Embed Size (px)
Citation preview
1
Walker-Grant Middle School
Community Project Guide
2017-2018
Scholar Name: ________________________________________________________________________________
Group Members (up to 2 additional): ___________________________________________________________
___________________________________________________________
Teacher Supervisor: ____________________________________________________________________________
WGMS Mission Statement: Walker-Grant Middle School will provide a learning environment that
promotes Respect, Order, Achievement, and Responsibility and sets high expectations for all
learners. Students, parents, community members, faculty, and staff work in partnership to ensure
that students are equipped with knowledge and skills to contribute and succeed in an ever-
changing local and global community.
FCPS Mission Statement: Fredericksburg City Public Schools will provide a quality education
that assures opportunity and equity for each student. Our motto “Excellence in Education”
embodies a commitment to empower students to develop personal responsibility for meeting high
academic standards and to become productive citizens in a global society.
IB Mission Statement: The International Baccalaureate Organization aims to develop inquiring,
knowledgeable and caring young people who help to create a better and more peaceful world
through intercultural understanding and respect.
2
Table of Contents
Welcome Letter 3
Acknowledgements 4
Community Project Timeline 5
Community Project Checklist 6
Investigating 7-9
Planning 10
Community Project Proposal 11-12
Taking Action 13
Reflecting and Presentation 13
Presentation Help 14
Process Journal 15-18
Academic Honesty Form 19-20
Resource Citation 21
Learner Profile Attributes 22
Global Contexts 23-24
Approaches to Learning 25
Assessment Criterion A-D 26-29
Activity Log 30
3
Welcome Letter
Dear Community Project Scholars,
The Grade 8 Community Project is a required activity for scholars (students) to
complete in year 3/grade 8 of the MYP program at Walker-Grant Middle School. This long-term project allows scholars to utilize their knowledge, creativity, and personal interests to develop an awareness of needs in various communities and
to address those needs through service and action.
The community project will not be administered through a subject group class. Scholars will be assigned a project supervisor and will meet during Inquiry Time
throughout the school year. Scholars have the option to work alone, in pairs or in groups of three students. (Pairs/groups must be in the same inquiry time classroom.) During this time, supervisors will guide scholars on how to plan and
execute their year 3 community service project.
Scholars are expected to spend 15 or more hours on the project in meeting with a supervisor, independent work and through presentation. Scholars will be
assessed by their supervisor throughout the project based on the IB Assessment Criteria.
The aims of the MYP projects are to encourage and enable students to:
participate in a sustained, self-directed inquiry within a global context generate creative new insights and develop deeper understandings through
in-depth investigation demonstrate the skills, attitudes and knowledge required to complete a
project over an extended period of time communicate effectively in a variety of situations demonstrate responsible action through, or as a result of, learning
appreciate the process of learning and take pride in their accomplishments
While the project may seem challenging, with time and effort, you can accomplish amazing things. We have much confidence in your abilities and the rewards will be great for you as a student scholar and for the community whose needs you
address.
Sincerely,
Dr. Melanie Wyatt Ms. Quincy Click Ms. Hillary Moyer Principal MYP Coordinator Community Project Coordinator
4
Acknowledgments
The Community Project Guide for Walker-Grant Middle School was created with
the guidance of many International Baccalaureate (IB) schools and from the IB Online Curriculum Center (OCC) now known as MY IB.
Works Cited
Community Project Action Book 2016-2017. St. Louis Park Middle School, 2016, https://www.slpschools.org/cms/lib/MN01909695/Centricity/Domain/407/Action%20Book.pdf. Assessed 6 February 2017.
Community Project Guide 2014-2015. Lee Middle School, 2014. Assessed 6 February 2017.
A Free Student’s Guide to MLA Formatting. Presto Plans,
https://www.teacherspayteachers.com/Product/FREE-MLA-HANDBOOK-1129046. Assessed 13 March 2017.
IB Community Project 2016-2017 Student Guide. Wedgewood Park International
School, 2016, www5.milwaukee.k12.wi.us/school/wedgewood/files/2012/09/Community-Project-Final-Draft-2016-2017-revise-10-16.pdf. Assessed 6 February
2017.
Projects Guide. International Baccalaureate Middle Years Programme, Mar. 2016,
ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_0_persp_guu_1409_
2_e&p art=1&chapter=1. Assessed 1 February 2017.
Project Teacher Support Material. International Baccalaureate Middle Years
Programme,
https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_9_persp_tsm_1407_2_e&part=1&chapter=1&CFID=1520303&CFTOKEN=15749903&js
essionid=bc302de7e4caa56e068d5c4c136e5a7b5576. Assessed 6 February 2017.
5
Community Project Timeline
*This is a guideline we will follow. You may be a little ahead/behind. Be sure to follow it as best as possible and communicate with your supervisor if you need assistance.
Investigating
Through Oct. 26
Brainstorm and
generate ideas.
Identify prior
learning.
Decided to work
individually or in
a group.
Decide a need
and a goal to
address within
the local or
global
community.
Initial research-
select relevant
and appropriate
resources and
gather
information.
Meet with
supervisor to
discuss ideas.
Record
information and
developments in
your process
journal.
Enter required
elements into
Managebac.
Planning
Oct. 26-Nov. 28
Develop a
proposal for
action- this
must be
completed near
the start of this
phase.
Continue
research- select,
evaluate and cite
information.
Prepare for
“taking action.”
Meet with
supervisor to
discuss and
evaluate your
plan.
Record
information and
developments in
process journal.
Enter required
elements into
Managebac.
Taking Action
Nov. 28-Feb. 28
Carry out the
action plan.
Meet with
supervisor to
discuss and
evaluate your
progress.
Record
information,
developments,
and reflections in
process journal.
Enter required
elements into
Managebac.
Reflecting
Feb. 28- April 11
Evaluate the
quality of action
taken compared
to the plan.
Reflect on your
understanding of
your topic
through the
Global Context
you chose, ATLs
and the IB
Learner Profile.
Meet with
supervisor to
finalize project
details and
requirements.
Prepare and
complete oral
presentation.
Select the
extracts from
the process
journal to
submit.
Complete Works
Cited.
Complete the
Academic
Honesty Form.
Enter required
elements into
Managebac.
6
Community Project Checklist
As you complete your project, use this checklist as quick guide to make sure
you’re on task.
PRE-PROJECT
____ Read Community Project Guide
INVESTIGATING
_____ Decided on whether you are working individually, in a pair, or group of 3
_____ Brainstormed and determined a community need (problem to be addressed) _____ Defined a goal to address the need
_____ Decided on a Global Context
_____ Started research and gathered information.
_____ Recorded information in your Process Journal weekly. Be sure to Reflect on your
understanding of the topic within Global Contexts, ATLs, and Learner Profile
_____ Met with your supervisor
_____ Entered required elements into Managebac
PLANNING
_____ Developed an action plan
_____ Continued research and cited information
_____ Contacted organizations/experts as needed _____ Organized the “action” (gathered materials, found location for event, etc.)
_____ Recorded information in your Process Journal weekly. Be sure to Reflect on your
understanding of the topic within Global Contexts, ATLs, and Learner Profile
_____ Met with your supervisor
_____ Entered required elements into Managebac
TAKING ACTION _____ Carried out the service action plan
_____ Recorded information in your Process Journal weekly. Be sure to Reflect on your
understanding of the topic within Global Contexts, ATLs, and Learner Profile.
_____ Met with your supervisor
_____ Entered required elements into Managebac
REFLECTION AND PRESENTATION
_____ Brief explanation of your community need and goal. What was your idea to provide service?
_____ Evaluation of project against your proposal (Did it turn out as you’d planned?)
_____ Reflection on your learning (Global Contexts, ATLs and Learner Profile)
_____ Selected extracts from the process journal (demonstrating your design/learning process)
_____ “Works Cited” page with proper format _____ Completed Academic Honesty Form
_____ Completed project board for display
_____ Met with your supervisor
_____ Entered required elements into Managebac
_____ Presented to Inquiry Time class and supervisor
_____ Presented to Showcase
7
Investigating
This year, you will get to create a service action project that inspires you. Think about the word “community” and what it means. What are different levels of “community” you can help? Why do you think it is important to help others?
Look at some of the personal interests listed below. Circle a few that you enjoy or fill in others not listed.
Painting, Drawing, Sculpting Choir, Singing, Composing Music Dancing, Choreography Orchestra,
Band Play an Instrument Concerts
Drama, Theater Gardening, Landscaping Building Things, Engineering
Robotics STEM Activities Computers, Programming
Computer Games Writing Science
Photography Social Media Blogging
Reading Puzzles, Games Traveling
Culture History Exploration
Yoga, Pilates Martial Arts Medicine, Health
Exercise Cooking, Baking Nutrition
Gardening Animals Pets
Knitting, Crocheting Jewelry Making Fishing, Hunting
Nature Environment Working with Children, Elderly
Shopping Chess Languages
Team Sports (Basketball, Field Hockey …) Individual Sports (Biking, Skateboarding…)
Look at some of the different needs listed below. Think about and circle areas
that you are interested in helping or fill in ideas not listed. How can you help address those needs?
Education Special Needs Children
Early Child Development Youth Development Immigration
Refugees Infectious Diseases Animal Rights
Animal Adoption Understanding Cultures Understanding Religions
Natural Disasters Global Warming Conservation
Environment Recycling Fair Trade
Bullying Economic Inequality Poverty
Global Issues- Social Global Issues- Economic Global Issues- Political
Homelessness Health and Wellness Racial Equity
Gender Equity Access to Clean Water Access to Nutritious Food
Organic Food, Non GMOs
8
Think about what type of service action and activity most interests you. Do you want to raise awareness, participate actively, do research, inform others, create something, change behaviors, advocate…?
o Direct service that involves people, the environment, or animals.
Examples include tutoring or working in a community garden. o Indirect service where the student does not see the recipients but their
actions benefit the community or environment like producing an
educational material, improving a website, or organizing a supply drive for a community shelter.
o Advocacy where students promote action on an issue of public
importance such as making a resource to prevent bullying or starting an awareness campaign to prevent teen suicide.
o Research where students collect and analyze information to report on a topic to change policy or practice including conducting environmental surveys to protect an aspect of their community or analyzing the most effective recycling practices with the community resources.
IDENTIFY THE GLOBAL CONTEXT
Global Contexts (see pages 23-24) direct learning towards independent and shared inquiry into our common humanity and shared guardianship of the
planet. Using the world as the broadest context for learning, MYP projects can develop meaningful explorations of:
o Identities and Relationships o Orientation in Space and Time o Personal and Cultural Expression
o Scientific and Technical Innovation o Globalization and Sustainability
o Fairness and Development
Read over the Global Context descriptions and ask yourself the following
questions:
o What do I want to achieve through my personal project? o What do I want others to understand through my project? o What impact do I want my project to have?
o Which Global Context would give greater purpose to my project? The choice of the Global Context will significantly shift the perspective of the MYP
Community Project. You may feel your goal fits into more than one context. Choose a context with which you feel your goals is most trying to address.
9
APPROACHES TO LEARNING SKILLS ATL skills (see page 25) are the skills students use to “learn how to learn.” You
already use many of the skills, but you may not realize it! Think about how you are using these skills as you go through your project. Also, throughout
your project, focus on bettering and learning more skills. Be sure to include them in your process journal.
After brainstorming and thinking of ideas, you have to decide:
1. What need are you MOST passionate and excited about helping? 2. What goal and type of action do you want to engage (direct, indirect..?) 3. What level of community do you want to help (local, global…? )
4. What Global Context does your goal best identify? 5. How are you going to achieve your goal/what are you going to do?
10
Planning
Develop a proposal for action
When you are clear on what you want to achieve, you need to propose an action
plan to accomplish your goal. What are some specific tasks or activities you can do to develop your project? You can use checklist, rubrics, timelines, flow charts
and other strategies to prepare your proposal.
Your proposal should include designing, problem-solving, decision-making or
investigative activities. Proposals should be achievable based on time and resources available. Do not come up with a proposal that takes too much time, is
difficult to follow through, or costs too much money to implement. On the other hand, do not choose projects that are too simplistic.
Here are some things to think about as you create your plan:
o Materials needed
o Contact information of organizations/individuals o Where will you create/complete the action?
o In working in a group, who will be responsible for what? o Timelines and deadlines
o Step-by-step procedures of what you will do.
Research
Now it is time to begin your research (if you haven’t already.) Keep your notes and
sources in your process journal. Remember to look for reliable and current online sources. Keep track as you go along! (See Page 21 for citation help)
Some research ideas:
o What are the causes of your issue? o What are some effects of your issue? o Where does it occur the most? (Geography) o Who is involved/affected? (Population/Demographics) o When is it an issue? o Are there individual and/or organizations working on this issue? o Is there data (statistics, surveys, graphs) with information about this issue?
Analyze it.
Some possible sources include:
o Interviews o Personal experiences/observations o Surveys that you create o Books o Online Resources
11
Community Project Proposal
PROJECT TITLE:
Scholar(s):
Supervisor:
GOAL: Identify a goal to address a need in the community, based on personal interest. What is the purpose of the goal? Who will benefit? What do you hope to achieve? Is it challenging or highly challenging?
Community:
Need:
Goal:
GLOBAL CONTEXT: Identify one global context.
Which part of the Global Context will you focus on? Is it relevant? Why?
ATL Skills: Identify which approaches to learning skills you are developing and how?
Research: Self-Management: Communication: Social: Thinking:
Action: What action will you take? What will you do to make a contribution towards addressing the problem in the community to meet your goal?
12
Product: Criteria: Which criteria will ensure my product/outcome is of excellent quality? How will I evaluate it?
RESEARCH: What do you have to research? List how you will collect all necessary information
Surveys:
Interviews:
Observations & Experiences:
Media:
PROCESS JOURNAL: How will you record what you find out? What type of format?
Taking Action
13
Now it is time to put your plan into action! Utilize your plan; however, assess
your progress and make changes as needed. Make sure to document what happens through the process to include in your process journal (pictures, videos,
diagrams…)
Reflecting & Presentation
Congratulations, you are in the final stage of your project! You will present your
project for your supervising teacher and in front of an audience.
For an individual student presentation, the time allocated is 6-10 minutes.
For a group presentation, the time allocated is 10-14 minutes.
o Students choosing to complete the project in groups will present the project as a group, but each member should have the opportunity to speak during the course of the presentation (3-5 min. each).
Prior to the presentation, students should submit the following to their supervisor via Managebac:
The proposal for action
A completed academic honesty form for each scholar
Process journal extracts (max. of 10 for individuals; 15 for groups)
A bibliography/works cited page
Any supporting visual aids used during the presentation
In addition to the oral presentation, scholars will be required to create a tri-fold project board (provided to individual or group) to showcase the project. This is
your chance to be creative. If you choose to use a form of technology, discuss with your supervisor first to work out the details. You will need to include the following on your board:
Project name
Description of project
Visuals (photographs, graphs, etc.)
Research
Bibliography/Works Cited
Reflection
Presentation Help
14
Items to include in your presentation:
Introduction: o Introduce yourself/yourselves o Identify your community, its need and your goal
o Explain why you chose the topic, why it is important or interesting to you/your group
Reflection on ATL skills development: o Identify the ATL skills that you/your group developed
Research Self-management Communication
Social Thinking
o Explain how you grew in these skills
Showcase of Action: o Explain and display your action project o Explain the results of your actions
Citation of Resources: o Include a bibliography of sources
Reflections: o What did you learn about yourself and your community during this
project?
o Is there anything more you hope to accomplish/continue with? o Appreciation and thanks- Who do you need to thank for supporting you
through this process?
Presenting to an audience can be scary. If you practice and are well prepared, it can help take away some of the stress. During your presentation try to:
Make eye contact
Have good posture
Engage the audience
Speak clearly, try not to giggle
Refer to visuals throughout presentation
Know how to pronounce words
Know and understand all information
Try not to fidget
Be well rehearsed
At the end, ask if there are any questions
Process Journal
15
The process journal is a generic term used to refer to the record of progress
maintained by the scholar throughout the project; it is not a daily diary. It can be written, visual, audio or a combination of mediums. The scholar will need to
upload their journal entries into the Managebac system. For example, if a scholar has a written entry, he/she may take a picture or scan the written log into Managebac.
You are not restricted to any single model of recording your process journal
but you are responsible for producing evidence to demonstrate you are achieving the assessment criteria for each stage of the project.
The process journal is: The process journal is not: used throughout the project to
document its development
an evolving record of intents, processes, accomplishments
a place to record initial thoughts and
developments, brainstorming, possible lines of inquiry and further questions
raised a place for recording interactions with
sources, for example teachers,
supervisors, external contributors a place to record selected, annotated
and/or edited research and to maintain a bibliography
a place for storing useful information,
for example quotations, pictures, ideas, photographs
a means of exploring ideas and
solutions a place for evaluating work completed
a place for reflecting on learning devised by the student in a format that
suits his or her needs
a record of reflections and formative feedback received.
used on a daily basis (unless this is useful for
the student) written up after the
process has been
completed additional work on top
of the project; it is part of and supports the project
a diary with detailed writing about what was
done a static document with
only one format.
Process Journal Topic Examples
16
To keep on track of your progress, complete a weekly process journal entry.
Remember, your journal can have many types of entries. Here are a few suggestions to help you along the way.
Investigating:
Topics of interest to you
Drawings of your interests
Why do you want to learn more about _____?
Explore the Learner Profile Traits, Global Contexts and ATL skills. Reflect upon them.
What do you want to create/develop/organize?
Planning
What goal have you decided upon and why?
What steps will you need to follow to accomplish your goal?
Who do you need to contact?
What Global Context best links with your project? Why?
How are you utilizing the Learner Profile Traits and ATL skills. Reflect upon them.
What timeline will I follow?
What research have you done?
Include surveys, interviews….
Taking Action
What is your plan?
How is your plan coming along?
What else do you need to do?
Do you need to revise your plan?
Anyalye your use of Learner Profile Traits, Global Contexts and ATL skills. Reflect upon them.
Include pictures, video…
Reflection
How did your project turn out?
How did it compare to your original plan?
What would you change? Why?
How can you continue to help?
What ATL skills did you utilize and/or better? Explain.
Process Journal Entry Example
17
Your entry may vary. Remember, you can also have drawings, charts, pictures,
notes… Keep paper and/or electronic copies until we enter information into Managebac.
Selecting Process Journal Extracts
18
You should carefully select evidence from your process journals to demonstrate
development in all criteria. You will need to submit these as part of your presentation at the end of your project. If you are working individually you will
need a maximum of 10 extracts and a maximum of 15 for groups. These will show how you have addressed each of the assessment objectives.
An extract may include:
visual thinking diagrams bulleted lists
charts short paragraphs
notes timelines, action plans annotated illustrations
annotated research artifacts from inspirational visits to museums, performances, galleries pictures, photographs, sketches
up to 30 seconds of visual or audio material screenshots of a blog or website
self and peer assessment feedback.
Materials directly relevant to the achievement of the project should also be
included in the extracts, as appropriate. For example, if the student has produced
a questionnaire or survey that has been described and analyzed in the report, he
or she could include a segment of that completed survey.
Community Project
19
Academic Honesty Form
Scholar: This document records your progress and the nature of your discussions with
your supervisor teacher. You should meet at least three times: at the start of the process
to discuss your ideas/goal, in the middle of your action plan to discuss progress, and
once you have completed your requirements for presentation. You may meet more than
the three required times for guidance and support as needed. After the meeting,
summarize the main points discussed and both sign as documentation.
Supervisor: You are asked to have at least three meetings with scholars: at the start of
the process, an interim meeting, and a final meeting. Other meetings are permitted but
do not need to be recorded on this sheet. After each meeting, the scholar should make a
summary of discussion and both sign as documentation.
Meeting Date Main Points Discussed Signature
Meeting
one:
Scholar:
Supervisor:
Meeting two:
Scholar:
Supervisor:
Meeting three:
Scholar:
Supervisor:
Supervisor Comment:
20
Scholar declaration:
I confirm that this work is my own and this is the final version. I have acknowledged in the body of my work, each use of the words, work or ideas of another person, whether written, oral or visual.
Supervisor declaration:
I confirm that, to the best of my knowledge, the material submitted is the
authentic work of the student.
Scholar’s Signature: Date:
Supervisor’s Signature: Date:
Resource Citation
21
There are different methods of citation. We are using MLA (Modern Language
Association) Version 8. I am including a few examples here to get you started.
However, you can use online resources such as www.easybib.com to find
additional resource examples. It will also guide you to easily create and store your
citations.
Presto Plans
IB Learner Profile Attributes
22
IB Global Contexts
23
24
25
IB ATL Skills
(Approaches to Learning)
26
IB Assessment Rubrics
You will be assessed on each of the four stages of the project based on the
following rubrics. As you complete each stage, try to achieve the highest
points (8) for each level descriptor.
27
28
29
30
Activity Log
This will help you track the time you have worked and keep you organized
regarding tasks completed. Use additional paper if necessary.
Date:
Criterion
Example:
A iii
Activity
Example: journal entry, brainstorm, interview,
research…
Time Spent
Example:
15 minutes
