UNIT Briefing Term 3 Year 10

1 Subject: Islam Religion Year Level: 10 Unit Title: Sistem sosial Islam

Key Concepts:

Rahmat/Kasih sayang Allah SWT Agama Islam adalah agama yang sangat mulia, buah dari keimanan seorang hamba adalah akhlakul karimah yang berbentuk ibadah dalam konteks sosial. Sebagai bentuk kasih sayang Allah SWT kepada umat manusia, Ia telah memberikan konsep-konsep tersebut dalam Alquran dan sunnah nabi untuk diikuti semua umat manusia agar bisa hidup berdampingan dengan rukun dan damai (La yadhlim au yudhlam) tidak menganiaya dan tidak teraniaya.

Related Concepts:

Khalifah/Wakil Allah SWT Pada dasarnya Allah SWT menciptakan umat manusia didunia ini adalah sebagai khaifah yang mengmban misi untuk menjaga keharmonisan antar umat manusia dan alam semesta.(menghindari konflik dan perusakan alam semesta.

Global Context:

Memahami bahwa tujuan muamalah/transaksi ekonomi adalah keadilan, ketahanan dan kesejahteraan sosial.

Statement of inquiry

Bermuamalah/bertransaksi secara Islami akan mendatangkan barokah (keuntungan non materiil yang bisa didapatkan manusia).

Inquiry questions:

Factual: Apa yang dimaksud dengan sistem sosial Islam ? Apa yang dimaksud dengan jual beli ? Apa yang dimaksud dengan riba ? Sebutkan syarat sah jual beli ? Sebutkan syarat hutang piutang? Jual beli apa saja yang dilarang dalam Islam? Conceptual: Mengapa dengan bermuamalah/bertransaksi secara Islami

akan mendatangkan barokah (keuntungan non materiil yang bisa didapatkan manusia)? Debatable: Benarkah konsep sosial Islam (termasuk konsep ekonomi Islam) adalah jawaban dari ketimpangan sosial yang ada saat ini?

Objectives

• Memahami sistem sosial Islam • Memahami jual beli dalam Islam • Memahami sistem ribawi serta dampaknya • Memahami syarat sah jual beli • Memahami ketentuan-ketentuan hutang piutang dalam Islam • Memahami kerjasama dan bagi hasil dalam Islam • Memahami macam-macam jual beli yang dilarang dalam Islam

Assessments

Formative Assessment: Memahami semua objectives Product : Quiz, poster, ppt, prezi, video dll. Summative Assessment: Membuat summary, study kasus, self reflection Product : Essay

2 Subject: Indonesian A: Language and Literature Year Level: Y10 Unit Title: Sastra Koran (Sastra dan Jurnalisme) Key Concept: Communication Related Concepts: context, audience imperatives, purpose

Global Context: Fairness and development

Statement of inquiry

Sastra menyuarakan gagasan, nilai dan informasi dengan dipengaruhi konteks dan media yang digunakan

Inquiry questions:

Factual – Apa yang dimaksud sastra koran? Genre sastra apa yang biasa diusung oleh sastra koran? Apa ciri khas sastra koran?

Conceptual – Bagaimana kaitan antara konteks, tujuan dan pembaca dalam sastra, khususnya sastra koran? Apa pengaruh dan peran jurnalisme terhadap sastra dan bagaimana sebaliknya? Debatable – Apakah kualitas sebuah karya dapat ditentukan oleh popularitas media? Jurnalisme seringkali berhadapan dengan masalah bias nilai. Apakah sastra koran yang menggunakan media jurnalistik juga berhadapan dengan masalah bias tersebut?

Objectives

Criterion A : Analysing i. analyse the content, context, language, structure, technique and style of text(s) and the relationship among text ii. analyse the effects of the creator’s choices on an audience iii. justify opinions and ideas, using examples, explanations and terminology iv. evaluate similarities and differences by connecting across and within genres and texts. Criterion C: Producing text i. produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process ii. make stylistic choices in terms of linguistic, literary and visual device, demonstrating awareness of impact on an audience iii. Select relevant details and examples to develop ideas.

Assessments

Summative Assessment: Siswa akan diminta menkliping karya-karya sastra dari harian-harian terkemuka seperti Tempo dan Kompas ataupun majalah seperti Femina. Kemudian mereka akan melakukan analisis komparatif dengan dua pilihan: 1. Membandingkan dua karya sastra dengan genre yang sama dari satu penulis. Salah satu karyanya dipublikasikan koran sementara karya lainnya dipublikasikan dalam buku antologi atau kumpulan cerpen. 2. Membandingkan dua karya sastra dengan genre yang sama dari dua harian yang berbeda. Kedua karya sebisa mungkin

masih memiliki tema yang berkaitan. 3. Membadingkan antara teks imajinatif (prosa fiksi) sebuah karya yang terdapat di sebuah harian/koran dengan teks non-fiksi dengan tema dan sumber harian yang sama. Formative assessment: Secara individu, siswa menulis cerpen berdasarkan isu yang diangkat dalam editorial sebuah harian atau berdasarkan sebuah berita yang ada di surat kabar. Selain memperhatikan unsur intrinsik dan ekstrinsik cerpen yang dibuatnya, siswa juga perlu memperhatikan unsur konteks, pembaca, dan tujuan ketika menulis cerpen tersebut.

Resources

Burhan Nurgiyantoro. Stilistika. Yogyakarta: Gadjah Mada University Press, 2014 James T Collins. Bahasa Melayu Bahasa Dunia. Jakarta, Pustaka Obor Indonesia. 2011. Sumardjo, Jakob and Saini K.M. Apresiasi Kesusastraan. Jakarta: Gramedia Pustaka Utama, 1994. Suwardi Endraswara. Teori Kritik Sastra. Yogyakarta: CAPS, 2013. Wahyudi Siswanto. Pengantar Teori Sastra. Yogyakarta: Aditya Media, 2013. Wellek, Rene and Austin Warren. Teori Kesusastraan. Jakarta: Gramedia Pustaka Utama, 2014. Literasi Media Kumpulan cerpen Kompas

3 Subject Language A: English Year Level Year 10 Unit Title Tom Berg and Corey Allison Key Concept Connections Related Concepts Context, genres

Global Context Orientation in space and time Statement of inquiry Historical context shape literary genre.

Inquiry questions

Factual:What is personal narrative and what are the linguistic features of narratives and stories? Conceptual: Why do we tell stories? How are audiences influenced by short stories? Debatable: Why do we create?

Objectives

Criterion A: Analysing ii. Analyse the effects of the creator’s choices on a audience Criterion B: Organizing ii. Organize opinions and ideas in sustained, coherent and logical manner Criterion C: Producing Text iii. Select Relevant Details and examples to develop Ideas Criterion D: Using Language iii. Use correct grammar, syntax and punctuation

Assessments

Summative Assessment Analyzing an author of a classical short story or poem and two stories or poems they have written. Formative assessment Presentation on the author they have chosen and about the short stories and poetry he has written. Create a poster to be hung around school for students to learn about different authors.

Resources Short Stories, Poetry, videos 4 Subject SCIENCE (Chemistry) Year Level 10 Unit Title Chemical Reaction Key Concept Change Related Concepts Form, Balance

Global Context Scientific and Technical Innovation Statement of inquiry

Balance chemical equation represents the change of chemical form and lead to sicnetific innovation

Inquiry questions

Factual: • How a catalyst lowers the activation energy for a reaction? • How do the scientists determine the energy of the reaction? Conceptual:

- What information do you get from chemical equation? - How does chemical equation become the language of chemistry? - How can we describe chemical reaction? Debatable: - Does the chemical equation enabling effective communication amongst scientists without need for translation?

Objectives

Criterion A: Knowing and Understanding Students are able to: - Explain scientific knowledge - Apply scientific knowledge an d understanding to solve problem set in familiar and unfamiliar situation Criterion B: Inquiring and Designing Students are able to: - Explain a problem or question to be tested by a scientific investigation - Formulate a testable hypothesis and explain it using scientific reasoning - Explain how manipulate the variables, and explain how data will be collected. Criterion C: Processing and Evaluating Students are able to: - Present collected and transformed data - Interpret data and explain results using scientific reasoning - Evaluate the validity of hypothesis based on the outcome of the scientific investigation

Assessments

Formative Assessment: Quiz: There will be quiz for formative assessment. It will covers the following sub-topic: - Balancing chemical equation - Determine the type of chemical reaction - Conceptual question about rate reaction and energy change in chemical reaction

Practical Work: There will be simple experiment about the energy change of chemical reaction. Students will observe the differences between endotherm and exothermic reaction based on the experiment. Students will answer the worksheet and write a scientific report. This practical work will use about 2 periods of time. Summative Assessment: Written Test: (Criterion A) Student will have a written test to assess their knowing and understanding about this unit. In this test, there will be several conceptual question and quantitative question. Practical Work: (Criterion A, B, C) In the end of the term, students will be asked to perform experiment in order to observe several type of chemical reaction. In this practical work students will observe the change or phenomenon that occurs in the following chemical reaction. 1. Oxidation Reaction of Metal 2. Acid-Base Reaction of Pb2+ ion 3. The colour changes of Acid- Base Students will do scientific method to investigate the phenomenon that occurs in every chemical reaction. They have to write a scientific report and it will be assessed by the teacher.

Resources

Books: Toon, Yin Toon. 2011. Perfect Guide: ‘O’ Level Chemistry. Singapore: Marshall Cavendish Education Puling, Linus. 1988. General Chemistry. San Francisco: W.H. Freeman. Stanton, Bobby., Lin Zhu, and Charles H. Atwood. 2006. Experiment in General Chemistry 2nd Edition. Canada: Nelson Education Ltd. Web: http://www.webchem.net/notes/how_far/kinetics/rate_factors.htm http://chemwiki.ucdavis.edu/Physical_Chemistry/Kinetics/Factor

s_That_Affect_Reaction_Rates https://www.cdli.ca/sampleResources/chem3202/unit01_org01_ilo03/b_activity.html http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson7 http://www.avogadro.co.uk/h_and_s/enthalpy.htm

5 Subject Visual Art Year Level Year 10 Unit Title The body in Question Key Concept Aesthetics Related Concepts Representation, Style

Global Context Personal and Cultural Expression Statement of inquiry

The representation of the human body reflects attitudes, beliefs and values in cultures

Inquiry questions

Factual: - How can the body be represented in three dimensions? - Who are famous Modernist sculptors and how does their work differ from that on the classical ideal? Conceptual: - What significance does the form and appearance of the human body hold for different cultures and times? - What is to be gained by distorting and exaggerating the proportions of the human figure? Debatable: - Is beauty a purely cultural construction? - In terms of the human body, how do we decide what is beautiful and what is ugly?

Objectives

Criterion A: Knowing and Understanding i. Demostrate knowledge and understanding of the art form studied, including concepts, processes, and the use of subject-specific terminology. ii. Demonstrate understanding of the role of the art form in original or displaced contexts. Criterion B: Developing Skills ii. Demonstrate the application of skills and techniques to

create, perform and/or present art. Criterion C Thinking Creatively i. Develop a feasible, clear, imaginative and coherent artistic intention Criterion D: Reflecting i. Construct meaning and transfer to new setting ii. Create an artistic response that intends to reflect or impact on the world around them.

Assessments

Formative Assessment: - Group discussion about pop art artists and their characteristics - Peer assessment/ reflection on concepts and ideas presented in the process journal - One on one discussion concerning technical, skill based and conceptual issues with the developing work. - In class critique session Summative Assessment: Criteria A: Knowing and Understanding 1.Research Assignment: Polycleitus and Ancient Greek sculpture, links between Classical and Renaissance sculpture. Classical and Modernist sculpture of the body 2.Comparison and contrast study (Critical analysis): The study of the human form and the effect of abstraction in Realist and Modernist Abstraction in Sculpture from Asian and Western Culture and Classic or historical examples. Analysis of Realism and Abstraction in sculpture Criteria B: Developing Skills - Drawings - Concept formation - Design development - Plan - Marquette. Welding skills, Modeling skills, carving skills, texture, color and surface. Final Figure Sculpture Criteria C: Thinking Creatively Process journal assessment Design and Plan: Use of drawings, photographs and scale drawings using front, plan and side elevations to develop sculptural form.

Development of a final design Reflection on Design Phase and Knowing and Understanding assignments in process journal. Process journal assessment Conceptual development: Use of process journal to identify conceptual ideas and directions in their own work Clear identification of conceptual, contextual and skills based aspects of their artistic project (artist statement) Criteria D: Responding Teacher appraisal: demonstration of initiative, work ethic, Safe and collaborative work practices, cultural awareness through discussion and anecdotal records. Process journal assessment: Recording process: Recording reflection of ideas and processes whilst researching and developing ideas and making their sculpture (annotated diary)

Resources

• Texts on Ancient Greece • Texts on Renaissance • Texts on Modernism • Texts on Post-Modernism • Texts on Sculpture • Texts on Anatomy • Texts on Proportion • Internet • Video: How art made the World • Video: the art of Antony Gormley • Various mixed media for use throughout learning activities: Wire, air dry hardening clay, paper –mache, • Drawing materials • Still and video cameras • Sculptural art making tools and equipment

6 Subject Music Year Level 10 Unit Title Where in the world are we? Key Concept Identity Related Concepts Innovation Global Context Identities and relationships Statement of inquiry

Traditional music developed characteristics that can be combined in contemporary music

Inquiry questions Factual – What is a 4 notes chord?

Conceptual – How do we apply a timbre?

Debatable – How can we develop traditional music and combined it with contemporary music?

Objectives

By the end of this unit, the goal is to have students familiar with the traditional tunes. The scales of traditional pentatonic. The students can implement the knowledge and combine with western theory by using 4 notes chord to create a composition.

Assessments Formative Assessment : Students can choose a song, and replace the original triad chord with 4 notes chord.

Summative Assessment: Create an individual composition: - Minimum 3 track of instruments - Different timbre - The rhythm chord must have 4 notes chord - Has a melody line with pentatonic scale of traditional music - Has a minimum 8 bar composition

Resources Music Educators National Conference (MENC) National Standards for Music Education

7 Subject Physical Education Year Level Year 10 Unit Title Waterpolo Key Concept Communication Related Concepts Function, systems

Global Context personal and cultural expression Statement of inquiry

For a team to function effectively, all team members must communicate efficiently and clearly.

Inquiry questions

Factual — How can team members communicate ? Conceptual — How do we play with others ? Debatable — Do we need to understand each other during gameplay ?

Objectives Crit A ( Knowing and understanding ) : Apply physical and health terminology effectively to communicate understanding.

Crit B ( Planning and performing ) : Describe the effectiveness of a plan based on the outcome. Crit C ( Applying and improving performing ) : Demonstrate and apply a range of skills and techniques

Assessments

Formative Assessment: Students will have formative about basic Waterpolo techniques ; Passing, Shooting, Blocking,swimming with the ball.

Summative Assessment: Crit A : Students sit oral test involving the recall of simple rules and strategies, and some basic applications in game situations. Crit B : Students make analysis technique movement that is in the game of Waterpolo. Crit C : Students will play 7-seide game and alternately playing with different teammate.

Resources

https://www.youtube.com/watch?v=0hWGSkDnRHA https://www.youtube.com/watch?v=NpwD5-PA-lc https://www.youtube.com/watch?v=-mMhG_NrDCw http://en.wikipedia.org/wiki/Water_polo https://www.youtube.com/watch?v=N3mX4eBlwLQ

8 Subject Math Year Level 10 Unit Title SOH CAH TOA Key Concept Logic Related Concepts Measurement and Justification

Global Context Orientation in space and time Statement of inquiry

Logic is a powerful tool for justifying what we discover through measurement and observation.

Inquiry Factual:

questions • What do sine, cosine and tangent represent? • What is Pythagorean theorem? • What are the properties of congruent triangles? What are the properties of similar triangles? Conceptual: Is there any pattern for the exact value of trigonometric ratios? Debatable: Do trigonometric ratios can only be applied in right triangles?

Objectives

A: Knowing and Understanding - Apply the selected mathematical equation successfully when solving problems - Select appropriate mathematics when solving problems in both familiar and unfamiliar situations C: Communicating -Communicate complete and coherent lines of reasoning -Organize information using a logical structure D: Applying mathematics in real-life contexs -Select appropriate mathematical strategies when solving authentic real-life situations. -Apply the selected mathematical strategies successfully to reach a solution. -Justify whether a solution make sense in the context of the authentic real-life situations

Assessments

Formative Assessment: v Solving cases Using Pythagorean Theorem v Similar or Congruent Quiz v Comparing Trigonometric Values Summative Assessment: Student will be a consultant for the Jakarta Planning Department. They will make a tool called clinometer to measure the height of a very tall building. As the product, students will make a training tool (video , manual book or poster) to help the Jakarta City Planning Department to

measure the height of some building in Jakarta. When using the clinometer, they also applied trigonometric ratios.

Resources

Books: Black, Keith, , Pamela Vollmar , Michael Haese , Robert Haese , Mathematics for the international student Pre Diploma Studies SL (MYP 5) , Haese and Harris , 2008 Internet: Website : http://www.cimt.plymouth.ac.uk/projects/mepres/book9/y9s15act1.pdf http://www.wikihow.com/Make-a-Clinometer www.nctm.org www.illumination.com www.ilovemath.org

9 Subject Individuals and Societies Year Level Year 10 Unit Title Economic System and Indonesian Economy Global Context Fairness and Development Key Concept Systems Related Concepts Model, Choice, Power

Statement of Inquiry

Nations forms a set of strategies to protect their economy interest in an effort to expand the nation’s welfare.

Inquiry Questions

1. Can the strategies and policies taken by Indonesian government provide for their best economic interest?

2. Can the strategies and policies taken by Indonesian government provide for their best economic interest?

Subject Criteria B: Investigating

Objectives i. Formulate a clear and focused research question and justify its relevance ii. Formulate and follow an action plan to investigate a research question iii. Use research methods to collect and record appropriate, varied and relevant information iv. Evaluate the process and results of the investigation. Criteria C: Communicating i. Communicate information and ideas effectively using an appropriate style for the audience and purpose ii. Structure information and ideas in a way that is appropriate to the specified format iii. Document sources of information using a recognized convention Criteria D: Thinking Critically i. Discuss concepts, issues, models, visual representation and theories iv.Interpret different perspectives and their implication"

Summative Assessment

Students will make an Economic Article Commentaries (max 750 words). They will pick an article from a local news paper website on a previous economic policy that was taken by SBY government. From the earliest report on that policy, student will create a research question. Students then proceed to create an action plan to carry out the research. Reserach on the follow-up of the policy will be the supporting information to create an analysis whether the policy is effective or not. (Criteria B,C,D)

Formative Assessments Article Writing (Criteria C and Criteria D)

Some Resources Used

1. Ekonomi, Kelas VIII, KTSP Standar Isi 2006

2. Local English News Paper 3. Internet Based Resources (compiled by teacher) 4. Field Trip to Bank Indonesia (tentative)

10 Subject PSE 3 Year Level Year 8 - Year 10 Unit Title Quality of Life Key Concept Related Concepts

Global Context Statement of inquiry How can I increase my quality of life?

Inquiry questions

Factual: Conceptual: Debatable:

Objectives

Strand - Self - Student will identify their personal limits and boundaries needed for good self-care. - Students will assess the effects of important events, both those can and cannot be controlled, upon quality of life. - Students will find the ways or strategies that reflect their own process of solving personal, interpersonal, and/or situational problems. - Students will demonstrate their ability to handle responsibility. - Students will maintain self-regulation and rational behavior in dealing with emotional conflicts and stress.

Assessments

Formative Assessment: (1) ME for Dummies; students are asked to make a booklet about how to handle themselves. The booklet should include the examples of their reaction in different situations, involving different emotional response. They also have to include how they usually regulate themselves in those different situations. The content of the booklet may vary depend on student’s choice of product. (2) Give Me Responsibility; students are asked to interview different adults in order to gain information about others’ perspective about how they do their responsibilities. They are also going to ask about the possible improvement that they can do in order to improve their sense of responsibility. In

their interview report, they are going to reflect on themselves using the information they had from the interview and conclude their strategy to handle responsibilities.

Summative Assessment: Student Blog; students are asked to submit all of the tasks during the term in PSE 3 in their blog. Different activities done can be recorded through written reflection, video, pictures, etc. Besides that, students are also required to make at least one blog entry per week about what is going on in their life and their reflection on that situation or event. At the end of their blog, they are going to make a conclusion about their perspective of their quality of life. It represent the progress of their self-awareness, their realization of different resources that they have, the effect of different important events upon their life, their problem solving strategy, their ability to handle responsibility, and how they maintain self-regulation and rational behavior in dealing with emotional conflicts and stress.

Resources

Brown, K. W. & Ryan, R. M. (2003) The benefits of being present: Mindfulness and Its role in psychological well-being. Journal of Personality and Social Psychology, 84 (4), 822-848. Diener, E., Oishi, S., and Lucas, R.E. (2003) Personality, culture, and subjective well-being: Emotional and cognitive evaluations of life. Annual Review of Psychology, 54, 403-423. Gross, J. J. & John, O. P. (2003) Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85 (2), 348-362. Linehan, M. M. (2004) Dialectical Behavior Therapy Skills Handbook. New York: Guilford Press. Reis, H. T., Sheldon, K.M., Gable, S.H., Roscoe, J., and Ryan, R.M. (2000) Daily well-being: The role of autonomy, competence, and relatedness. PSPB, 26 (4), 419-435. Ryan, R.M. & Deci, E. L. (2000) Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55 (1), 68-78. Ryff, C.D. (1989) Happiness is everything, or is it? Explorations

on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57 (6), 1069-1081.