Collecting data

The inquiry process requires students to collect data for their global issue research. Many students chose to conduct interviews and surveys. Due to COVID 19 restrictions, many students were unable to conduct face to face surveys so they chose to use Google Forms as a tool to collect data. Let's find out what they were asking...

Aarav: My questionnaire was very valuable and gave me lots of information about WIFI use and connection. 31 people responded and I'm excited to share the results in my exhibition.

Saja: I haven't received many responses yet, but I am hopeful more people will respond. From the few that have replied, I found out that many people are using their devices and social media apps most of the time. I wonder what the impact of this is?

https://www.article19.org/resources/social-media-councils-consultation/

Aaminah: For my data collection, I interviewed Ms Ruth from the secondary library because she is a fashion designer and has her own clothing company called 'Mizuwa Designs.' I asked questions in the local language Nyanja and learnt that Ms Ruth made her first fashion design when she was 11 years old, she made a bag out of fur.

6.1 Students' reflection of the journey so far!

 Caterina Daniel would like to share her journey so far...

This week I learnt that there is a difference between weather and climate and about how warmer climate can actually cause cooler weather. Something I have been struggling with is organizing an interview for my research but I am almost done with my survey on ‘Google Forms’. Another thing I am proud of is the fact that I have participated in ‘Earth Hour’ and that I have also encouraged others to do so as well. Throughout the rest of my exhibition I want to take more action by sending out a survey, sticking up awareness posters around the school and maybe even plant a trees on campus.

I feel that this week I have been an ‘Inquirer’ as I have been asking quite a lot of questions and doing a lot of research, I also feel that I have been using my ‘Thinking Skills’ as I have been thinking through and clarifying all of the information from my research. Overall I am really satisfied with the Exhibition so far as well as with this week. 

Mapani Shalumba is reflecting on the skills he is developing

During this exhibition week, I have learned about the ozone layer and how it protects us from the sun’s harmful UV rays. It was a bit difficult to make my line graph displaying the increase in temperatures. 

This week, I planted a tree with the IB’s, it was the highlight of my week because I got to take action for my exhibition. I would like to plant more trees around Lusaka so that I could take action and help stop global warming.

Also, the learner profile trait that I have displayed this week is research skills when I was researching the ozone layer. I also think that I have demonstrated open-mindedness as well when listening to my classmates’ ideas when doing group work. I enjoyed this week of the exhibition because I learned new things, solved problems, and had fun.

Chileshe reflecting

We have already started PYPX in class and it's been interesting. I say interesting because it's been hard, fun and very busy. We do issue groups every Thursday and those are very helpful for me. They are helpful because I get to understand what other people are doing and their ideas.

Our exhibition is on April 22nd which if you think about it is very close. Here's something you probably didn’t know: my birthday is on April 26th so I can celebrate PYPX on my birthday.

I am excited for PYPX but I am also super nervous. We have about 3 weeks till the Exhibition and those weeks that we have will fly by fast!

By Chileshe A. Holdway

Group work!

 A big part of the PYP Exhibition is working in groups. Even in Covid times, where we are bubbling and keeping our distance, we managed to make group work happen. The students make sure they are in a well ventilated space and that they keep their distance. They meet partially in person and partially via Google Meet as there are a few students who are doing Home-Based Learning. 

This weekly activity took some getting used to. After some tries, the students now have roles and take turns to speak. They are given a set of questions to discuss together. This exercise practises many skills: discussing, listening, asking for feedback, explaining work, compromising and reporting.

The groups are based on their interests.

The group roles are: 

meet organiser: this person will remind others how to behave and will keep track of the order in which everyone speaks

time keeper: Keeps track of time and makes sure everyone sticks to their allocated time frame (for each question try to not go over 5 minutes)

chat checker: this person will check the chat in the google meet and act accordingly (if it’s  a question)

teacher communicator: this person comes to teacher/teaching assistant when there is a question, also feedback to the teacher after the session  

Group: health/medicine:

Amaan - medicine

Troy - health care 

Ayesha - covid 19

Zaidaan - health

Lungile - mental health

Sariska - covid 19

Jayden - health care

Vrithi - medicine in technology

Group: Society B:

Lelo - the 1800s

Anwesha - royalty

Jabali - music

Aaminah - clothing

Arsh -  sports

Themba - Charity

Group: gaming/technology:

Aarav - Technology

Anwar - gaming

Munyaradzi - gaming

Zande - gaming

Rayyaan - gaming

Tachi - Gaming

Group: environment:

Ifeoluwa - energy conservation

Chileshe - sea pollution

Mohammed C - recycling

Mohamed F - deforestation

Giovanni - pollution 

Wataida - pollution

Aaliya - rainforest destruction

Rebeca- Ocean Pollution

Group: global warming/climate change:

Dylan - global warming

Caterina - global warming

Mapani - global warming

Hafsah - climate change

Group: animals:

Nimansh - poaching

Jamila - poaching

Zahra - Animal Cruelty

Samara - endangered animals

Zipu - poaching

Bao Yuan - endangered animals

Gabriela - endandgered animals

Group: society A:

Saja - social media

Lindani - social media

Sahaar - poverty

Alessandro - money

Musonda - poverty

Samitha - racism

Mohamed J - money

So the journey continues...

 

The students each designed a logo for the exhibition t-shirt. On Friday 19th March, the students had a walking gallery and voted for the 3 most favourite logos. The winning designs are above. These will now be printed on a T-shirt that the students will all wear on the gala day.

 

Exhibition T-shirt logo design competition.

EXhibition logos are in, here are the designs...Which design would you choose? Remember the central idea!

https://docs.google.com/presentation/d/1wzzpgqh1msdyduwIFqDuwcjrg_nZz82DtlqWPcivSzY/edit?usp=sharing

This is the central idea!

 

The understanding of local and global issues can influence us to change, take action and make a difference.

Some of the students' global issues.

 

Starting the independent inquiry.

 

Choosing our lines of inquiry with socially distanced group work.

 

Brainstorming the global issue.

 

The ISL PYPX journey

 The Journey Begins...

International School of Lusaka - Y6: 2021