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MYP Year 1 (Grade 7) Unit Letter 2nd SemesterSchool Year 2020/2021SubjectTeacher: Languange and Literature: Umi NopiartiUnit 1Global Context UnittitleIdentities and RelationshipStatement of Inquirycommunicating the identity of the area of origin of the folklore byknowing the setting, themes, and characters to build relationshipsUnit and time frameMythology and FolktalesKey ConceptCommunicationRelated ConceptTheme,SettingAnalyze mythology andfolklore in terms ofcharacters, identity, placeof origin and story valueThinking skillSocial skillATL SkillsA.ObjectivesAnalysingi.identify and comment upon significant aspects of textsii.identify and comment upon the creator’s choicesiii.justify opinions and ideas, using examples, explanations and terminologyiv.identify similarities and differences in features within and between texts.B.Organizei.employ organizational structures that serve the context and intentionii.organize opinions and ideas in a logical manneriii. . use referencing and formatting tools to create a presentation style suitable to the context and intention.Week 1Week 2Student will see one of the short video,and find the fact about mytology.Factual— Why the mytology can to beicon in each country?Conceptual— Why should we know thedmytology in its structure ?Debatable— How do you think aboutmytology in your countryWeek 3Week 4Students search for historical sites inWeek5Students analyzeStudents look for a mythical story inStudents look for one mythic story inIndonesia and retell it in their ownIndonesia and one myth story fromsentences.Retelling a folk tale byIndonesia, such as temples or otherdifferences in mythologycreating a series ofanother country and try to comparehistorical places and find out mythsand folkloreillustrated storiesthese stories and students find theabout these places.difference.Week 6

Resources BooksWebsites (Videos)https://guides.lib.uw.edu/c.php?g 403912&p 2749152https://www.youtube.com/watch?v juEC gsc.tab 0https://www.youtube.com/watch?v 5/kumpulan-cerita-mitologi-yunanikuno.html

MYP Year 1 (Grade 7) Unit Letter 2School Year 2020/2021ndSubjectTeacherSemester: Javanese: Sri LestariUnit 1Global ContextUnit titleGlobalization and SustainabilityMemahami isi teks deskriptif tentang peristiwa budayaStatement of InquiryMengkomunikasikan hasil dari diskusi sebuah teks deskriptif dengan temaperistiwa budaya dari sudut pandang masing – masingJanuari 2021Key ConceptRelated ConceptContext, Point of ViewResearch: Information literacy skillsSelf-management: Reflection skillsATL SkillsCommunicationUnit and time frame1. AnalyzingObjectivesi. identify and comment upon significant aspects of textsii. identify and comment upon the creator’s choicesiii. justify opinions and ideas, using examples, explanations and terminologyiv. identify similarities and differences in features within and between texts.2. Producing Texti. produce texts that demonstrate thought and imagination while exploring new perspectives and ideas arising from personal engagement with the creative processii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audienceiii. select relevant details and examples to support ideas.Week 1siswa disajikan video tentangcontoh darisebuah peristiwabudaya ( teks atau video ) yangmasihberkembangdimasyarakat.Teks/Video dianalisis dari segiisinyaWeek2Membuat/mencari contoh teksdeskripsi tentang peristiwabudaya dan analisisnyaMenemukan ajaran baik yangterdapat di dalam teks dan hal- halyang dapat dicontoh dari isi teksbacaan tersebutResources BooksWidya Adi Basa Jawa I, Sumarlam, Ersyani SitiSuryani. 2015. PTTiga Serangkai PUstaka Mandiri SurakartaWeek3Websites (Videos)www. Kompas.com. 29 Juli 2012https://www.youtube.com/watch?v m tex6ZJ9V0Week4Week5Week6

MYP Year 1 (Grade 7) Unit Letter 2nd SemesterSchool Year 2020/2021SubjectTeacher: English: Danang Catur SatriantoUnit 1Global ContextPersonal and Cultural ExpressionUnit titleBirthday Parties and Special DaysStatement of InquiryATL SkillsCreativityUnit and time frameCreativity can form products and creations to express a message.Unit 1 (January 6 – 25 2021)CommunicationCreative thinkingPracticing to make greeting card. It should be able to understand by the audience(people around them).Key ConceptRelated ConceptStructure and formFacilitating students to have a creative skill to make interesting greeting cardsPhase 1ObjectivesCriterion C i, ii, iii, ivCriterion D i, ii, iiiWeek 1Week 1 : Students learn aboutbirthday parties special daysgreetings, wishes, hopes and songs.Week 2Week 2 : Students learn aboutinvitations, grateful messages,prepositional phrases, asking forpermission (would, could, and can)FQ : What do people usually do ontheir special days?CQ :How do people celebrate theirspecial days?The students disscuss about thetopic (scientific and technology) withThe students are given greeting cardthe teacher and friends.and video. Then the teacher andThey read some examples of students are discuss to analyze it.greeting card and invitation.Week 3Week 4Meeting 3 : Students compose birthday Meeting 4 : Summative Assessmentparties special days greetings by payingattention to the use of wishes, hopes andsongs, sentence structure, the format ofbirthday and other invitations, gratefulmessages, prepositional phrases, askingfor permission (would, could, and can),and past simpleDQ: Are all people celebrate theirspecial days? Why do peoplecelebrate their special days?The students in group make agreeting card related to digitaltechnology.The product can be done usingdigital or manual.Week5Week 6

Resources BooksPuchta, H and Stranks, J. 2017. English in Mind, second edition; SpecialEdition Student’s Book Starter. Cambridgw: University PressCastro, Ana de. 2016. English Language Acquisition (MYP by concept 4 & 5).UK : Hodder EducationWebsites (Videos)

MYP Year 1 (Grade 8) Unit Letter 2nd SemesterSchool Year 2020/2021SubjectTeacher: Mathematics: Ayu Nur AfifahUnit 1Global ContextPersonal and Cultural ExpressionUnit titleData ManagementStatement of InquiryUnit and time frameKey ConceptRelationshipDifferent representations make it easier to understand and analyze relationship1 (January 2021)Category Thinking (Cluster creative thinking)Category Communication (Cluster Communication)Indicator- Use brainstorming and visual diagrams to generate new ideas and question.Indicator- Use a variety of speaking techniques to communicate with a variety ofaudiencesRelated ConceptModelRepresentationATL SkillsC. Communicating (i, ii, iii, iv)ObjectivesWeek 1Week 2Week 3students find out the types of datastudents learn how to convertstudents learn to analyze data bywith their group.data into tables, data tolooking for the mean, mode, anddiagrams, data to graphs etcmedian.Resources BooksWebsites (Videos)Week 4summative testWeek5Week 6

SubjectTeacherMYP Year 1 (Grade 7) Unit Letter 2nd SemesterSchool Year 2020/2021Global Context: Science - Biology: SusiloUnit 1Fairness and development (Ecosystems)Unit and time frameKey ConceptChangeRelated ConceptBalanceEnvironmentUnit titleStatement of InquiryEcosystem changes have an impact on the balance of the environment and nature toachieve fairness and the development of the rights and obligations of living thingsCommunication Skill :ATL Skills1.Participate in, and contribute to, digital social medianetworks2.Share ideas with multiple audiences using a variety ofdigital environments and media1 (January)Collaboration Skills :1.Listen actively to other perspectives and ideas2.Give and receive meaningful feedbackB. Inquiring and designingObjectivesi. outline an appropriate problem or research question to be tested by a scientific investigationii. outline a testable prediction using scientific reasoningiii. outline how to manipulate the variables, and outline how data will be collectediv. design scientific investigations.D. Reflecting on the impacts of sciencei. explain the ways in which science is applied and used to address a specific problem or issueii. discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issueiii. apply scientific language effectivelyiv. document the work of others and sources of information used.

Week 1---Week 2Students will observe theecosystem around the school,their home, or any place they wantto observeStudents determine thecomponents in the ecosystem(based on the ecosystem that theyobserved)Students will classify them inbiotics and abioticsstudents will see videos of-students look for information ininteractions between living thingsjournals or newspapers aboutand their environmentecosystem damagestudents will be divided into 5-Week 4summative assessmentstudents analyze the impact and itsgroups and have a discussionconsequences on ecosystemstudents present the results ofcomponentstheir discussion in front of theclassDebatable:Do you agree with the forest programFactual:Conceptual:What are the components ofecosystem?Week 3being converted into agricultural land andplantations?What are relationship betweenecosystem changes and balance ofenvironment and nature?Resources BooksAllort, A. and Mindorff, D. 2017. MYP Science : A Concept Based ApproachYears 4&5. Oxford University Press, UK.Websites (Videos)Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill Science APractical Guide Teacher Book. International Baccalaureate Organization, gin/index.phpMorris, P. and Deo, P. 2016. Science MYP by Concept 1. Hodder Education,London.Prescott, Christoper N. 2014. Perfect Guide to Lower Secondary Science 2ndEditionBook B. Marshall Cavendish Education, SingaporePlatform :Youtube :https://www.youtube.com/watch?v fbLjrjm8rgUWeek5Week 6

MYP Year 1 (Grade 7) Unit Letter 2nd SemesterSchool Year 2020/2021SubjectTeacher: Science - Physics: Dwi Hari SugiartoUnit 1Global ContextPersonal and Cultural ExpressionUnit titleMovementAnalyze the relationship between motion and its consequences for velocity /acceleration1 (January 2021)Category Research skills (Cluster Information literacy):Category Thinking skills (Cluster Creative thinking):Indicator - Create original works and ideas; use existing works and ideas in new waysStatement of InquiryUnit and time frameKey ConceptRelated ConceptRelationshipsMovement,ConsequencesIndicator - Access information to be informed and inform others, make connections betweenvarious sources of information, present information in a variety of formats and platforms, collectand analyse data to identify solutions and make informed decisionsATL SkillsCriterion A: Knowing and understandingi. outline scientific knowledgeii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situationsiii. interpret information to make scientifically supported judgments.ObjectivesCriterion B: Inquiring and designingi. outline an appropriate problem or researchquestion to be tested by a scientific investigationii. outline a testable prediction using scientific reasoningiii. outline how to manipulate the variables, and outline how data will be collectediv. design scientific investigations.Week 1Week 2Week 3Looking for information about theDiscuss the similarities andAnalyze daily events including GLBtheory of GLB and GLBBdifferences between GLB and GLBBand GLBBResources BooksWebsites (Videos)Allort, A. and Mindorff, D. 2017. MYP Science : A Concept Based ApproachYears 4&5. Oxford University Press, UK.Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill Science APractical Guide Teacher Book. International Baccalaureate Organization, UKMorris, P. and Deo, P. 2016. Science MYP by Concept 1. Hodder Education,London.Prescott, Christoper N. 2014. Perfect Guide to Lower Secondary Science 2ndEditionBook B. Marshall Cavendish Education, SingaporeWeek 4Make a video about a simple GLBand GLBB experimentWeek5Week 6

MYP Year 1 (Grade 7) Unit Letter 2nd SemesterSchool Year 2020/2021SubjectTeacher: Individual and Societies: Shinta Khoiru NUnit 1Global ContextUnit titleStatement of InquiryATL SkillsObjectivesOrientation in time and spaceUnit and time frameKey ConceptChangeRelated ConceptPatterns,ScaleMapsMaps is a product that contains changes and patterns in the landscape that can beminimized using a scale2Creative thinking skills : Apply existing knowledge to interpret data Determine solutions to authentic problems Create new products based on knowledgeAffective skills :Managing state of mind Practise focus and concentration Practise analyzing and attributing causes for failureCriteria A : Knowing and Undestandingi. Use vocabulary in contextii. Demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanatins and examples.Criteria B : Investigatingiii . Collect and record relevant information consistent with the research question.iv. Reflect on the process and result of the investigationWeek 1Week 2Week 3Week 4Content of learning topics:Map and types of mapContent of learning topics:Map ComponentsContent of learning topics:Map symbolsContent of learning topics:Calculate scale and distanceFactual question :What is map?Factual questions :What are map components?Conceptual question :What’s the different between dotsymbol, line symbol and areasymbol?Debatable question:Can you determine the distance citiesthrough the map? Can you trustmap?The students will get to knowthe types of maps based ontheirscale,objects,functions, etc.Observation:Observation :The students will comparethe differences in 2 mapsbased on their scale andfunctionThe students will get to know the map The students will get to know thecomponents by observing map and different of map symbols bymarking each component on the map analyzing their different shapes andfunctions.The students will observe thesymbols on each student’s map andclassify simbolsWeek5Summative Assesment:Week 6Instruction:Make a group of 3Each group could take 1 map to observeObserve the map with other member of groupto complete the taskCalculate:Task 1Each group must observe and collect component inthe map.The students will calculate theformulas to determine:1. Map’s distance2. Actual distance3. Map scaleTask 2 :Each group must determine the type of symbol andclassify simbols into 3Task 3:Each group using the formula must calculate theactual distance by multiplying the distance on themap with a scale.Task 4:Each group make a simple school map with rightorientation and symbol

Resources BooksHi-fest’s Creative Team.2011.”Atlas Pintar Indonesia-Dunia”.Jakarta:Hi-fest PublishingWebsites (Videos)“Menggambar Peta Indonesia” by Only Draw, Desember 2018 (https://www.youtube.com/watch?v nt0YxtRx4ak)“Animasi Peta Indonesia” by Zero Production, November 2016 (https://www.youtube.com/watch?v kEQqdDIj9YE)Arnold, Caroline.2002. “The Geography Book: Activities for Exploring,Mapping, and Enjoying Your World.New York”:John Wiley & Sons,Inc.Grace, Paul.2016.”Individual and Societies Year 1”.London:HodderEducation.

MYP Year 1 (Grade 7) Unit Letter 2nd SemesterSchool Year 2020/2021SubjectTeacher: Islamic Studies: MishriyahUnit 1Global Context UnittitleStatement of InquiryPersonal and cultural expressionUnit and time frameKey ConceptSystemsExploration: Practice and competencyIn rituals, there is a system that is practiced with competence so that it can form good moralitycarrying out his religion.Self Management skills (Cluster: Reflection )Sholat Jamak and QasharRelated ConceptRituals andrites, moralityThinking skills /Cluster (Transfer)ATL Skills Identify strengths and weaknesses of personal learning strategies (selfassessment), Demonstrate flexibility in the selection and use of learning strategies, Try new ATL skills and evaluate their effectiveness, What did I learn about today?, What don’t I yet understand?, What questions do I have now?Criterion A: Knowing and understandingObjectivesUse effective learning strategies in subject groups and disciplines,Apply skills and knowledge in unfamiliar situations,Inquire in different contexts to gain a different perspective,Compare conceptual understanding across multiple subject groups and disciplines,Make connections between subject groups and disciplines.i. use vocabulary in contextii. demonstrate knowledge and understanding of subject-specific content and concepts, usingdescriptions, explanations and examples.Criterion B: Investigatingi. explain the choice of a research questionii. follow an action plan to explore a research questioniii. collect and record relevant information consistent with the research questioniv. reflect on the process and results of the investigation.Week 1Week 2Week 1 : Terms of Jama 'prayer andqasarWeek 2 : Naqli's argument about Jama'prayer and qasarFactual Question (FQ) : What do youknow about Prayer Jama 'and Qashar ?- Students understand the readingDebatable Question (DQ): Why are weordered to do Jama' and Qashar prayers-Students carry out investigations,Week 3Week 3 : Be obedient, disciplined andrespect prayer timesDebatable Question (DQ): How prayercan produce obedient, disciplined andtimely behavior.-The findings are discussed with thegroup and presented.Week 4Week 4 : Practicing Jama 'prayer and qasarConceptual Question (CQ): How to doJama' and Qashar prayers-Students practice the proceduresof Jama 'and Qashar prayers as aWeek5-Week 6-

and look for watching videos fromthe internet.- Students answer severalquestions from teachers andpeers.- Answers are written on a stickynote ( jamboard)-observations and make asummary in the form of mindmapping.Students study naqli's argumentabout Prayer Jama 'and Qashar.result of correct learning.Resources BooksWebsites (Videos)- Guide Book of Plural and Qashar Prayers, Author: Shaykh Abdul Aziz bin https://www.youtube.com/watch?v EZAHcgGymyc, Tata Cara Sholat Jamak Takhir yang BENAR: Urutan Sholat Jamak Takhir - PosterAbdullah bin Baz, Publisher: Pustaka At-TazkiaDakwah Yufid TV-The title of the prayer qashar and jama ', Author H. S. A. al-Hamdani, RajaMurah Publisher, Pekalongan, 1984

MYP Year 1 (Grade 7) Unit Letter 2nd SemesterSchool Year 2020/2021SubjectTeacher: Design: Dwi Hari SugiartoUnit 1Global ContextPersonal and Cultural ExpressionUnit titleFish CultivationMake fish farming and develop it as a creative entrepreneurshipStatement of InquiryUnit and time frame1 and January 2021Category Research skills (Cluster Information literacy):Related ConceptDevelopmentInnovationCategory Thinking skills (Cluster Creative thinking):Indicator - Access information to be informed and inform others, make connectionsbetween various sources of information, present information in a variety of formats andplatforms, collect and analyse data to identify solutions and make informed decisionsATL SkillsKey ConceptIndicator - Apply existing knowledge to generate new ideas, products or processesCriterion B: Developing ideasI. develop a design specification which outlines the success criteria for the design of a solution based on the data collectedii. present a range of feasible design ideas, which can be correctly interpreted by othersiii. present the chosen design and outline the reasons for its selectioniv. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution.ObjectivesWeek 1Criterion C : Creating the solutionI. develop a design specification, which outlinesthe success criteria for the design of a solution based on the data collectedii. present a range of feasible design ideas, which can be correctly interpreted by othersiii. present the chosen design and outline the reasons for its selectioniv. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution.Week 2Week 3Week 4Students look for information aboutStudents make creative fish farmingStudentsfish farming models from variousconcepts as outlined in the form ofexperimentscarrysources on the internet, books, etcmini proposalsproposals madeoutfishaccordingResources BooksWebsites (Videos)Allort, A. and Mindorff, D. 2017. MYP Design : A Concept Based ApproachYears 4&5. Oxford University Press, UK.Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill DesignA PracticalGuide Teacher Book. International Baccalaureate Organization, UKMorris, P. and Deo, P. 2016. Design MYP by Concept 1. Hodder Education,London.Prescott, Christoper N. 2014. Perfect Guide to Lower Secondary Design 2ndEditionBook B. Marshall Cavendish Education, SingaporefarmingtotheStudents analyze the process andresults of fish farming and write it inthe form of a reportWeek5Week 6

MYP Year 1 (Grade 7) Unit Letter 2nd SemesterSchool Year 2020/2021SubjectTeacher: ARTS: Wira Widi SadewaUnit 1Global ContextPersonal And Cultural ExpressionUnit and time frameKey ConceptAestheticRelated ConceptPresentationand InnovationUnit titleStatement of InquiryATL SkillsMake various crafts ragam hias (decoration) on natural objects with aestheticpresentations and innovationsCategory Research Skills (Cluster Media literacy)Indicator- Demonstrate awareness of media interpretations of events and ideas(including digital social media), Make informed choices about personal viewingexperiences1 (January 2021)Category Thinking Skills (Cluster Creative thinking)Indicator- Apply existing knowledge to generate new ideas, products or processes,create original works and ideas; use existing works and ideas in new waysCriterion B: Developing skillsI. demonstratethe acquisition and development of the skills and techniques of the art form studied.II. demonstrate the application of skills and techniques to create, perform and/or present art.Criterion C: Thinking creativelyI. identify an artistic intention.II. identify alternatives and perspectives.III. demonstrate the exploration of ideaObjectivesWeek 1Week 2Week 3Week 4Students look for reference sources(examples of work, materials, andengineering techniques) on theinternet regarding the making ofdecorative designs on aesthetic andinnovative natural objects.Students bring the tools andmaterials needed to make ornamentsat school, and students start to makeornaments.Students finish making decorations tothe last stage, then shown to schoolfriends to be asked for criticism andinput regarding the work they make.Students make a report about makingdecorations.Then makeapresentation of the results inPowerPoint and present it to hisfriends.Resources Books Allort, A. and Mindorff, D. 2017. MYP ARTS : A Concept Based ApproachYears 4&5. Oxford University Press, UK. Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill ARTS APractical Guide Teacher Book. International Baccalaureate Organization,UK Morris, P. and Deo, P. 2016. ARTS MYP by Concept 1. HodderEducation, London. Prescott, Christoper N. 2014. Perfect Guide to Lower Secondary Design2nd EditionBook B. Marshall Cavendish Education, SingaporeWeek5Websites (Videos) https://www.youtube.com/watch?v Q7C0b5LQ7dI (How to make ragam hias (decorations) on wood) https://www.youtube.com/watch?v 0RTvA-JqOtM (How to make ragam hias (decorations) on textile materials)Week 6

MYP Year 1 (Grade 7) Unit Letter 2nd SemesterSchool Year 2020/2021SubjectTeacher: PHE: SaryanaUnit 1Global ContextUnit titleStatement of Inquiry2. Team Sport/BasketballUnit and time frameFor playing basketball effectively, a team member needs creativity in constructingmovement and space during game play.1 (January 2021)Key ConceptRelated ConceptcommunicationSystemInteractionI. Communication Skills : Use a variety of media to communicate with a range of audiencesStategy basketball playing between constructing movement and space during gameplay basketballATL SkillsII.Collaboration Skills : Listen actively to other perspectives and ideasObjectivesCriterion C: Applying and PerformingI. develop a design specification which outlines the success criteria for the design of a solution based on the data collectedii. present a range of feasible design ideas, which can be correctly interpreted by othersiii. present the chosen design and outline the reasons for its selectioniv. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution.Criterion D : Reflecting and improving performanceI.develop a design specification, which outlinesthe success criteria for the design of a solution based on the data collectedii. present a range of feasible design ideas, which can be correctly interpreted by othersiii. present the chosen design and outline the reasons for its selectioniv. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution.Week 1Basketball :Siswa belajar tentang teoribermain basket denganditampilkan video.Week 2Week 3Siswa mempraktekan dasar-dasar Siswa belajar bermain bola basketbola basket ( passing,drible,shoot)setelah menguasai teknik dasarbermainWeek 4Siswa belajar dengan strategi dantaktik bermain basketWeek5Siswa membuat productvideo tentang bermainbasketWeek 6

Resources BooksAllort, A. and Mindorff, D. 2017. MYP Physical and Health Education: AConcept Based Approach Years 4&5. Oxford University Press, UK.Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill Physicaland Health Education A Practical Guide Teacher Book. InternationalBaccalaureate Organization, UKMorris, P. and Deo, P. 2016. Physical and Health Education MYP byConcept 1. Hodder Education, London.Prescott, Christoper N. 2014. Perfect Guide to Lower SecondaryPhysical and Health Education 2nd EditionBook B. MarshallCavendish Education, SingaporeWebsites (Videos)

MYP Year 1 (Grade 7) Unit Letter 2nd SemesterSchool Year 2020/2021SubjectTeacher: PPKn: Alkaf AsariUnit 1Global Context: :Orientasi dalam ruang dan waktuUnit title :Kerjasama dalam berbagai bidang kehidupan di MasyarakatStatement of InquiryPerubahan sosial adalah titik balik dalam sejarah manusia, ketika kondisimenyebabkan orang bangkit dan mencari perubahan mendasar dalam masyarakatATL SkillsOrganisasi, Berfikir Kritis dan Media LiterasiUnit and time frameKey Concept :1 / 24Related ConceptPerubahanCausality,Cultur andConflikTujuan:Investigasi Perubahan SosialA2 Menunjukkan pemahaman Anda tentang penyebabnya Perubahan SosialB Investigasi proses Perubahan sosial dengan tepat keterampilan penelitian.C Mengkomunikasikan ide-ide dengan jelas dengan benar format surat kabar, dengan daftar pustaka yang tepat.D1 Berpikir kritis tentang kondisi itu menyebabkan manusia ingin melakukan perubahan sosial.ObjectivesWeek 1Mengapa kita harus kerjasamaWeek 2Week 3Landasan kerjasama dalam berbagaiBentuk-bentukbidangkehidupan masyarakatResources BooksBuku Paket Belajar Memahami PPKn 1 untuk kelas VII SMP dan MTS,Penerbit PT Tiga SerangkaikerjasamaWeek 4dalamManfaat kerjasama dalamkehidupan di MasyarakatWebsites (Videos)Sumber yang tersedia di perpustakaan sekolahWeekWeek 65berbagai Semangat persatuan dan Makna sejarahkesatuan dalam bingkai NKRI berdirinya NKRI

Practicing to make greeting card. It should be able to understand by the audience (people around them). Creative thinking Facilitating students to have a creative skill to make interesting greeting cards Objectives Phase 1 Criterion C i, ii, iii, iv Criterion D i, ii, iii Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 1 : Students learn about