THE SIFI TIMES April 2018 - International School Stuttgart
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THE SIFI TIMES
April 2018
Learning at I.S.S. Sindelfingen
Head of Campus: Sarah Kupke
Director of Academics for Learning: Rebecca Jones-Bürk
_______________________________________________
International School Stuttgart Sindelfingen Campus
Hallenser Straße 2
71065 Sindelfingen, Germany
www.issev.de
+49 (0) 7031 6859780
EARLY LEARNING CLASS CLASS TEACHER: AMANDA HAWORTH
LEARNING ASSISTANT: SVETLANA LEBEDEVA
We had the opportunity to
paint wooden toys during
our Exploring Place and
Time Unit of Research with
the Central Idea: Life long
ago looked different from
today. A family in our Early
Years class donated a box
of wooden toys and we
learned that a long time
ago children would have
had few toys and often the
toys would have been
homemade. We really
enjoyed the process of
making our toys look
In our Celebrations, Unit of Research we are inquiring into the central exactly how we wanted
idea: “Families recognize important personal and cultural events
through celebrations and traditions." For this unit families are coming in
to talk about their cultures way to celebrate Spring.
We celebrated Fasching at school by dressing up in costumes and
scaring away the winter!
We learned about Fastelavn, a danish celebration, from Albert's family.
We hit the wooden barrel until candy came out! Elsie broke open the
barrel and was the queen, while Aurelius was crowned king because
he knocked the last board down.
Kauseeka's family came to teach us about Tamil New Year. Kauseeka
and her mother wore traditional Indian clothing and cooked us dosa.
The class was very open-minded about trying dosa and
enthusiastically ate them and wanted seconds!
Class Teacher: Andrea Haake
German Team Teacher: Karin Straub
1&2 H Learning Assistants:
Aaron Chivington and Kirsten Donie
Wahrscheinlichkeit - Probability
Wie hoch ist die Wahrscheinlichkeit, dass wir einen Dinosaurier als neuen Mitschüler bekommen?
How likely is it, that the sun will shine tomorrow?
Emily: We took cubes out of bags and on the bags were numbers. We played them like this: We had
to count the different colored cubes, and then we had 10 turns to pick cubes and had to write down
the color we picked. In the end we had to say, if it is possible or impossible or unlikely or likely to pick
a certain color.
Warren: “I liked guessing if a certain color would be likely to be winning.”
Elijah: “I liked when we did the cube challenge because we would see if who could get the most
color.”
Songhyun: .
(I liked when we made funny statements like, if it is possible to get a dinosaur as a new classmate.)
Joelle: “Ich habe gelernt, dass nicht alles möglich ist, weil wenn es in einem Glas nur rosa Würfel
sind, dann kann man keinen grünen Würfel ziehen.”
Zeitreise in das Mittelalter
Das Mittelalter ist eine spannende Zeit. Wir haben viel
gelernt und wissen nun, dass es nicht voller rosa Kleider
und Glitzer war!
Mira:
In unserer Einheit
über das Mittelalter
haben wir in der
Klasse alle ein
Wappen gemalt
und erklärt was die
Farben und
Symbole bedeuten. Alle haben ein Poster gemacht über ihre eigene
Forschungsfrage und haben es den Eltern präsentiert. Am Ende der
Unit haben wir einen Markt veranstaltet, den König mit einem
Gedicht begrüßt und unsere selbstgebastelten Kunstwerke
verkauft.
Cora:”I
enjoyed
reading the
non-fiction
books
because it is
fun learning.”
Julius: Mir hat gefallen, dass ich mir das Thema Burg
ausgesucht habe und weil manche Burgen stabil sind
und andere auch nicht.
Misaki: 布 染 花 け く フルーツ 薬草 使う 勉強 (I learned
that people dyed clothes not only flowers but herbs.)
Gyeom:
.
(I really enjoyed that the parents came and I was
able to share my work.)
Marlon: “Ich habe gelernt, dass auf den Münzen die
Namen der Könige standen und dass die Bauern
keine einheitliche Währung hatten und deswegen
haben sie getauscht.”
Amelia: “I learned about queen Elizabeth that she
spat in public and picked her black teeth. So now I
know that queens in real weren’t that fanzy.”
100 Days in School!
What a day it was…. We started with 20 bags,
each filled with 100 Lego bricks and 20 kids full of
excitement what will happen next!
Oliver: First we take our Lego’s and we built
something, and we had to use all 100 pieces. And
then we have colors, like, red, yellow, every color
and we made a
very big bar
graph on the
floor. And the red was the longest. We weighed our Lego, we
measured it with a ruler, we made a picture and write how we
constructed the Lego. It was a fun day!
Lilly: “Ich habe ein fliegendes Haus gebaut, weil in einem Film
es auch fliegende Häuser gab.”
Kii: ラ い 作 タワー 重 ハ
買う い ラ く さい ⾔言うけ
い い い タワー ⽅方 重い
⾔言う
(I weighed my Legos and it was 201 grams. When my mommy
buys ham, she says “100 grams please”. I always say to her,
“My tower weighs more.”
Andrea:Me gustó que pudimos
construir cosas con 100 Legos.
(I liked that we got to build things with
100 Legos.)
Freek: Ik vond het leuk dat we iets uit Lego bouwden en het
was erg leuk.
(I liked that we build something out of Lego and it was very
fun.)
Class Teacher: Matthew Knights
1&2 K German Team Teacher: Bianca Ginas
Learning Assistant:Rebecca Webster
STEAM
Children from 1/2K enjoyed the STEAM activities during our STEAM Enrichment
event. They learned new ways of looking at the world, through inquiry and hands-on
research. Here are their opinions:
Luckshanaa (Rainbow Science): “It
was fun. I learnt about how to make
a rainbow: instead of the rainbow
being outside, we can make it and
see it in a room!”
Yuyu (Mayan Civilisation): う え
く
Chloe B (Rainbow Science): “It was
good because we found real rainbows
using prisms to make a rainbow, even
without a piece of paper. When the
white light comes into the prism, it
breaks down and all the colors come
out.”
RITTER DER BURG
There are secret layers under the
castle! Leon.
I didn’t really know that chainmail
went under the armour! Pierce.
I liked the way there used to be a
drawbridge. Rishi.
I learned what knights wear inside
their armour. Sumaira.
The building was amazing. Ritsu.
Inviting the
refugee
neighbours
We wanted
them to have a
fun day. It was
nice to see
them.
Luckshanaa.
Wir wollten
dass alle
Flüchtlinge
Spass haben
Im Rahmen der Forschungseinheit „vom Feld auf den Tisch“ pflanzten die Kinder
verschiedenes Gemüse und Obst an. Hierbei wurden die Samen genau angesehen und
die richtige Aussaat für die verschiedenen Pflanzen besprochen. Die Kinder freuen sich
darauf, die Ernte bald zu essen.
Alex:
Haben wir Erde, Samen und dann wieder
Erde und dann haben wir gedrückt. Ich habe
mit Luna und Pierce gepflanzt.
Rishi:
I learned how to plant seeds and put them in
the soil. It was really fun, because I neven
planted before.
Leon:
I liked when we got to go outside to plant the
seeds. I learned that you put a woodchip at
the bottom, so the soil doesn’t fall out.
Eric:
Ich fand es interessant, dass es
Samen gibt, die ausschauen wie
Popcorn bevor es gepoppt ist.
3&4 D
Class Teacher: Liam Devaney
1&2 K
Class Teacher: Matthew Knights
German Team Teacher: Bianca Ginas
German Team Teacher: Bianca Ginas
Learning Assistant: Samantha Stocking
Learning Assistant:Karin Kern
Waxworks Museum Biographies
In Grade 3-4D we looked at the difference between a biography and an autobiography. We
chose a famous character that we were interested in and carried out research on this person.
Along with researching, we designed posters/information boards, which contained timelines
and pictures. As a part of our Waxworks Presentation, we dressed up, took the role of our
chosen character and performed in front of parents and
other children.
Andreas:
I found out lot of information about my chosen character
who was Hans Christian Andersen. I found some of the
research and preparation difficult to do, but it was all
worth it in the end. I also found out that I was a lot more
nervous than I thought I would be when I did my
presentation in front
of an audience.
Sachin:
In Drama haben wir
gelernt
Augenkontakt zu
benutzen. Ich habe
über andere Leute
gelernt z.b
Gandhi und was er
getan hat. Wir haben ganz viel Mühe in unser Wax
Museum Projekt gegeben.
Jetzt haben wir
über Biographien
gelernt. Wir wissen
jetzt wie wir unsere
Biographien
präsentieren sollen.
Mir hat das ganz viel
Spaß gemacht als wir uns verkleidet haben und unsere
Person nachgemacht haben.
Janne:
Ik heb een poster gemaakt met allemaal informatie van
Rembrandt Van Rijn. We maakte een tijdlijn en we
moesten allemaal sorte informatie zoeken. Ik vond het
leuk om de tijdlijn te maken en om het poster te maken
het was ook leuk om te acteren als Rembrandt Van Rijn
bij ons kleine museum. Ik vond het moeilijk om het
informatie op te zoeken en alles op te schrijven. Ik heb
geleerd hoe je informatie vindt op internet en ik heb ook
over Rembrandt Van Rijn geleerd.
Electricity / Magnetism
In our ‘Electricity’ unit we investigated
what electricity is, what is it used for
and where it comes from. We
constructed simple circuits and
investigated the effects of using
different components and materials in
these circuits. In our ‘Magnetism’ unit
we investigated different types of
magnets and how their poles attract
and repel each other. At the end of
the Magnetism / Electricity unit, we
designed board games, which used
either electricity or magnetism and
had a presentation for parents and
other children to attend.
Maya:
Ich hab gelernt wie man ein Spiel mit Magnetismus und Elektrizität baut. Wir haben
viel geschrieben über Sachen die wir über Magnete gewusst haben. Wir haben mit
Magneten gearbeitet und geguckt welche Sachen magnetisch sind und welche nicht
magnetisch sind. Mir hat das
Spielprojekt am besten gefallen.
Wir haben eine magnetische
Rennstrecke gebaut.
Ana:
Yo aprendí que debemos de
trabajar en un equipo para hacer
un proyecto sobre electricidad y
magnetismo. También aprendí que
no te rindas o sino tal vez no te
sale tan bien. Me gusto jugar el
juego y construirlo. Aprendimos
que era magnético y que no, y los
polos norte no se pegan. Se me
hizo muy divertido.
Jack:
The most interesting part for me was learning the symbols of the circuits and the
wires. The most fun part of this unit was making the games. I made a soccer game
with my group. We used magnets on the bottom with a stick to control our players
and kick the ball. I learned that there are north and south poles, and how they attract
if it’s north and south, and repel when it’s north and north or south and south. It was
fun seeing what was magnetic, like scissors and what wasn’t, like marbles.3&4 K
Class Teacher: Jennifer King
German Team Teacher: Sylvia Karaca
Learning Assistant: Samantha Stocking
Responsibility and Animal Welfare
Over the past few weeks the children
of both grade 3/4 classes have taken
on the responsibility of looking after
incubating chicken eggs. This has
involved maintaining the incubator at
the correct temperature and humidity,
as well as carefully turning the eggs
during the school day. Finally, after 21
days, 6 of the eggs hatched and 6
baby chicks emerged. The children
gave the chicks names: Peep,
Marshmallow, Chebbie, Coco, Sunny
and Flitzi.
The
students then did some observational drawings and wrote a
variety of poems.
Our discussions
have now
focussed on the
welfare of our
newly hatched
chicks:
How can we best
take care of our chicks?
Here are some of the children’s responses:
They need lots of space.
They need good food.
They need someone to look after them who we
know and trust.
They need to be well looked after.
They need an expert to take care of them
So far we have a family from the school who will look after our ‘girl’ chicks and give them a
good home and we are researching a local “Bruderhahn-Initiative” as a suitable place for our
‘boy’ chicks.
Square Capture!
An important part of gaining numerical fluency in grades 3 and
4 is mastering the multiplication tables. A fun way of improving
rapid recall of all those facts is by playing games. The pictures
you see are of 3/4K’s favourite game at the moment …
“Square Capture!”
Can you recognise the traditional game it is based on?GRADE 5 Class Teacher: Melanie Duffy
German Team Teacher: Lucie Räder
MESOPOTAMIA
Grade 5 have really enjoyed learning about the evolution of the world we live in,
through our unit, Mesopotamia. The students studied the development of writing
through Cuneiform and how this has changed overtime. In class, we are building our
own city and comparing this to the way people lived during Mesopotamian times. We
have been looking at the inventions that were created during this time and how they
are still continuing to impact our daily lives.
In der Forschungseinheit “Mesopotamien” haben die Schülerinnen die
Schriftentwicklung mittels der Keilschrift, und wie sich diese über die Zeit verändert
hat, erforscht. Außerdem haben sie sich mit unterschiedlichen Erfindungen in dieser
Zeit befasst und verstanden, welche Auswirkungen diese auf unsere heutige Welt
haben.
Die 5. Klasse erfreut sich momentan daran, eine eigene Stadt als
Modell zu bauen und zu erkennen, wie eine Stadt infrastrukturell
und logistisch aufgebaut ist. Es wurde auch ein Zeitstrahl mit den
wichtigsten Ereignissen während dieser Epoche entwickelt.
اعجبني
ما
اكثر
الرافدين
بني
ما
حضارة
وحدة
في .
االن
بمدننا
نقارنها
وان
الرافدين
بني
ما
حضارة
مدن
تماثل
مدينة
نبني
ان
استطعنا انه..
سيارة
صنع
من
تمكنا
أنه
اعجبني
ما
أكثر "
والقوة
الطاقة "
وحدة
في .
Hashim
-‐
.
بأنفسنا
سيارتنا
تجربة
استطعنا
اننا
هو
االخر
الشي.
I learned about Cuneiform writing and why the Sumerians invented
this form of writing, how it helped them and what they used it for. I
also learned the Cuneiform alphabet and was able to write my own
name in this way. I really enjoyed the city building part of this unit, as I have never
done something like this before and I loved it. – Apryl
こ 社会 習 事 楔形 く
そ 今 違い こ
楽 こ 粘⼟土板 ⾃自分 名前
い こ -‐
Soma
.
4
.
.
-‐
Yul
私 楔形⽂文字 こ 習い 楔形⽂文字 らコ ュニ ーション
取 せ 私 好 こ 楔形⽂文字 書くこ 好 -‐
Sae
Ich habe gelernt, dass wenn man eine große Plastiktüte fallen lässt, dann fällt sie
langsamer wie eine kleine Tüte, weil die Große zieht mehr Luft ein, was die Tüte
verlangsamt. Mir hat gefallen, das Auto zu bauen und den Fallschirm fallen zu lassen.
Und vor allem die Räder an das Auto anzubringen. - Colin
Bei dieser Forschungseinheit habe ich über Newtons Gesetze gelernt. Ich habe auch
gelernt, dass ein Gummiband oder Ballon Energie sein können. In dieser
Forschungseinheit habe ich den Autobau gemocht. Ich habe auch den Fallschirmbau
gemocht. - Kai HanForces and Energy
During this Research Unit, Forces and Energy, the
students learnt about the impact that gravity and forces
has on their everyday lives. In order to test these forces,
they built their own self-powered cars from light,
everyday materials and created their own parachutes. As
a class, we studied Newton’s laws of motion which are
the three fundamental laws of classical physics.
In der Forschungseinheit “Energie und Kräfte” haben die
SchülerInnen über die Wichtigkeit und den Einfluss,
welche die Reibung und die Schwerkraft in unserem
Alltag haben, gelernt. Um dies zu testen, haben sie ihre
eigenen Autos aus leichten, alltagsgebräuchlichen
Materialien gebaut. Außerdem haben sie ihre eigenen
Fallschirme aus ebenso leichten und
alltagsgebräuchlichen Materialien hergestellt, um den
Luftwiderstand im Verhältnis zur Masse zu erforschen.
Gemeinsam haben die SchülerInnen die drei Gesetze
nach Newton entdeckt, welche zu den klassischen
Regeln der Physik zählen.
Nauczyłem się, że nacisk ma wpływ na szybkość danego pojazdu. Nauczyłem się także o
trzech prawach Newtona. Spodobało mi się budowanie auta z plastikowych i drewnianych
elementów. Zbudowaliśmy auta, ponieważ chcieliśmy sprawdzić jak daleko mogą pojechać.
Polubiłem także robienie spadochronowego eksperymentu ponieważ fajnie było spędzać czas
oglądając i testując je zarazem. – Bartosz
Eu aprendi sobre a gravidade, como funciona, o que significa e a sua origem. Eu aprendi sobre
a resistência do ar, forças e também como fazer um carro com energia própria usando apenas
materiais de plástico. Eu gostei de fazer o carro com energia
própria, de ter pesquisado sobre a gravidade e de ter falado
sobre forças. - Francsico
I learned about air-resistance, how to build a self-powered
car out of everyday objects. I learned about Newton’s Laws
of gravity. – Elijah
The first thing I learned was how gravity works, what it does
and what it means. The next thing I learned about was
Newton’s Laws. I enjoyed the car building, it was an
amazing experience. I also enjoyed the parachute testing
and learning about the different laws. - Apryl
Bei der Forschungseinheit “Energie und Kräfte” habe ich
gelernt, dass wenn ein Fallschirm eine größere Oberfläche
hat, dann wird es mehr Luftwiderstand geben und das wird
den Fallschirm langsamer machen. Bei der
Forschungseinheit hat mir gefallen, als wir ein Auto gemacht
haben. Ein anderes Ding, das mir gefallen hat, als wir die
Autos getestet haben. - Hashim
Ich habe gelernt, welche Kräfte, das Fahrzeug verlangsamt (Reibung, Luftwiderstand und
Masse). Die Reibung bremst das Auto aus, so dass es nicht für immer fährt.
Mir hat der Autobau am besten gefallen, denn wir durften kreativ sein. Wir haben unseren
eigenen Antrieb gebaut, um das Auto anzutreiben. - AlexGRADE 6 CLASS TEACHER: PAMELA GRIMES Haikus about Spring by: Emilio, Audrey, Alidia, Alondra, Mateusz Quentin, Glenda, Eefke. Die Vögel singen Ab in die schule Bäche fließen durch den Wald Wir spielen viele spiele im Unterricht Die Blumen blühen Viele Aufgaben All the woods are green I+S is first Hibernation is over Then comes Maths with Mr. Kraft Beauty of Springtime Science is the best Making a Bouquet Break is lots of fun Children playing joyfully Especially Infection Fruits are getting ripe Running all around A School Play Fairytale By: Alondra, Eefke Once upon a time a teacher, called Mr. Bowe, thought of starting a play. Lots of teachers and students signed up to join the school play. In particular, students were from 6th grade. There was one student from 5th grade and the other students were from the grades 7 through 10. Teachers also joined, but most teachers were asked to join the play. Their first meeting was in treffpunkt learning, to plan what they were going to do. They chose the story “Cinderella”, but changed parts of the story, and ended up with the play “Singarella”. After the first meeting, they met every Monday for one hour to practise the play. Some weekends they met for a whole day for extra practise. Until the dress rehearsal, everyone was started to get nervous because the two shows were getting closer every day. We released our energy together and had a lot of fun. Some students danced their heads off when two students in 8th grade played music on the dress rehearsal. Especially Singarella, the Step Mother and the twin sisters. Others played hide and go seek after eating our delicious pizza lunch. Then on the first day of the show, Monday, February 6, 2018 kids cried because of the butterflies in their stomach. A few students even panicked behind stage. Most people who attended the show saw only the actresses and actors do the show on stage. But backstage the following three happened. When one character did a rap in his scene, they forgot a line and started to rap quicker, and also got extra nervous. Secondly, when another character had to sing her song “fancy”, her tall heels started hurting her. Thirdly, close to the end of the show, Singarella sadly fell behind the scenes before she was going to sing “who says”. This happened because she was dancing to the song before…. she placed her foot at the wrong spot and fell. She sang her song while holding back the pain on her foot. Finally, during most songs, people behind the curtains started dancing and started pretending to play with fake instruments. This how the Singarella team dealt with their nerves behind the curtain.After the show ended everybody was very relieved. The next day, everybody was feeling more confident about the show, there were still nerves but not as many as the night before. The show on the next day went just as well as the day before but there was less need for the “dancarella” behind the curtain during the show. The school play is a lot about acting and directing but we had so much fun in our freetime, and in acting and singing. Everybody enjoyed the play a lot. So if you ever thought of being an actor/actress or a world famous star, you know where to start! Join a student-led theatre group!!
Grade 7 Class Teacher: Della Wild Jose Pedro Sebastiao What I think about the learning Eu acho que o primeiro semestre foi um semestre com muito trabalho. O trabalho que influenciou mais a minha aprendizagem foi o Interdisciplinary Unit sobre o aumento do nível do mar, porque foi um projeto grande e importante. Este projecto foi um conjunto de várias classes: Sciencias, Inglês, Alemão, e Artes. Para este projeto temos que escrever uma história sobre alguém que foi efectuado por causa do aumento do nível do mar . Em Sciencias nós fomos classificados baseado nos nossos científicos fatos: se tínhamos estatísticas ou números, quantos efeitos, causas, e soluções nós temos. Claire Singerella play: We started in August, with no clue of what to do. Most of us had taken part in the play last year, and had no idea what to do this time. We eventually decided on the classic fairy tale of Cinderella. Together we voted for who was going to be the director, and what characters to play. After not that much negotiation, we had decided that Chloe Bingham would be the director, with some guidance from Mr. Boe. I ended up getting the role of Fairy Godmother. We then started on the script of the first act. Chloe and Mr. Boe wrote it with some help from Nathan and me. Next we started on the set building. While me and all the other actors practiced our lines either with each other or alone, the stage builders built the set. They painted the letter blocks that we used in last years play, Matilda. Then put wallpaper on the “walls” that we used in Matilda as well. I helped put on a bit of the wallpaper. Eventually we got our costumes. There was a bit of debate about what some characters should wear and what others should not, but we figured it out eventually. Everyone loved their costumes. It was a lot of fun to see the production of the play, how we started from almost nothing and then built everything up. It was fun to mess around, exaggerating our roles as much as we could at some points, while at others we just laughed at our lines. It was nice to have the students in charge instead of the teachers, and be able to tell them what to do or not to do. Everyone had a lot of fun, and I can’t wait to do it next year too! Alex Sea level Rise Project The sea level project was fun for most of the project because the part of making a story was hard but then you had to add the sea level is rising part into it. First of all you have to find a place that has some sort of sea level rise problem. The there was when it needed enough information for you to do it. After you get the approval that you can do it, you spend at least three weeks to research. You will have nine hours a week and you have three different classes to do all of this and that is english,german, and science.The first few words that you wright then you stop and then blank, that was what happened to my mind at least. This story took a long time but then you also have to make a poster in science and art now.After a while it gets easier but then they tell you about the day of presenting and then it’s it is time to present.
Anna: SINGDERELLA PLAY Das Singderella Schul Theater dieses Jahr war eine abgewandelte Version des Märchens “Cinderella”. Schüler aus vielen verschiedenen Klassen haben dort mitgespielt und ein wundervolles Theaterstück auf die Beine gestellt. In diesem Theater ging es um einen Sing Contest in dem viele gute Talente gesungen haben. Gewonnen hat natürlich Singderella. Auf der Bühne, wie auch hinter der Bühne ist viel passiert. Theaterspielen, auswendig lernen, Hintergründe wechseln, Music spielen und vieles mehr. Wir haben uns an Samstagen und Montags nach der Schule getroffen, geübt und gebastelt. Es wurde viel gebaut gelernt und gewechselt. Als wir alles vorbereitet haben, haben wir nach der Schule am Montag (5.2.2018) und am Dienstag (6.2.2018) Aufführungen gegeben, Essen verkauft und Spenden gesammelt. Mick: Meeresspiegelanstieg Die Klasse 7 hat dieses Jahr über den Meeresspiegelanstieg gelernt und darüber erzähl ich ihnen jetzt. Klasse 7 hat darüber eine ganze Geschichte geschrieben und zwei Poster gemacht, ein Poster war über Lösungen für den Meeresspiegelanstieg. Und das andere war eine Message und ein Bild über den Meeresspiegelanstieg. Was ist der Meeresspiegelanstieg? Der Meeresspiegelanstieg ist eine Erweiterung des weltweiten mittleren Meeresspiegels aufgrund einer Ausdehnung der Wassermenge auf den Meeren des Planeten. Der Anstieg auf Meereshöhe wird normalerweise der globalen Umweltveränderung durch die warme Entwicklung des Wassers in den Meeren und durch die Verflüssigung von Eisschilden und Eismassen an Land zugeschrieben. Die Abschwächung von treibenden Eis Regalen und Eismassen würde den Meeresspiegel um etwa 4 cm erhöhen. Mir persönlich hat das Projekt sehr spass gemacht weil wir in 4 verschieden Klassen das selbe Thema hatten was sehr interessant war. So ein Projekt heisst Interdisciplinary Unit (IDU) wo man für alle 4 Fächer Noten kriegt für verschieden Poster oder Präsentationen. Alina: Entscheidung am Mount Everest Am anfang des Semesters hat die 7. Klasse ein Buch namens “Entscheidung am Mount Everest” gelesen. In dem Buch ging es um einen Jungen namens Peak, der es geliebt hat zu klettern und sein traum war es auf den Mount everest zu schaffen, seine mutter und sein vater waren früher Bergsteiger gewesen bis ihr vater sie verlassen hat. Als Peak mehr klettern wollte hat er angefangen Hochhäuser hoch zu klettern und auf den Dächern Graffiti zu sprühen. Eines tages wurde er geschnappt und musste seine heimat verlassen. Sein Vater hat angeboten sich um ihn im ausland zu kümmern und jetzt darf er seinen traum auf den Mount everest zu steigen. Wir Haben jede Woche ein paar Kapitel von dem Buch gelesen, Fragen dazu beantwortet und unsere eigenen Fragen dazu geschrieben. Die Fragen die wir geschrieben haben, haben wir dann in einer Diskussion, die wir “ inner and outer circles” genannt haben, besprochen. Der “inner and outer circle” besteht aus zwei, aus Stühlen geformten Kreisen, einer in dem anderen drinnen. Die Leute die im äußeren Kreis saßen durften nicht reden und mussten notizen schreiben. Die Leute die im inneren Kreis sahen haben dann die Fragen aus einem Becher rausgezogen, vorgelese und dann die Frage disskutirt. Nach 20 minuten wurde gewechselt und die, die im inneren Kreis waren, waren dann im äußeren kreis und umgekehrt. Diese Unit hat uns viel über, wie man auch ohne sprache viel sagen kann und dass man nur im Team an die Spitze kommen kann, beigebracht.
Porter: Being the New Kid at SIFI Campus Being Welcomed Being the new kid at the ISS Sifi campus was very welcoming and I could tell everyone tried their hardest to make me feel welcomed and be my friend and faculty,staff,and teachers were definitely willing to try and make the work load I had to do easier and make sure i had a good understanding of what I did do but still was quite a challenge and even on my first day at lunch i wasn’t able to eat because my account was not setup properly and i was offered food from almost all my classmates Ruben,Frau Knabe,and others. Advice for Newcomers Don’t be too scared. It’s completely normal for you to be nervous. Leon: Peak Die 7 Klasse hat am Anfang der 7. Klasse ein Buch über den Mount Everest gelesen. Die 7. Klasse musste dort das Buch lesen und zu jeder Hausaufgabe eine Diskussion führen und dazu auch noch Fragen beantworten. Um die Diskussion zu führen, haben wir uns in zwei Gruppen aufgeteilt. Eine Gruppe ist draußen gesessen und hat Notizen gemacht. Die andere Gruppe ist in dem Kreis gesessen und hat die Fragen beantwortet und eine Diskussion geführt. Mir persönlich hat das Projekt sehr Spaß gemacht. Lenora: Semester one Art Semester one in art we worked on how to draw facial features. The facial features that we learned how to draw were the nose, eyes, mouth, ears, and we worked on the additional head, and hair. After we practiced on how to properly draw the facial features we made a self portrait of ourselves in disguise in our journal using pastels.
Grade 8
Class Teacher: Michael Bowe
I and S Teacher: Raymond Schneider
World War I Research Papers
One hundred year ago Europe was still embroiled in the Great War, as it was referred to then.
The war would last until November 1918. After learning about some of the M-A-I-N causes
(Militarism-Alliances-Imperialism-Nationalism) of World War I, students were free to develop
their own research questions about this war that changed how many people viewed war. This
war began with cavalry and ended with airplanes and poison gas being used for the first times
in combat.
Many students, such as Catherine Prinsloo and Hunter Christy, were curious about the effects
of poison gas and how soldiers and medics protected themselves and treated victims. Other
students looked at lesser known theaters of this war, such as Zack Christian’s investigation of
the war in Eastern Africa. Below is a list of student’s topics:
Fernando Alonso
Avina: Why was Franz
Ferdinand killed?
Yannis Bittner: How did
naval battles affect
W.W. 1?
Claire Dall: What if the
Schlieffen Plan had
succeded?
Miko Dzierzanowski:
How did the Treaty of
Versailles contribute to
Germany starting
World War II?
Dahyun Kang: How did
America’s entry into
the war change W.W.
I?
Frederik Linder: Trench
warfare
Kuba Nawrocki: What if
the sinking of the
Lusitania was a
conspiracy made by the British?
Neel Pai: How did sky fighters influence the war?
Justine Prinsloo: What impact did new weapons have on W.W. I?
Tytianna Sanderson: How did Germany attempt to debilitate America’s ability to enter the war?
Max Sumstine: How effective were German U-boats at disrupting the naval blockade of
Germany during World War I?Class Teacher: Chris Kraft Grade 9 MUN Lana Raiger (Grade 9) joined 11 other Model United Nations delegates from Degerloch at a 3-day conference at the Rivers International School in Arnhem, Holland. This was Lana’s first full MUN conference and she found it a refreshing challenge. For her General Assembly committee, there was research to do on Coordinating international action and cooperation on refugees and improving the coordination of efforts against human trafficking. All delegates first wrote 5-10 suggestions (called “operative clauses”) and in once in Arnhem, combined their best ideas with those from other delegates. These complicated, legal documents (called “resolutions”) were first debated in her room and then selected resolutions were again debated in a large hall with all delegates from the General Assembly Committees. When ultimately passed by a majority of delegates, these document will be sent to the actual United Nations to help today’s politicians to solve these tricky world issues. Over three days Lana gave her first MUN speeches, asked questions and suggested improvements to her room of 30 students and then as part of the plenary GA group of 100 delegates. She had the chance to meet students from other schools, including living with a host family for two nights and attending a conference social in a club with professional DJ. Lana said, “it was a very good first experience. My committee and the Degerloch students I travelled with were very nice and friendly. Model United Nations is challenging – I had to speak in front of people I didn’t know. I helped me come out of my shell a bit and be more open to others.” As MUN advisor I congratulate Lana on her efforts and successes at this conference. Next challenge – the MUNISS conference April 19-22 at ISS Degerloch!
Grade 10 Class teacher: Rebecca Jones-Bürck
Grade 9 & 10 field trip
Finding out about edible plants
Sophie Walther, Grade 10
On Monday, the 20th of November, grades 9
and 10 went on a field trip to downtown
Sindelfingen to find and learn about edible
plants in greeny areas. For that we left school
and met Frau Christine Volm at the St. Martin’s
Church. Frau Volm is an edible plant expert and
nutritionist and was so kind to show us all
different kinds of places in Sindelfingen, where
you can find edible plants. Although the
temperature wasn’t very warm, the excursion
was really interesting and informative! After the
field trip some students gave their
opinion about the field trip and they all
were more than positive. Because of
actually trying the plants, we are now
well informed about many plants better
than
before.
We tried for example the
buds of the linde, yarrow,
the leaves of blackberries
and sweet cicely. We didn’t
realize all of those plants
were edible ones for us until
we tried them - of course
they aren’t poisonous. Our
guide also wrote three
books on this topic
including recipes using wild
plants - all vegan and super
healthy!Mock Interviews - 10th Grade
On the 28th of March we 10th graders absolved our Mock Interviews. Several parents of many
different companies came to interview us, and to give us feedback on following categories: dress
code, presentation, language usage and cogency of answers. It has been a great experience for all of
us, especially because we all are going to have our internships soon. Maybe we won’t have an
interview there, but in the future we will definitley have! And because of the feedback sheet we will all
remember which criticism we got, and how to improve the mentioned categories. But therefor I think
that Mock Interviews are really advantageous, when taking it serious. And all of the parents were more
than helpful. We are thankful for all of parents coming in and being our interviewers! It has been a
pleasure for us, and we hope, for them too!
Am 28. März hatten wir 10. Klässler
unsere Mock Interviews (Test
Vorstellungsgespräche) absolviert.
Mehrere Eltern von verschiedenen
Unternehmen kamen, um uns zu
interviewen und uns Feedback zu
folgenden Kategorien zu geben:
Kleiderordnung, Präsentation,
Sprachgebrauch und die Stichhaltigkeit
von Antworten. Es war eine großartige
Erfahrung für uns alle, vor allem, weil
wir bald alle unsere Praktika haben werden. Vielleicht werden wir dort kein Interview haben, aber in
Zukunft werden wir definitiv eines haben! Und aufgrund des Feedbackbogens werden wir uns alle
daran erinnern, welche Kritik wir bekommen haben und wie wir uns in den genannten Kategorien
verbessern können. Meiner Meinung nach sind Mock Intetrviews wirklich vorteilhaft, wenn man sie
ernst nimmt. Wir sind sehr dankbar, dass sich die Eltern Zeit für uns genommen haben, und
gekommen sind um uns zu interviewen und uns zu helfen. Es war uns eine Freude!
Sophie Walther, 10th gradeSchüler experimentieren Science Teacher: Carrie Scafe
Building the Schüler Experimentieren / Jugend Forscht
Team
During our S.T.E.A.M. days we invited new students to try out for the
Schüler Experimentieren / Jugend Forscht team. The elementary school
students designed experiments and
collected copious amounts of data
while investigating which fruit juice
makes the best invisible ink, what is
the best way to blow up a balloon
through a chemical reaction, what
shapes make the tallest tower, how a
toy car is slowed down by different
materials, and which coloured dyes
make up commercially available food
colouring and highlighter pens.
The Middle Years students were given
a puzzle to solve --> a "Mystery
Substance" to identify. Through
teamwork, scientific thinking, research
and tools of the lab (microscopes,
flame tests, magnets, electrolysis,
Bunsen burners, thermometers,
evaporating dishes, and pH
indicators), the students successfully
determined all parts of the mystery
compound on the final day with only a
few minutes to spare!KUNST/MUSIC/SPORT Pamela Grimes
A Day in the School Life of Grade 7
In grade 7, we are doing many different
things in different classes. For example, in
Language and Literature we are currently
reading March and Stargirl, and making
biographical comic books about a famous
person. In Design we are making games
and e-cards on Scratch, and learning how
to code on the way. In Language
Acquisition, German, we are studying
fables, and learning how to describe and
write the fables using German
vocabulary.
In Grade 7, we did a unit in drama
where we used shadows to
perform a poem. In my opinion, it
was very fun to find a way to act it
out while having only the poem to
base it off of. We were allowed to
use any prop we thought would
help us out, and many people got
really creative with it. For example,
one group used see through green
leaves on the top of the screen to
set the jungle scene. My favorite
part of this project was being able
to watch how everyone interpreted the poem, and how they handled the challenge. Overall, this
is one of my favorite projects of this school year.
Claire TwiddyMatthew Knights STEAM
STEAM Enrichment – A Magical Two Days in Sindelfingen
STEAM – or Science-Technology-Engineering-Arts-Mathematics – is a key priority for the
International School of Stuttgart. Educational research informs us of our responsibility to
prepare our students for the jobs market of the future, and this means equipping them with the
skills encapsulated in the Design Cycle: see below.
On Tuesday and Wednesday 20th-21st March, all the teachers of ISS Sindelfingen dropped the
curriculum, and thought up amazing and inventive ways in which to promote all our students’
STEAM-based skills. Some students inquired into Euclidian Mathematics, others worked on the
technology of music creation, others recycled old plastic bags into new designer
accoutrements, and two groups took the first steps towards taking part in the prestigious
national JugendForscht / SchülerExperimentieren (Young Researchers / Pupils Experiment)
contest --- among many other superb activities.
Our event began on the Tuesday with three parent-partners offering their viewpoint on how
STEAM is relevant to an interesting career in a technical field. They did an excellent job of
showing our students how the activities of the two days are relevant in the wider world outside
school learning, and they outlined how the ‘A’ in STEAM – the Arts – is a key component, in
that making a product look and feel good, is as important as its functionality. Our huge thanks
to Robert Thorley, Nicola Marsden, and Ian James, for their time.
STEAM Enrichment might be over for this academic year, but the STEAM skills our students
need will continue to be enriched and developed by ISS teachers in everyday lessons, field
trips, and other events. Please contact me if you would like to discuss STEAM and/or offer your
real-world expertise to our developing and growing programme!
Matthew Knights
STEAM Coordinator
International School of StuttgartYou can also read
