MHS Principal’s Corner
by Mr. Benjamin Martin, Middle and High School Principal
Even as a young child, we were taught the importance of working through our challenges and completing the task. I would bet that most children all over the world know how the tortoise beat the rabbit by avoiding distractions and slowly moving forward towards the goal. However, though we know this, it definitely is not easy for us to control our impulses to see that sometimes long-term gains require sacrificing temporary pleasures.
There are many reasons for this but for starters, it is good to start with our impulses. According to an article from verywellmind.com, there are three types of primary types impulse control:
- Impulse control refers to the ability to manage urges and impulses. People who struggle with impulse control may act first without thinking about the consequences of their actions.
- Emotional control refers to the ability to regulate emotional responses. Someone who struggles with emotional control may find it hard to manage strong emotions. They may overreact, experience lasting bad moods, and get overwhelmed by the intensity of their feelings.
- Movement control refers to the ability to control how and when the body moves. A person who has difficulty with movement control may experience restlessness and find it difficult to remain still.
One of the most famous research studies is often known as the “Stanford Marshmallow Experiment”. In this study, a child was offered a choice between one marshmallow immediately, or two marshmallows if they waited for a period of time. The researcher then left the room and observed the child. Some of the children ate the marshmallow before the researcher returned while others waited. Later they tracked the progress of the students through interviews with their families and found that overall, the students who waited had better results academically and physically than those who did not. Though aspects of the original study were simplified and some other considerations like socioeconomics and family background disproved some of the findings in the original study, the study still demonstrated many of the successful strategies that the children who resisted the impulse to eat the marshmallow were able to demonstrate to achieve their goal of getting two marshmallows later. We can see some of these strategies in the graphic below:
Resisting our impulse to spend too much money, consume too much screen time, eat too many foods that we know are unhealthy, and waste too much time or energy on aspects of life that only temporarily satisfy us will have a negative impact on achieving the long-term goals that are better for us in the long run. By practicing impulse control and self-discipline more in our lives, we can become more balanced and happier.
Upcoming events of note
- Thursday, Nov. 28: End of Sem. 2 After School Activities
- Sat, Nov. 30: PTA Fundraising (Moana 2 @ Cinema 3 Ayala Central Bloc, IT Park – 4:10 pm)
- Sat, Nov. 30: Public Holiday (Bonifacio Day)
- Sat, Dec. 7: Tree of Giving
- Sun, Dec. 8: Public Holiday (Immaculate Conception)
- Fri, Dec. 13: End of Semester Assembly / End of Sem. 1 / End of Q2 (half day)
- Dec. 16 – Jan. 4, 2025: Christmas / Semester Break
Please refer to the CIS Event Calendar for the complete calendar of school events.
PYP Arts Classes
by Ms. Kres Jorgiet Bajamonde – PYP Art and PHE Teacher
Creative Expression in PYP Art Class
In the PYP, art is a powerful tool for developing conceptual understanding and fostering creative expression. Through art, students explore and represent the world around them, making connections to their homeroom inquiries while expressing their unique perspectives. Art encourages students to experiment with techniques, materials, and ideas, deepening their appreciation of aesthetics and the beauty in diversity. This creative process not only builds artistic skills but also nurtures inquiry, imagination, and an appreciation of how art reflects and shapes our understanding of the world.
Below are some examples of how our young artists in elementary are using art to express their learning and creativity.
In our How We Express Ourselves unit, the Early Years artists explored how stories inspire art. Inspired by the landscapes in their stories, the children designed imaginative scenes like majestic castles, deep oceans, enchanted forests, and snowy mountains. using different art techniques.
This hands-on activity sparked their creativity and storytelling skills, transforming their ideas into vibrant, imaginative worlds!
In our Where We Are in Place and Time unit, Kinder and Grade 1 artists explored how artists from history expressed their ideas. They studied cave paintings, Egyptian pyramids, clay tablets, and Impressionist paintings, learning about colors, lines, shapes, and textures.
This journey through art history inspired their own creations and connected them to artistic traditions from different times and places.
In our How the World Works unit, Grade 2 and 3 artists explored how natural materials can transform into art. Using leaves, rocks, twigs, and flowers, they experimented with bending, stacking, weaving, and pressing to create unique designs.
They documented their process in journals, recording changes and reflecting on their creations. This hands-on activity connected them to nature and inspired new artistic ideas.
In our How the World Works unit, Grade 4 and 5 artists explored how 3D art connects us to biodiversity. They observed plants and animals closely, then used clay and wire to sculpt unique creations like “dragon eyes” and lifelike spiders.
This hands-on activity helped them appreciate the beauty and complexity of ecosystems while building their artistic skills.
KG/Grade 1
by Ms. Maffy Ocleasa, K/G1 Homeroom Teacher and Ms. Janelle Belono-ac, ES Educational Assistant
How Do Kinder and Grade 1 Students Tune Into Their Units of Inquiry?
At CIS, we strive to spark curiosity and foster a passion for learning. One of the ways we achieve this is through engaging provocation activities that set the stage for deeper inquiry and exploration.
To begin our unit of inquiry under the transdisciplinary theme Where We Are in Place and Time, which focuses on Transportation, Movement, and Journeys, the Kinder and Grade 1 students were asked to share their prior knowledge about the theme.
Then, they were presented with a bag filled with transportation-themed objects, and we used the See-Think-Wonder visible thinking routine to explore these items. The students eagerly asked questions, made observations, and began to form ideas about the concept of transportation. This hands-on approach allowed them to connect with the topic in a tangible way, sparking their curiosity and guiding their thinking.
Following the Mystery Bag Challenge, students used the transportation objects to inspire creative writing, where some students explored their favorite vehicles, others reflected on past journeys, and some even researched the history of aviation.
After writing creative stories about various transportation vehicles, the students engaged in a hands-on activity to deepen their understanding. They sorted the vehicles into different modes of transportation, categorizing them as land, water, or air transport. This collaborative task not only reinforced their knowledge of transportation types but also encouraged critical thinking and group discussion as they justified their classifications. The activity allowed them to make connections between their stories and real-world transportation systems, further enriching their inquiry.
Look at the map! We can move from North to South America by land transportation because they are connected.
There’s a compass rose! It tells us where is north, south, east, and west.
What do these symbols mean?
Through these engaging provocations, students have built a strong foundation of curiosity, critical thinking, and creativity, making them ready for our unit of inquiry. They have begun to explore key concepts of transportation, movement, and journeys by asking thoughtful questions, making connections, and sharing their ideas. These activities have sparked excitement and empowered students to take ownership of their learning. With their interest piqued and their minds actively engaged, they are well-prepared to dive deeper into the unit and uncover meaningful insights about the world around them.
Grade 12: Physics and Mathematics AA SL
by Ms. Maria Rosandee Tabada, DP Physics and Mathematics Teacher
The Grade 12 students are currently working towards finishing the internally assessed components of their various DP courses. This component gives students the opportunity to apply their skills and knowledge to a topic of their choosing.
Physics students complete one scientific investigation, which is an open-ended task where they collect and analyze data to answer their own research question.
Here are research questions of the Grade 12 Physics internal assessment investigations, along with images of their work.
How does the distance of two 0.045-kg masses from the center of a cake turner affect its angular displacement when the same initial torque is applied?
How does varying the area of aluminum foil in a parallel-plate homemade capacitor affect the time constant?
How does the amount of water in a wine glass influence the highest frequency of the sound generated when the glass is struck, and the rim begins to vibrate freely?
The Internal Assessment (IA) in mathematics is an individual exploration. This is a written piece that investigates a mathematical topic and is intended to provide students with opportunities to develop a wider appreciation for mathematics.
The following are descriptions of the topics investigated by the current cohort of Grade 12 AA SL students, along with screenshots of their work from the draft.
I modeled the motion of the Mall of Asia (MOA) Eye, the Ferris wheel in front of the mall, and the height of the Conrad Manila Bay Hotel. The objective is to determine when and how long riders can take photos without the hotel blocking their view.
I created two out-of-system set points to see how changes in angle and initial velocity could replicate the result of my perfect set. To ensure that the out-of-system sets arrived at the final position within the same time, I calculated the launch angles using my understanding of triangle trigonometry.
The aim of my exploration is to model the shape of a Yakult probiotic milk bottle analytically and with the use of Desmos. The volume will then be determined using definite integral calculus and compared to the volume provided by the company.
This investigation aims to model heart rate behavior over time during an exercise routine and predict the periodic fluctuations in beats per minute.
My objective is to analyze and compare the cumulative word counts of male and female characters in William Shakespeare’s plays and to infer what this reveals about the portrayal of women in his works.
The aim of my study is to analyze the trend in Infant Mortality Rate data and predict future rates using linear and quadratic regression models. I will assess each model’s fit to determine which one better captures the historical trend.
Alumni News
by Ms. Jenny Basa, College Counselor & Alumni Liaison
SAT Update
SAT 2024-2025 Test Dates
SAT Registration Is Now Open
| Test Dates | Registration Deadlines | Deadline for Changes, Regular Cancellation and Late Registration Deadlines* |
| December 7, 2024 | November 22, 2024 | November 26, 2024 |
| March 8, 2025 | February 21, 2025 | February 25, 2025 |
| May 3, 2025 | April 18, 2025 | April 22, 2025 |
| June 7, 2025 | May 22, 2025 | May 27, 2025 |
*Additional Fees apply
To register for the SAT, you may click on this link. If you need assistance or have any questions, please feel free to email Ms. Jenny Basa at jbasa@cis.edu.ph.