almost completely similar characteristics, but the one or two features that are different completely define our personality. We learned how chromosomes are passed down from a mother and father to their offspring and did many fun activities and question papers to test our knowledge. Overall, this past month in Biology has been one of the most interesting moments of the 9th grade, and I’m sure everyone hopes it never ends. 

By: Tanush Anand 
Individuals & Societies

This month, we completed the ‘Resource Management’ unit and introduced ourselves to the ‘Industrial Revolution’ unit as well. We recapitulated the concepts we learned in MYP 2 and 3 and discussed feudalism, enclosure act and serfdom in class. We began with a task in which we made posters on contrasting inventions from the Industrial and Digital Revolutions. It gave us a better understanding of the Industrial Revolution. We had a debate on ‘why did we believe that the Industrial Revolution began in England’. Finally, we discussed the political, economic, and geographic circumstances throughout the time of the Industrial Revolution. Through these discussions, we were able to understand our new unit better.
By Aditri Zutshi
Standard Mathematics The unit started with a recap of previous MYP knowledge. We conducted multiple activities on Transum and Desmos regarding proportionality. We applied the concept learned in real-life scenarios and questions. These activities developed the ATL skills of thinking as we explored the concepts like relations and functions by understanding different types of mappings and relating them with real-life examples. To understand the topic Sequences & Series better, we played a board game, Doors to Earth, which not only made the learning environment fun but also made us realize our weaknesses in the topic. 

By Adit Kumar

Extended Mathematics
This month, we covered the following topics Surds, Direct and Inverse proportion, Series, Sequences, Compound Interest, Subsets, Relation and Function, and Domain and Range. The understanding of all these topics was assessed through formative and summative assessments. To understand the topic Sequences & Series better, we played a board game, Doors to Earth, which not only made the learning fun but also made us realize our weaknesses and problematic areas in the topic. The game not only made us work on our peer collaboration, but also emphasized the transfer skill to combine knowledge, understanding and skills to create solutions. This month, the experience was truly productive and enjoyable as each of us gained and expanded our knowledge. 
By Vivaan Shrivastava. 
Language acquisition

Spanish EmergentIn the past month, we learnt about el clima y el medio ambiente. First, we learnt about the standard terms and phrases used in el clima (The Weather), such as hace calor (it’s hot) and hace frío (it’s cold). Also, we learned about how the climate in different regions of Spain and the clothes worn in each season.  After learning about el clima, we learnt about el medioambiente (the environment). In this topic, we learned about the actions that are harmful to the environment, for example, la contaminación del aire (air pollution), as well as actions that can protect and preserve our environment. We also learned different verbs associated with el medioambiente. to check our in-depth understanding of the above topics, we had our Criterion C(Reading) and D (Writing) formative assessments. For the assessments, we learnt to make posters in proper format about the measures we can take to protect our environment. We also read one case study (Minimum One Environmental Problem) based on one of the Latin American countries which was a collaborative task.
 By Shaurya Sharma  

Spanish Capable After exploring the inquiry questions related to the Statement of Inquiry, we delved further into the unit ‘Viajar y turismo’ which focused on travel and tourism. We participated in a debate during the class on one of the debatable questions ‘Is travel the only way to explore a new culture?’ With this, we not only honed our communication skills required for debate, but we also practiced how to express our opinions in agreement or disagreement. Our teacher gave us valuable feedback on our vocabulary, grammar, pronunciation, and intonation.Another interesting activity with a real-life connection was comprehending a selection of travel reviews in Spanish posted by actual travelers on popular sites like ‘Trip Advisor’. It helped us enhance our understanding and expand our vocabulary especially while comparing hotels, their facilities, and transportation in different cities. We learned about the 3 forms of the Spanish past tense- indefinite, imperfect, and perfect. We were assessed on criterion D and this time. For this, the feedback was given in a very unique way. Our teacher color-coded our mistakes according to errors in conjugation, gender, and singular- plural usage, and then we were asked to rectify them after self-reflection. This visual tool helped us in making a mental note of our mistakes more effectively. 
By Samvit 
 French Emergent In the past weeks, we continued practicing our vocabulary in French related to the environment and the climate. We discussed different kinds of pollution, its causes and its consequences using audio-visual and multimodal texts. We learnt some new French phrases while writing about pollution. We also did a case study of an Eco-School in France and how the students play a major part in preserving resources at School which was very informative and encouraging. To create grammatically correct sentences, we focused on our conjugation. In the summative assessment, we were evaluated on everything we had learnt in this unit. 
By Girik Gupta  

Hindi Emergent In the past weeks, we did a lot of activities. We discuss climate change in detail. We watched some videos and analysed the difference between weather and climate. We also discussed the reasons behind climate change and how it is impacting human life. We also discussed solutions for it. We made a poster about what change we can bring to our lifestyle so that we can solve the climate change problem. We also took our Criterion B formative assessment.   
By Adya    

 Hindi Capable  In the past weeks, we did understand the basics of travelog and how to write a travelog. Then we read a passage on travelog to understand it in-depth. We took our formative assessment on criteria B & D and received feedback for the same. We also made presentations on the historical monuments of India. Next, we read a passage about Bachendri Pal’s -’एवरेस्ट: मेरी शिखर यात्रा’ travel to mount Everest and a funny student’s travel on the bus-’बस की यात्रा’ – लेखक हरिशंकर परसाई. We practiced for Nukkad Natak about the importance of our mother language and recited a poem about life on Hindi Diwas. Lastly, we learnt about the different types of travel we do and expanded our vocabulary by reading passages and finding meanings. In all these activities, we also assessed our reading skills to improve further. With all this Hindi class is of interest and exuberance.    By Angelina Soji 
Design (Product Design & Digital)
This month, we started with Criterion B by discussing the task sheet. We then learned about the visual thinking routine “Five Function Prism” for Criterion B, strand i, where we focused on the prime functions, aesthetics, usability, identity, and sustainability of our product. This activity helped us set parameters and map how our product would function. We also learnt some rules when creating layouts for Criterion B, stand ii. Negative space, proximity (between elements), repetition, contrast, alignment, and focal point where the focus of these rules. It helped us develop unity between designs and create an impact on viewers. Later, we did an activity called the “Developer Journey Map,” which was used for our Criterion C, strand i. This mapped our emotions before creating the product and how we could overcome them (self-awareness). During the last week of September, we concluded Criterion B and started Criterion C. By Swarnika Sharma
Five function prism by Samvit MYP 4B
Visual ArtIn Visual Arts, we have finished Task 1 by researching multiple artists and analyzing their artworks. Afterward, we were introduced to the task 2 checklist and started making mind maps about science and art. We connected sciences, physics, chemistry, and biology, to art. Using mind maps, we started creating our layouts. We experimented with multiple art forms. A few of our classmates thought of making kinetic art in the shape of DNA, and some used pendulum art in their layout. While experimenting, we have to document our experimentation.

Adit Javalkar 
MusicAs we reached the end of task 2, we created the foundation through which our composition would be made. Our art and science elements were all clear, and we proposed our ideas clearly in task 2. We planned on having a clear idea about the structure, instruments, modes, chords, and scales and would use the same in the coming month. As of now, we are working towards the creation of our task 3. We are improvising with jazz scales and chords, taking inspiration from other simple jazz songs. 

 Neil Chadha 
Physical and Health Education
In PHE, we delved deeper into the unit by making an intrinsic connection with the Statement of Inquiry. We explored different ideas of different students and how these ideas contributed to building one’s own belief system. We explored deeper and understood our responsibility to identify our weaknesses based on the physical health and mental components. We attempted various tests through which we self-assessed our capabilities and reflected in our areas of improvement. Firstly, we started with a 10 m start test to analyze our strengths and weaknesses in terms of our start. This was followed by a broad jump to test our explosive strength and finally a VO2 max test for cardiovascular fitness and aerobic endurance. In light of the same, we attempted our SCAT test,  which enabled us to link our mental well-being with our physical performance. This led to an important discussion on whether enjoyment can improve an athlete’s physical performance.  Next, we did circuit training consisting of parachute training, hurdle jumps, and finally, ladder training. In all, this month in PHE we have not only identified our weaknesses,but also worked on them through a series of training that allowed us to convey the idea of self-improvement, dedication and physical and mental health through the joy of movement. 
By Saanvi Suri 

August 2022

SubjectBlog Entry
Language & Literature

In the beginning of the session, we as a class explored many themes like ambition, fate versus free will and appearance versus reality while reading Macbeth, one of Shakespeare’s most renowned plays. We examined this theme in light of the exploration strand relevant to the Global Context. Employing our research skills, we explored several aspects of Shakespeare’s life and work in groups. We then converted our research to QR codes for the themed display boards. 
Next, we have discussed and analyzed many literary devices by covering famous poems, such as ‘My Jolly Sailor Bold’, popularized by the Pirates of the Caribbean through the TPCASTT method, which we have found to be very helpful when it comes to understanding and analyzing literary texts. After finishing our analysis, we moved on to our first formative assessment, where we tested our knowledge by breaking down another text titled “Siren Song” by Margaret Atwood.
We also learned creative ways of representing texts. One example of this was converting a conversation between Macbeth and Lady Macbeth into modern-day Whatsapp messages, which gave us another perspective on how to view Macbeth as a play, using technology. Our communications skills are also put to use as we enacted select portions of the text in class.
With the help of our teachers this past month, we have been able to not only view famous plays and epics through a different lens but Language and Literature altogether as it feels like a fun story-telling class that one would never want to leave. 
By Tanush

ChemistryThe term started with skill-building sessions wherein we revisited and recapitulated command terms, assessment criteria, and certain subject-specific skills like, writing chemical formulas for compounds and balancing the chemical equations. We started our new unit ‘Energy’ with a brief discussion on the Key Concept, Related Concepts, and the Global Context of the unit. Going forward, we collected data regarding temperature changes in reactions and analyzed them to identify them as endothermic and exothermic reactions. In addition, we learnt to represent these reactions diagrammatically using energy profile diagrams. We researched the applications of endothermic and exothermic reactions in real life in the form of hand warmers and cold packs.We began the second unit, ‘Periodicity’ which was introduced with an interesting starter activity based on the ‘5W and 1H’ strategy. We were given a variety of resources to explore the development of the periodic table, and using that we created a timeline for the development of the modern periodic table. Lastly, we discussed chemistry homework in class and received feedback on our submissions.
By Nysa Sharma 

 Biology  The unit ‘Balance’ started with a recap of some concepts such as the basics of food chains, food webs, and predator-consumer relationships. We then moved to a group activity in which we brainstormed to understand the relationships between different organisms (symbiotic, parasitic, etc.). The task included sharing ideas and understanding the reasons behind these relationships. This activity developed the ATL skills of thinking and communication. Later, the formative assessment was conducted in the form of a group activity where each group had to present a case study on the topic given.  By Adit Kumar Physics
We embarked upon the journey of physics in MYP 4 with some ice-breaking and skill-building activities to strengthen our basic concepts of physics. We were engaged in meaningful discussions to understand the scientific method as science is the art of observing, researching, experimenting and reflecting. To strengthen our understanding of the same, we designed an experiment following the scientific method to investigate the impacts of density on the buoyancy of a fluid. As the week progressed, we did various activities to reinforce our understanding of the basics of graphs the vital skill to understand and evaluate various concepts in the field of physics. This was followed by the unraveling of a new chapter ‘Energy’. We started this unit by understanding the importance of energy in our real life. We understood the definition and application of energy in multiple arrays. Next, we discussed various energy conversions that enable us to perform everyday tasks. We delved deeper into the concept by focusing on the calculation and application of gravitational potential energy and kinetic energy. To strengthen and test our understanding, we solved numerous numerical problems. The unit was an interdisciplinary unit between I&S and Physics thus we used our knowledge across disciplines to solve real-life problems, where we applied our understanding of energy conversion to evaluate the efficiency of various clean energy sources. We reflected on the inequity of resource distribution across the globe; together realizing that we can use physics to innovate and create solutions that can bridge the gap between LDCs and MDCs and thus foster peace, inclusivity and sustainable development.In conclusion, this in-depth knowledge enabled us to apply our knowledge across disciplines and innovate to solve real-life problems. Our journey in Physics so far can be summed up by saying “Energy like you has no beginning and no end, it can never be destroyed, it is only ever shifting states“.
By Saanvi Suri
Individual & Societies
We were introduced to our new interdisciplinary unit ‘Sustainable Energy – A key to the future’. We discussed the Key Concept, Related Concepts, and Global Context of the new unit. We started with an activity in which we calculated our carbon footprint and reflected on the same. After the unit introduction, we were introduced to the topic of resources and types of resources. Additionally, we learnt and talked about renewable and nonrenewable resources as well as the classification of resources through presentations and class discussions. Furthermore, we worked on a class task where we had to write a PEEL paragraph about a stock or reserve resource. After completing the classification of resources, we had a class discussion about what geopolitics is. Later, we worked collaboratively on the formative assessment presentations and presented them in class. Lastly, a guest lecture was conducted about the Chernobyl and Hiroshima disasters by DP 1 students. Overall, I&S classes were extremely informative and full of learning and fun.
By Anika Johari


Standard MathematicsIn Standard Mathematics, we started this term with some skill-building activities and we continued to learn & practice the family of number systems. We learnt how to rationalize the denominators and drew the family of numbers as a Venn diagram 
Through an interactive ‘Command Term’ learning activity – we incorporated ‘Criterion D’  type of questions and learnt how to frame the questions and wrote down appropriate solutions. We learnt different types of operations using surds and how numbers around us are related through proportions both direct ( y = kx) and inverse proportions (y = k/x) / variations. 
By Bhuvansh Swami
Extended Mathematics
In Extended Mathematics, we learnt about rational and irrational numbers. We explored different groups of numbers like natural, integers, rational, irrational, and real numbers through an activity on Geogebra. We learned the laws of surds and exponents and learnt their application in real life. It was interesting to know how scientists wrote large and very small numbers in scientific notation form. After we completed this topic, we started with proportions and learned about direct and indirect proportions, from which we derived different formulas. Soon after using the knowledge of patterns, we generated rules for different sequences and formed the general rule. Lastly, we attempted multiple practice questions and discussed our answers amongst our classmates promoting peer learning. It was an amazing activity to clarify our doubts and we got a better understanding of the topics.
By Adit Javalkar
Language Acquisition 
Spanish Phase2Our journey began with a Padlet activity on expressions during our first week of Spanish class, and even though it was simply a recap, we thoroughly enjoyed it. To have a clear understanding of our unit, we wrote inquiry questions on Jamboard before reviewing the statement of inquiry, which we had originally made on Coggle. We answered the inquiry questions by designing both digital and physical posters. We established inquiry questions and afterward conveyed them through digital design. Later, we were divided into groups for the benchmarking test. We revised weather expressions and formed related sentences. We analyzed one text along with a video and evaluated the language, expressions, and learnt different ways to express one idea. We are truly thrilled to begin our journey and learn more. 
By Reeya Gokulgandhi 
Spanish Capable The new academic year began with some ice-breaking activities in which we attempted KWHL and 3-2-1 as our prior knowledge assessment Next, we were introduced to our new unit ‘Viaje y Turismo’ and formed our statement of inquiry and inquiry questions. After the introduction, we were introduced to the vocabulary of the new unit which we learnt through a PowerPoint Presentation. We also discussed and worked on a worksheet about touristic destinations in class, in which we had to read about different destinations and answer questions about the same. At the end of the month, a criterion B formative  assessment was conducted which was certainly challenging, however, we were well prepared. Overall, Spanish classes were extremely fun and informative with a good mix of learning and discussion.
By Anika Johri
 French Emergent This month commenced with delving deeper into some interesting concepts about our environment. We unpacked the unit and had various discussions about how we can use creative expression in the target language to create awareness about sustainability. Through this activity, we displayed the learner profile of open-mindedness as we looked through the unit from different perspectives. Taking this knowledge ahead, we indulged in many meaningful discussions on the significance of climate change and our responsibility to mitigate its impact. In the following weeks, we developed many grammatical skills and learned new vocabulary, which helped us improve our writing and reading skills. As we progressed with the unit, we attempted various comprehension that enabled us to enhance our reading skills, grammar, and vocabulary. To put this knowledge into practice, we evaluated the various impacts of human activities on the environment in the target language. To conclude, in this unit we worked on our thinking and analyzing skills and learnt new concepts and applied our linguistic knowledge in real-life scenarios.  
By Saanvi Suri 
Hindi Emergent The term began with a benchmarking test. We started our unit ‘Weather and Environment’ in which we learnt about different weathers in India and discussed how they are different from each other. Next, we practiced how we need to write रिपोर्ताज based on our personal experience and did some reading related to our topic.  
By Yashree
 Hindi Capable We started the term with an ice-breaking activity where we read a short story and discussed it to refine our reading and speaking skills. After this, to make sure our writing abilities were at par with what we needed to have in phase 3 Hindi, we had a dictation of a variety of words from different sources which truly helped us in remembering complex words to use in our answers. When we were on track with vocabulary, speaking, and writing skills, we moved on to the introduction of the unit, where we learnt the basics about journeys and traveling. In addition to this, we learnt about the importance of traveling in a human’s life and how traveling has given birth to a whole new industry which helps the economy by opening new jobs like travel agents, taxi driving, and various jobs in the airports.With this understanding, we  connected the unit to our personal life and created a presentation in which we talked about a place we traveled to. This activity helped us to make connections with our personal lives and real-life scenarios
By Neil Chadha
Design (Product Design and Digital Design )

In the beginning of the session, the teacher explained that designing is not only about creating, it is about thinking, developing ideas, and reflecting on them. Through multiple activities, we explored our unit details and developed our critical thinking skills and design-solving abilities as we created shapes, figures, and characters only with the help of circles and lines. We discussed the design cycle, where the students were divided as per their respective mentors. For the next few days, we brainstormed on the clients, the challenge, and possible solutions with our mentors and then moved to the next step of designing. In the following sessions, criterion A was discussed with all four strands. As the strands were explained, we began with the documentation, for which we got frequent feedback and doubt clarification sessions. 
By Aryaa Tiwari
Visual Art

In this term, we started our visual arts journey with a prior knowledge assessment activity in which we chose a technique and a medium from impressionism to still life to depict the emotions we were feeling at that very moment. We collaborated with others to depict these emotions through the use of color and value. After this activity, we started our first unit ‘Art in Conversation with Science’. We discussed the unit details and reviewed the documentation process as well. We brainstormed for artists in these fields and analysed their artworks. We designed a theoretical layout for our final artwork and chose a technique that we were unfamiliar with and a new medium to create an artwork. We chose different techniques from perspectives to portrait construction and learned as we went along the process of creation. We are now working on our research work which will guide us through our creative journey. 
By Aditri Nakul

In the past few weeks, we have been exploring acting and characterisation. We started with theatre games focused on body movement, spontaneity, and voice. We have done various interesting theatre improvisation and role plays in groups to explore the key concept of ‘Identity’ through narrative, relationship building and scenario portrayal. Furthermore, we improvised an imaginary courtroom scenario based on ‘Ramayan’. We used suggestive costumes and character traits to explore characterisation. We have started investigating for our task 1.
By Shreya Gupta 

In the past few weeks, we practiced routines to build flexibility and the basics such as the feet positions, kicks, etc. Also, we understood the assessment criteria and strands for the different tasks. We unpacked the unit by constructing a statement of inquiry for the unit ‘Dance and Science in Conversation.’ We then explored a case study ‘Little Murmur’ choreographed by Aakash Odedrain related to our Global Context of Scientific and Technical Innovation. Lastly, we choreographed our dance steps with little assistance to understand the various patterns used in choreography.
By Angelina Soji
Physical & Health Education The term started with skill-building sessions wherein we visited and capitulated subject-specific skills, command terms and assessment criteria. We did a mental wellness activity where we created a wellness wheel for self-exploration that can help us survey choices or situations that impact our overall wellness. We did a group activity where we discussed the qualities of a good coach and the essentials of quality sports performance analysis. We went through the NEEDS analysis in sports performance and discussed its use of it in the physical and health education e-portfolio. We did an unpacking activity related to our unit ‘Joy of Movement’ and discussed the Global Context, Key Concept, and Related Concepts. We recorded our performance in a 60-meter sprint and analysed all four phases- start phase, acceleration phase, maintenance phase and finish phase.
By Kshitij Jain
MusicIn this term, we started our classes by practicing the instruments of our choice. We also understood the assessment criteria and were introduced to the first task to analyse songs from different artists. Then, we unveiled the Unit ‘A Conversation Between Art and Science’ and learned about our Global Context, Related Concepts, Key concepts and the Statement of Inquiry. After that, we brainstormed for the selection of two artists that we were going to analyze and we then started with our second task of planning our composition. 
 By Ayaan Gupta