Newsflash: October 31, 2024

Principal’s Corner

by Mr. Benjamin Martin, Middle & High School Principal

Knowing Ourselves

“Knowing yourself is the beginning of all wisdom.”–Aristotle.

This year, we have started our Social and Emotional Learning with the unit of Self Awareness. In the Casel framework, this means “the ability to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts”. Key Points of being self aware include recognizing our strengths and challenges, identifying our emotions, building self confidence and understanding how all of these are connected.

In grade 6, students used the ideas of superheroes to understand their strengths and challenges. For example, the character of Iron man excelled in the area of intelligence and confidence but struggled with empathy and humility early in his learning journey. This is different from the character of the Hulk, who struggled with anger management but had great physical strength when he changed into his superhero form. The students made lists of their strengths and challenges and then used their strengths to create superheroes of themselves. Later they will look at their collective strengths to build their own superhero teams.

In grades 7 and 8, we used the popular movies “Inside Out” and “Inside Out 2” to look at how we feel and react. The grade 7 students learned how our thoughts, behaviors, and emotions were connected through Cognitive Behavior Therapy competencies. By changing our thoughts about something, we can change the way we feel and act. They went through common stressful scenarios for students and then used a worksheet to change their actions by changing their thoughts.

In Grade 8, students learned the differences between emotions and feelings. Then they analyzed a feeling wheel to help them better define the way they were feeling. After that they went through the following protocol:

There are six major categories in the wheel (bad, surprised, happy, sad, disgusted, and angry). Obviously we have more feelings and emotions but for this activity we will use this wheel. Choose ONE word from the outer ring for each category and answer these questions for each one:

1. What do I feel?
2. When do I feel this way?
3. Why do I feel this way?
4. What can I do when I feel this way?

After you have completed your answers, share with a partner and then share with the class.

At CIS, we hope that by better understanding our strengths and challenges as well as our feelings and emotions, we will make smarter choices that grow our wisdom.

Upcoming events of note

• Fri, Nov. 1: Public Holiday (All Saints Day)
• Sat, Nov. 2: Public Holiday (All Souls Day)
• Nov. 7 – 8: Yearbook Photoshoot
• Nov. 9: Professional Learning Communities (Faculty)
• Mon, Nov. 11: School Holiday
• Nov. 18 – 22: Digital Citizenship Week
• Fri, Nov. 29: End of Sem. 2 After School Activities
• Sat, Nov. 30: PTA Fundraising (Moana 2 @ Cinema 3 Ayala Central Bloc, IT Park – 4:10pm)

Please refer to the CIS Event Calendar for the complete calendar of school events.

Here’s the MOANA 2 Link

Grade 2 & 3: Philippine Language & Culture Class

by: Jojie Ann Sinining, G2/G3  Philippine Language and Culture Teacher and Educational Assistant

Philippine Language and Culture: Filipino Community (Family)

Grade 2 and 3 students delved into a unit exploring how family values and beliefs can positively influence our community.

Within the ‘How the World Works’ unit, the students explored the roles and responsibilities of family members. They used Color-Symbol-Image diagrams to visualize these roles. The students were able to understand the concept of causation, recognizing that if one family member neglects their responsibilities, it can impact the entire family. They also reflected on the importance of each family member.

As their exploration continued, the students identified community challenges they observed. To understand how their families contribute to the community, they interviewed family members. Inspired by these actions, the students shared ideas on how they could also make a positive impact on the community, even in small ways.

Grade 6 Visual Arts Class

by Ms. Gerri Ancajas Jumao-as, Visual Arts Teacher

Exploring Hidden Meanings in Visual Arts: Grade 6

In Grade 6 Visual Arts class, students have embarked on an exploration through the unit titled “Hidden Meaning of Art.” This unit has focused on the crucial concepts of communication and interpretation, encouraging students to delve into various art genres and discover how artists convey messages through their work.

Throughout the unit, students explored a diverse range of art movements, including Impressionism, Pop Art, Cubism, and Surrealism. Each genre provided a unique lens through which to examine how artists communicate ideas, emotions, and narratives. For example, while studying Impressionism, students learned about the use of light and color to capture fleeting moments, prompting discussions on how these choices affect the viewer’s interpretation.

In the Pop Art segment, students analyzed how everyday objects and popular culture are transformed into powerful visual statements. Cubism allowed students to experiment with fragmented forms and multiple perspectives, emphasizing the complexity of visual communication. 

Surrealism introduced a whimsical approach, where students discussed the role of dreams and the unconscious in artistic expression. This genre inspired imaginative interpretations and encouraged students to express their own hidden meanings through art.

The unit culminated in a summative task where students created their own artworks designed to communicate a specific message. This final project challenged them to synthesize their learning, applying techniques and concepts from the genres studied. 

Through this engaging exploration of art genres, Grade 6 students have not only enhanced their artistic skills but also deepened their understanding of communication and interpretation in art. 

Here are the students’ works.

Grade 11 & 12: Biology Class

by Rebecca Devadoss, DP Biology Teacher

Grade 12 DP Biology

The Earth is a closed system where energy flows through trophic levels and matter is recycled. Students constructed mesocosms, sealed systems replicating terrestrial ecosystems. Photosynthetic plants initiate energy transfer, while decomposers break down organic matter, completing the cycle. Matter remains within the system, while energy continually flows, illustrating Earth’s closed and dynamic nature. The mesocosm experiment demonstrates the conservation of matter and the flow of energy in Earth’s closed system.

Students were also involved in experimenting on their IA investigations. The following are some of the qualitative data collected by the students along with the significance of their investigations in relation to real-world contexts.

Grade 11 DP Biology

Students were able to see the direction of water movement from an area of lower solute concentration (hypotonic region) to an area of higher solute concentration (hypertonic region) through plasma membrane using Onion cells.

An important real-world application based on this concept is that tissues or organs to be used in medical procedures must be bathed in a solution with the same osmolarity as the cytoplasm (isotonic) to prevent osmosis. Saline solutions are also isotonic to the cytoplasm. This ensures that the cells do not get excess water molecules and lyse or lose water and shrivel.

Onion cells appeared turgid when placed in hypotonic solution.

Onion cells had plasmolysed when placed in hypertonic solution

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

SIM – Birmingham Open Day

SAT Update

SAT 2024-2025 Test Dates
SAT Registration Is Now Open

*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.