October 2024 IB Connection

• October 2nd, ~ Hispanic Heritage Community Event (5pm-7pm)
• October 7th ~ IB Student Advisory Elections
• October 14th ~ No School - Indigenous People's Day
• October 24th ~ End of Quarter 1
• October 29th, ~ Boo Fest (3rd-5th Grade ~ 3pm-4:30pm, 6th-8th grade ~ 5pm-6:30pm)
• October 31st ~ Halloween

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See attached letter in English and Spanish about Second Step, Locke's PK-5 SEL curriculum.

See attached information (in both English and Spanish) about Success Bound, Locke's 6-8 SEL and Postsecondary Curriculum.

At our IB PYP and MYP continuum school, students engage with transdisciplinary themes in the Primary Years Programme (PYP) and global contexts in the Middle Years Programme (MYP). These frameworks guide students’ learning about themselves and the world, and they evolve as students grow.

In the PYP, transdisciplinary themes help younger students make connections across different subjects. The focus is on big, open-ended questions that spark curiosity and wonder, appropriate for the developmental stages of primary students. For example, in Who We Are, young learners explore their identities and relationships within their families and communities, which matches their growing self-awareness and sense of belonging. Similarly, Sharing the Planet allows children to understand their responsibility toward the environment and living things, planting the seeds of empathy and global citizenship early on.

As students progress into the MYP, the learning shifts from curiosity-driven exploration to more complex, analytical thinking through the global contexts. Middle schoolers are developing their ability to think critically and understand complex systems, so the global contexts offer a deeper framework. For instance, Orientation in Space and Time builds on the PYP’s Where We Are in Space and Time by encouraging students to investigate not only their personal histories but also historical events and the movement of civilizations, which matches their growing capacity for abstract thought and critical analysis.

The MYP’s Identities and Relationships extends the PYP’s Who We Are by challenging students to think about how identity, culture, and relationships affect them personally and globally. This mirrors middle schoolers' increased focus on peer relationships and social development. By engaging with global contexts like Fairness and Development, older students can explore global issues like inequality and justice, fostering their sense of fairness and preparing them to take action on social issues.

In both programs, students are encouraged to connect their learning to real-life experiences, but the complexity of these connections deepens as they grow. In our section of the newsletter about international mindedness this year, we will highlight significant events at that time of year through the lens of a transdisciplinary theme and related global context.

Last week in Ms. Kolack and Ms. Ochoa's class (C150), students learned about colors and wore a different color everyday. The kids had so much fun and loved dressing in different colors everyday!

After reading Chicka Chicka Boom Boom, students in Ms. Gil and Ms. Connelly's class (C147) practiced recognizing their names in print and identifying the letters within them. They created their own trees inspired by the book, decorating them with letters from their names. As part of the activity, they also counted how many letters each name contained, combining literacy and math in a fun, interactive way. This project helped reinforce early reading and counting skills in an engaging and creative format.

First graders in Ms. Ramirez' class (231) made models to explain animal and plant defenses. Partners explored the reference book to observe how animals and plants use their structures to not be eaten. Students reflected on what they observed in the reference book before using a ball of clay, a comb, and a variety of materials to model how animals and plants might use their structures to defend themselves.

Second graders in Mrs. Serrano's Class (226) researched their own cultures, sharing traditions, food, music, and more with their classmates. Through this exploration, students learned about the unique aspects of their peers' backgrounds while discovering commonalities that unite them. Using literature like Thank You, Omu! and Planting Stories, they saw the power of collaboration in building communities. The unit culminated in oral presentations, where each student proudly shared their project, showcasing creativity and cultural pride.

Students in Ms. Alday's Class (110) engaged with Junot Díaz's Lola and drew inspiration from the main character's exploration of her heritage. Motivated by this connection, the students shared personal stories, describing their own countries of origin. This activity fostered deeper discussions on cultural identity, allowing the students to reflect on their backgrounds while connecting to the themes in the book.

In Ms. Viveros' 4th grade class (112), students are learning about how people work together to create a strong community. Before they are able to work well with others, they need to be able to be kind to themselves first. They read "The Best Part About Me" and students reflected what they loved most about themselves.

In Ms. Kraft's Language Arts/Individuals and Societies class, 5th graders created mandalas as part of their first unit, symbolizing their roles in building and strengthening their community. This artistic activity allowed students to express how individual contributions come together to form a cohesive whole. Additionally, on September 11, the students participated in a picture walk to learn about the significant events that shaped the nation on that day, fostering historical awareness and reflection alongside their community-building efforts.

In Ms. Gratz, Mrs. Santos, Ms.Aya, and Mrs. Garza's language and literature classes, 6th graders explored the question “What makes a hero?” by creating superhero versions of themselves. The end products represented through images and writing, certain qualities a they saw in themselves which connects to their superhero identity. We will continue to explore heroism and The Hero’s Journey as we start our first novel of the year: “The Smoking Mirror”.

In Mrs. Garcia's science classes, 7th grade students have been investigating the geology of Mars. Students compared and contrasted the four rocky planet's hydrosphere, geosphere, atmosphere and biosphere. They also completed a lab to determine if water could be the cause of channels forming on Mars. Our students also had the unique opportunity to experience as custom presentation crafted by the Cook County Farm Bureau titled "Illinois Soil vs. Martian Soil." We thank Mr. Galassini for coming to present to us, bringing samples of Illinois rocks and soil!

During Mr. Bermudez' civics class, 8th grade students explored their rights as Chicago Public Schools (CPS) students. They investigated the significance of these rights and how they impact their daily school experience. To demonstrate their understanding, students created presentations explaining the importance of these rights, fostering a deeper awareness of their role in advocating for themselves and their peers within the school system.

At Locke, an IB PYP and MYP continuum school, we strive to cultivate international mindedness by celebrating diverse cultures, histories, and identities. Indigenous People’s Day and Hispanic Heritage Month are two important observances that connect deeply to the IB philosophy of teaching, which encourages students to explore who they are and how they relate to the world around them.

The PYP (Primary Years Programme) uses transdisciplinary themes to help students connect their learning across different subjects. One of these themes is Where We Are in Space and Time, which encourages students to explore history, geography, and the impact of change over time. Through this theme, students gain a sense of how events and traditions shape societies and how our past informs our present. For example, during Indigenous People’s Day, we might explore the history of Indigenous communities and how they have adapted over time, while reflecting on the idea of cultural resilience and identity.

In the MYP (Middle Years Programme), students use global contexts to make connections between their personal experiences and global issues. The global context of Orientation in Space and Time invites students to think about personal histories, migrations, and the interconnectedness of people across time and space. Hispanic Heritage Month is an ideal opportunity to explore this by learning about the contributions of Hispanic and Latinx individuals to global culture, and how migration shapes identity. For example, students might investigate how Hispanic communities have influenced the arts, language, and cuisine around the world.

Families can encourage these conversations at home by:

• Sharing family stories: Discuss your own family's heritage and how your ancestors’ movements or traditions shape who you are today.
• Exploring global migration: Research how migration patterns have influenced cultural exchange, language, and identity globally.
• Connecting to the local community: Learn about the Indigenous peoples or Hispanic communities in your area and their contributions.

By engaging with these ideas, students and families help nurture a global perspective, appreciating the diverse experiences that make up our shared world. This aligns with the IB’s commitment to developing internationally minded students who are curious, compassionate, and reflective global citizens.