Guinea Pig Project

At our school, we believe that healthy meals are the foundation of a thriving learning environment. That’s why we’re mindful about every ingredient we use in our school meals, ensuring that they are nutritious, organic, and sustainably sourced. One of the staples in our daily meals is a blend of organic red rice and white rice, carefully selected to provide both health benefits and a texture that kids enjoy. But what makes our rice special? It’s not just about the nutrition—it’s also about how it’s grown. We source our rice from local farmers who practice eco-friendly farming methods, including the use of eco-enzyme fertilizers. This not only produces high-quality, chemical-free rice but also supports sustainable agriculture. Why We Choose Organic Red Rice Red rice is a powerhouse of nutrition. Unlike white rice, it retains its bran layer, which is rich in fiber, antioxidants, and essential nutrients such as iron, zinc, and B vitamins. Here’s why we include red rice in our school meals: High in fiber – Helps with digestion and keeps kids fuller for longer. Rich in antioxidants – Protects the body from harmful free radicals. Supports heart health – Contains natural compounds that help regulate cholesterol levels. Helps in energy production – Packed with B vitamins that aid in metabolism. Balancing Nutrition and Taste While red rice is highly nutritious, its texture can be firmer than what kids are used to. To make it more palatable, we blend red rice with organic white rice. This combination maintains the nutritional benefits of red rice while ensuring a softer, fluffier texture that children enjoy. Eco-Enzyme Fertilizers: A Sustainable Choice The farmers who supply our white rice use eco-enzyme fertilizers, a natural and environmentally friendly alternative to chemical fertilizers. Eco-enzymes are made from fermented fruit and vegetable scraps, creating a nutrient-rich solution that: Improves soil quality Enhances plant growth naturally Reduces chemical waste in farming Supports biodiversity and eco-friendly agriculture By supporting farmers who use eco-enzyme fertilizers, we are not only ensuring that our students eat the best quality rice but also promoting a more sustainable future for agriculture. As we continue to make mindful food choices, we invite parents and the community to explore red rice at home, too! Try mixing it with white rice, just like we do at school, to create a balanced and nutritious meal. Together, we can nurture a generation that values both their health and the planet—one mindful meal at a time.

In the beginning, the decision to introduce batik making was inspired by the students' familiarity with batik as one of Indonesia's iconic art forms. Far from showing any resistance, the students eagerly contributed ideas, suggesting patterns could be applied to various media such as cups, sculptures, and more. Ultimately, the decision was made to work with fabric, aiming to immerse the students in the rich culture of batik within the fashion industry. Throughout the preparation process, we encountered numerous challenges. One significant hurdle was the realization that, while our students were familiar with batik as a final product, they had never been exposed to the batik-making process itself, nor were they aware of its historical significance and utility. Another obstacle was the frequent misselection of materials, from choosing the right type of fabric to finding the ideal wax that was absorbent and melted efficiently. By the seventh week, we invited an expert from the Indonesian Institute of the Arts in Denpasar, who illuminated our path by clarifying the suitable types of fabric and wax, and even suggested the use of electric canting. This advice proved invaluable for our students' learning experience in the lead-up to the grand Output Day. The nine-week preparation process was not just about creating batik; it was an extensive learning journey. Pak Nanda, the teacher guiding the Fabulous Batik group, along with Pak Samuel, provided an educational environment that encouraged learning from mistakes. This approach allowed students to discover the correct steps to prevent future errors. Pak Nanda emphasized that these lessons were universal, extending beyond the classroom. The ultimate motivator for the students was the possibility of selling their beautiful batik creations. The process, collaborative brainstorming, and the outcomes served as critical learning tools for the students in preparation for Output Day. Another key aspect was learning how to communicate and teach the batik-making process to parents and visitors at the Fabulous Batik Group booth. Furthermore, the experience of presenting in front of their peers played a significant role in their learning journey. What filled us with pride was watching the students improvise their speeches, setting aside the cue cards provided to them. Over weeks of preparation, these points became habitual, showcasing the students' growing confidence and autonomy. In the end, Pak Nanda and Pak Samuel hope to further tailor the program to each student's passion, making it easier for them to explain and present their work and to attract external visitors, potentially leading to participation in larger exhibitions. This journey with batik has not just been about learning a traditional craft; it has been a transformative experience for our students, teaching them about culture, creativity, and the power of perseverance. The Fabulous Batik project at Taruwara Primary has shown us all how art can inspire, educate, and unite. Everyone is busy preparing their booth Get a short briefing from the teachers before the gate open Batik Squad attract the guests to visit their booth Alana and Adzka impressed the crowd by their explanation Stand by and be ready for the exhibition time Our first two guests are very excited This is how we teach our guests how to use canting for making batik sketch Hot wax in a pan with warning sign. We don't want our guests to get hurt like we had in trainings

Background One day, Miss Ima found an egg laying on the carpet inside the classroom, and she moved the egg to the top of the cupboard. In the afternoon, Micol found the egg and asked “Where did you get the egg miss?” and Miss Ima told Micol where she found them. A few days after that, Miss Ima found another egg on the carpet and moved it to the cupboard. Not long after that, Micol found a couple of eggs inside the cupboard and she came up with an idea “Miss, why don’t we make an incubator for these eggs?”. Miss Ima agreed to the idea and shared the idea with the others. The discussion started with a question “Who likes animals?” and all students raised their hands up. During the discussion, they also try to find out how to make an egg incubator and how to take care of an egg until it hatched. We were using the internet as our source of information. The discussion happened for another couple of days, we also asked students to discuss this project with their parents. After we have gathered all the information, try to make the incubator and calendar in the class. We use the incubator to lay the eggs and warm them until they hatch. Inside we have rice husks, some cloth, water inside a bowl to keep the humidity balanced, and a fluorescent lamp (20 watts). Other than the incubator, students also made a calendar as a reminder of the days, because based on the information they found, it took 21 days for the egg to hatch. After the incubator is done, all students are asked to take care of and be responsible for the eggs. Based on the information they got, they are supposed to rotate the eggs 90 degrees 3 times a day, in order to give an even warmth on all surfaces, so the embryos can grow healthily. Based on the egg needs, students came up with a duty schedule to share the responsibility together. This project was their second project. The first project was not successful, because the egg didn’t get enough warmth, they were using a 5-watt lamp. Another thing that played a part in the failure was they moved the egg around during checking time and moved it to the darker side inside the box. Learning Resources Internet           : Tutorial on how to make an egg incubator, How to make a good egg incubator Resources       : Teachers, Parents, Poultry Expert (Bali Bird Park Team)           Learning Orientation Student-oriented learning. In this project, students are directed to become subjects and objects that they learn from the egg incubator project. Children are encouraged to think critically about the problem they face and find solutions to problems during the process. The teacher’s role in this project is as a facilitator and helps students get a real and authentic learning experience. Learning is considered and adapted to previous experiences and students’ intellect because each student has different learning experiences and potential. Research Stages a.      Research on how to make a good egg incubator. b.      Research about how long it takes for an egg to hatch. c.      Research on how to treat eggs properly. d.      Prepare the tools and materials needed to make an incubator. e.      Make the incubator and calendar as reminded. f.        Routine inspection. Documentation Documentation activities are carried out by the teacher at each stage of the activities carried out by students starting from the preparation stage, making the incubator, to the routine inspection stage which is carried out entirely by students with assistance from the teacher. Discussion about egg Prepared the necessary electricity and lighting for the egg incubator The children prepared some husk and placed the eggs inside it to keep them warm The students listened carefully to the teacher's instructions The process of making an incubator Learning more about an egg before we start the project Decorated the incubator Children took turns on duty to check the eggs The students placed the eggs in the incubator.