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Month 2015-16

16th February 2016

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Month 2015-16

PYP

PYP Art Exhibition - 3rd February 2016

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Month 2015-16

PYP

Grade 2 - MAD SCIENCE LAB

“Tell me, I’ll forget. Show me, I’ll remember. Involve me, I’ll understand”- this age old saying

holds true because when children learn by doing and experimenting they retain what they learn in a

uniquely accessible way. Scientific exploration promotes the development of problem solving skills, recognition

of cause and effect, and organizing and classifying. The grade 2 “MAD SCIENCE LAB” day held on 02-02-16

provided for the perfect platform for our little scientists to explore the practical applications of changes in matter.

For this summative task, every child came dressed as a scientist and their excitement and enthusiasm was un-

measurable. They conducted experiments on 10 different stations and recorded their observations in a personal

lab book. The hands on experience helped the children in identifying the physical and chemical changes in

properties of matter.

Student reflection: “Ma’am this was the best day, experiments are awesome”

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Month 2015-16

PYP

Spain

Bienvenido a España

As we are approaching the International Day 2016, students of grade 3 C have embarked on their journey to

explore the country of Spain. After being briefed by the HRTs, students chose the area they wanted to research

and present about.

They began their general research early January and have made a scrap book containing details of the country.

They have included a range of information from the location and people to the culture, historical importance

and famous personalities.

They are currently practicing for the song and dance presentations in school and are also working on their

individual presentations at home.

Students are readying for the class activities like art and craft work, instructional writing, meeting with a guest

speaker to name a few. We look forward to an enjoyable learning experience for the students, teachers and

the parents.

- Radha & Nahida Grade 3C

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Month 2015-16

PYP

Biodiversity

Fourth grade students, after weeks of inquiry about the different ways in which

ecosystems, biomes and environment are interdependent, and, more importantly, after

discussing the causes and consequences of imbalance within the ecosystems, finally wrapped it all.

From a trip to Mahim Nature Park, where we were given a guided tour of the park , to meaningful

discussions in class, our students learned a lot in this unit, as it was interesting and they could relate easily to

their learning. As their summative assessment they were asked to choose an ecosystem and represent it in a

diorama. Taiga, savannah, tropical rainforest, and chaparral were among the ecosystems selected to show their

understanding of the unit.

A great way of ending it was the visit of our management representative, Dr. Arundhati Hoskeri, who further

threw light on their learning with her explanations and challenging questions. The students were excited to

show their knowledge of the topic and enjoyed the interactive session.

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MYP

INTERNATIONAL SCHOOL AWARDS

Managed by the British Council, the International School Award is a supportive and motivational framework

that guides schools through their international work. International work exposes educators to new practices and

perspectives, aiding their professional development and as such raising teaching standards. For youngsters, it is a

window into different cultures and countries, preparing them for life in a global society.

A team of MYP and PYP teachers are a part of the core team for ISA- INTERNATIONAL SCHOOL AWARDS.

Topic for English and Design: Mythological stories across the world (Greece and India)

Teachers involved - Ms. Meera Rangarajan and Ms. Shreya Mudaliar.

Classes involved - Grades 6-10.

IntroductionIntroductionIntroduction

Ever since we read The Trojan War and a condensed form of The Odyssey, we have become life-long lovers of

Greek and Classical mythology. The one thing that strikes us as we dive deeper and deeper into these stories is

how similar they are to Hindu myths. After all, the two civilizations shared many traits: they were both

polytheistic, they encouraged debate and argument as a form of learning and they nurtured a rich tradition of

storytelling and art.

So, perhaps it is not surprising that our myths are similar. But, some of the parallels are so striking that one

cannot help but wonder whether maybe; just maybe, these stories came down from a common ancestor before

they branched out into their respective versions. I am not a historian, so I cannot say for sure, but sample these

and make up your own minds.

Both Hindu and Greek mythology are centered on three main Gods that are the designated leaders. Just like we

have our Vishnu, Brahma and Shiva, they have Zeus, Hades and Poseidon who respectively rule the heavens,

the underworld and the seas. Curiously, Indra, the Hindu king of the Gods, is but a caricature and is often

depicted in stories as vengeful and petulant. Zeus, in contrast, is all-powerful and feared by all his subjects.

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Month 2015-16

MYP Rationale/Purpose or Goals:Rationale/Purpose or Goals:Rationale/Purpose or Goals:

Students will gain knowledge and appreciation for the mythology of Ancient Greece. The students are

studying and students will see the connections that these myths have had across different areas of

Ancient Greek life as well as begin to understand the effects they continue to have in the modern day.

Building on Prior Knowledge:Building on Prior Knowledge:Building on Prior Knowledge:

Students will have had some exposure to mythology in Grade 6 so most have a basic understanding of the

purpose of a myth and how folktales are passed orally through generations. This will also build on the

students' prior information literacy knowledge as well as technological skills and subject area content. Specific

skills and concepts are noted in the individuals’ presentations.

Specific Learner Objectives:Specific Learner Objectives:Specific Learner Objectives:

After completion of this task, the students who are the learners will be able to:

comprehend the roots of mythology

cognize the basic parts of a myth

understand how Ancient Greek characters are translated in modern literature

possess a general understanding of how people lived in Ancient Greece in regards to the tools, food,

shelter, Olympic Games, jewelry, art, government, clothing, literature, and theatre

recognize how the Greek Gods are depicted in astronomy

identify what a star chart looks like

read and interpret a star chart

discuss the specific contributions of Ancient Greek Mathematicians

appreciate the contributions of that mathematicians apply to modern day math and technology

Retain a general understanding of the different types of art used during this time in Ancient Greece

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Month 2015-16

MYP Learners Should Value:Learners Should Value:Learners Should Value:

the influences that Ancient Greek mythology has had on modern storytelling

the myth as a teaching tool to explain phenomenon that was unexplainable for the Ancient Greeks

what the people of Ancient Greece were able to do with their resources

the contributions that the people of Ancient Greece made to society

the relationship that the advancements in technology had on the people of Ancient Greece

the contributions that the Greeks made to our current system of naming and understanding

constellations

to make a connection between the Ancient Greek mathematicians and the math they are learning in

school

the work involved in creating art in a similar manner to that of the people living in Ancient Greece

At the end of the task, the student will be able to understand:At the end of the task, the student will be able to understand:At the end of the task, the student will be able to understand: Task Definition

Information Seeking Strategies

Location and Access

Use of Information

Synthesis

Evaluation

Inquire, think critically, and gain knowledge

Draw conclusions, make informed decisions, apply knowledge to new situations, and create new

knowledge

Share knowledge and participate ethically and productively as members of our democratic society

Pursue personal and aesthetic growth

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Month 2015-16

MYP

LET US ALL GO GREEK!

When we were leaning about stories and folktales of the world, Ms. Meera ,our English teacher asked us to

research on Greek mythological stories and folktales. We took the help from Ms. Shreya, our Design Teacher.

This research was an instructive experience about Greek literature. Also, it helped us to explore Greek folklore

as we all had some previous knowledge about Greek Mythological stories. All of us chose a story from Greece

mythology and in class we read aloud with pride! We felt happy to hear our peers read their selection! In

addition, we were amazed by all the different stories that were being articulated in our English classes. The

names of the characters were of course, tongue twisters! It was fun sharing these stories with each other and

coming to know about the different kinds of stories that we do not usually get to hear. We want to be engaged

in such activities!

- Farah Al-Nisham Saesha Ayyar Sairaj Menon Grade 6

Grade 6

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Month 2015-16

MYP

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MYP

Demeter is also called Ceres, Soto, Thesmophoros. She was the goddess of corn, grain, and the harvest. She was

the daughter of Cronus and Rhea. It was believed that Demeter made the crops grow each year; thus the first

loaf of bread made from the annual harvest was offered to her. She was the goddess of the earth, of agriculture,

and of fertility in general. Sacred to her are livestock and agricultural products, poppy, Narcissus and the crane.

Demeter was intimately associated with the seasons. Her daughter Persephone was abducted by Hades to be his

wife in the underworld. In her anger at her daughter's loss, Demeter laid a curse on the world that caused plants

to wither and die, and the land to become desolate. Zeus, alarmed for the barren earth, sought for Persephone's

return. However, because she had eaten while in the underworld, Hades had a claim on her. Therefore, it was

decreed that Persephone would spend four months each year in the underworld. During these months Demeter

would grieve for her daughter's absence, withdrawing her gifts from the world, creating winter. Her return

brought the spring. Demeter was also known for founding the Eleusinian mysteries. These were huge festivals

held every five years and very important events for many centuries. Yet, little is known about them as those

attending were sworn to secrecy. It is thought that the central tenet around which the Mysteries revolved was

that just like grain returns every spring after its harvest and the winter lull, so does the human soul after the

death of the body, reincarnated in a next life.

Grade 7

IntroductionIntroductionIntroduction

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MYP

THE RBKIA EXPRESS

GREEK & INDIAN FOOD by our special reporter

Finding a great meal in ancient Greece would have been

very easy. They ate a variety of delicious dishes, some of

which are still around today. Most Greeks were farmers

and they ate the food that they grew. Since Greece had a

mild climate, they were able to grow many different fruits

and vegetables as long as they got enough rain.

Vegetables were a huge part of the Greek diet. Most

Greeks ate a diet that was almost vegetarian. Among the

most common vegetables and plants eaten by Greeks were

asparagus, fennel, cucumbers, chickpeas, celery and also

gathered and boiled dandelions to eat. The bulbs of

certain plants, such as iris, were also edible. They even ate

stinging nettles!

History of Indian cuisine dates back to nearly 5,000-years

ago when various groups and cultures interacted with

India that led to a diversity of flavors and regional

cuisines. Indian cuisine comprises of a number of regional

cuisines. The diversity in soil type, climate, culture, ethnic

group and occupations, these cuisines differ from each

other mainly due to the use of locally

available spices, herbs, vegetables and fruits. Indian food

is also influenced by religious and cultural choices and

traditions. Foreign invasions, trade relations and

colonialism had introduced certain foods to the country

like potato, chilies and breadfruit.

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Month 2015-16

MYP

WELCOME TO THE GREEK SANDWICH JUNCTION

In our English classes, Ms. Meera Rangarajan discussed about the importance of reading newspapers

and advertisements. On 05 February 2016, as a part of our French lessons, Ms. Rashmi Talreja had organized an

activity involving us to prepare a variety of sandwiches with bread butter, cheese, mayonnaise and vegetables.

We brought all the necessary ingredients from home and with our creative thinking, prepared and presented our

sandwiches! These were appreciated by students and staff we served our housekeeping staff too. We were proud

to see the content in their faces! We sold sandwiches to students and the proceeds were dedicated for Service as

action! It was a great activity, making and tasting all the mouth-watering sandwiches! Our junior buddies from

Grade 6 also visited our Greek Sandwich Junction and we taught them how to make different types of

sandwiches! One could not miss the delight on their faces!

We understood how our English and French lessons could be clubbed to create a Service as action activity too!

Thank you teachers!

- Janhavi Pandit Saanvi Soni Sriya Srivastava Urja Hansraj Grade 7

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Month 2015-16

MYP

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Month 2015-16

MYP Topic : Menace of Air Pollution in some of the Asian Countries.

Teachers involved : Lester D’Souza, Meera Rangarajan and Shreya Mudaliar.

Classes involved : Grades 7, 8, 9 and 10.

The students of Grade 8 viewed a video on Air Pollution in Urban areas of Countries Like India and China . Later

they completed a questionnaire on the same topic.

Students of Grade 9 were given a detailed explanation in Biology class on: How Does Cycling Reduce Air

Pollution .They were also taken to the MYP IT lab to make a PREZI Presentation on the same topic.

ISA - Science

7th January 2016

29th January 2016

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Month 2015-16

MYP Reflection on this activity: On 29 Jan 2016, we had a class on Air Pollution and then

during our Service as action lessons, Mr. Jagadeesh took us to the MYP Design Lab. There along with

Ms. Shreya, he told us to open our Prezi account and research before we started to work on the topic. First,

she taught us how to make a presentation step by step and then we started researching on the given topic

"Cycling and its benefits". We like to thank our homeroom our teachers for this opportunity.

- Harshi Ramjiyani Grade 9

Students of Grade 10 participated in a quiz competition on the topic: Air pollution causes and Consequences.

.

9th February 2016

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Month 2015-16

MYP RBK International Academy has collaborated with Eureka High Secondary School

for ISA activity. Eureka Higher Secondary School, Nepal has participated in International School

Awards introduced by British Council.

The topic Selected for Science section: “Cycling… Health on Wheels”.

Teachers involved: Ms. Indira Baidya

Mr. Ajit Subba

Mr. Nayan Sunuwar

Mr. David Shahi

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Month 2015-16

MYP Activities:Activities:Activities:---

Students of grade 6 have attended orientation on the maintenances of minor problems of cycle by

‘Mr. Krishna K.C’ Manager of Green Wheels, the importance of cycling and its effect on health and environment.

A cycle rally was organized by the students for the promotion of cycling as a way to control air pollution.

18th January 2016

9th February 2016

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MYP

Group discussion as experience sharing by the participant cyclist and paper work presentation on Benefits of cycling was conducted.

World famous cyclist “Mr. Pushkar Shah” was invited to promote the feeling

of cycling among the students and sharing of his personal experience while

making cycle tour around the world.

11th February 2016

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Month 2015-16

IBDP

O n Saturday 13th February 2016 the extended essay Viva Voce sessions was scheduled

for Diploma programme students. Different subject experts joined the supervisors to form a panel to

conduct the sessions.

Students took the opportunity to reflect on successes and difficulties in the research process. They highlighted the

journey taken in EE process. Students reflected on the planning, research and writing process of EE. Viva helps

students to re-examine their ideas and decide whether changes are needed. Students express their views on

research process like methodology, time management, successes and challenges in collecting data from

appropriate sources for EE. Supervisors gave some suggestions on areas that needed further attention, such as

investigation, citation and referencing for the betterment of their final EE copies.

- Santosh Mandhare Extended Essay Supervisor

Extended Essay Viva Voce Sessions

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Month 2015-16

IBDP T oday, 13th February 2016 we had our Extended Essay Viva. It was a truly amazing

experience. Interacting with the supervisors was an eye-opening experience and it gave me an

insight into my methodology and helped me reflect on my academic writing journey. Ms. Kinnari, Ms. Meera

and Mr. Duke asked a lot of interesting questions and it was a pleasure reflecting on the research and writing

process and sharing my journey with them.

- Niti Majethia DP2

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IBDP

SVKM Culturama 4

O ur School participated in an inter-school event organized by JV Parekh International

School that gave us the opportunity to showcase our talents in various fields. It was a two-day

event wherein the students of our school participated with pride and won many prizes too. It was a

completely different experience for me personally as this gave me an opportunity to interact with students from

other IB schools and know them. Moreover, this helped me understand where exactly do I stand in the world. It

was overall a wonderful experience as we had taken this event very seriously and the boys football team had been

practicing for it since more than a week, and the practice definitely paid off as this was the first time we won a

football competition. Apart from this the students of our school were very enthusiastic throughout and we

dominated the entire event with the number of participants as well as the number of winners. It gives me

immense pleasure to be a part of such a co-operative team and such a nice school that encourages its students to

take part in various events like this as this determines our potential. I look forward to participate in more events

like this in my journey with this school.

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Month 2015-16

Menu

Canteen

Note: All salads served will be boiled

- Ms Payal Sinha

Consultant Dietician

PARTICULARS

TUESDAY 16.02.15

WEDNESDAY 17.02.15

THURSDAY 18.02.15

FRIDAY 19.02.15

MONDAY 22.02.15

PRE-PRIMARY SHORT BREAK LUNCH SPECIAL MEAL

GREEN MUNG AND VEG KHICHADI WITH CURD MUSELI WITH MILK/ MYSORE MASALA DOSA CHAPATI PEAS RICE MASUR DAL TADKA TINDA BHAJI STUFF CHESE BELL PEPPERS BUTTERMILK SALAD PANEER FRANKY

DALIYA UPMA WITH GRATED DUDHI RAITA OATS WITH MILK / VEG MASALA DABELI FULKA STEAMED RICE PUNJABI KADHI MOTH MASALA BARWA KARELA VEG RAITA VEG CHEESE PASTA

KHANDVI WITH MINT CHUTNY CEREALS WITH MILK / PAPDI CHAT BAJRE KI ROTI SARSON KA SAAG TAWA RICE CABBAGE RAITA SPROUT SALAD CLUB SANDWICH

VEG MOMOS WITH SAUCE CORN FLAKES WITH MILK / MEDU VADA POORI \CHAPATI CHOLE ZEERA RICE PANEER TIKKA MASALA FRUITY SHREEKHAND HAKKA NOODLES WITH SWEET SOUR VEG

PUMPKIN THEPLA WITH CHUNDA WHEAT FLAKES WITH MILK / VEG UPMA CHAPATI KHICHADI BOONDI KADHI DRY POTATO BHAJI ROASTED BELL PEPPERS AND TOMTO SALSA ROASTED PAPAD SALAD VEG PIZZA