WOODLANDSIBMIDDLESCHOOL8thGRADECOMMUNITYPROJECT

IB COMMUNITYPROJECT

2016-2017

StudentGuide

NameofGroupMember(s):_______________________________________________________________

______________________________________________________________________________________________________________________________

NameofSupervisor:__________________________________________________________________________

IBMissionstatement:TheInternationalBaccalaureate®aimstodevelopinquiring,knowledgeableandcaringyoungpeoplewhohelptocreateabetterandmorepeacefulworldthroughinterculturalunderstandingandrespect.

TableofContentsWelcomeLetter_____________________________________________________________________________________________ 2

Acknowledgements_________________________________________________________________________________________ 3

GreenburghSchoolDistrictVision________________________________________________________________________ 4

BMissionStatement,StudentExpectations______________________________________________________________ 5

CommunityProjectCheck--InForm________________________________________________________________________ 6

WhatistheCommunityProject____________________________________________________________________________ 7

CommunityProjectGuidelines_____________________________________________________________________________ 8

CriterionA--D_________________________________________________________________________________________________ 9

CriterionARubric___________________________________________________________________________________________ 10

CriterionBRubric___________________________________________________________________________________________ 11

CriterionCRubric___________________________________________________________________________________________ 12

CriterionDRubric___________________________________________________________________________________________ 13

ActivityLog__________________________________________________________________________________________________ 14--15

ApproachestoLearning(ATL)______________________________________________________________________________ 16--21

InterestSurvey______________________________________________________________________________________________ 22

FourTypesofAction_________________________________________________________________________________________ 23

BrainstormingCommunityProjectTopic__________________________________________________________________ 24

ConversationStarters_______________________________________________________________________________________ 25

GlobalContext_______________________________________________________________________________________________ 26--28

Group’sEssentialAgreements______________________________________________________________________________ 29

SmartGoals+GoalStatement______________________________________________________________________________ 30--32

CommunityProjectProposal________________________________________________________________________________ 33

PresentationHelp____________________________________________________________________________________________ 34-35

LearnerProfile--SelfReflection_____________________________________________________________________________ 36

PresentationChecklist______________________________________________________________________________________ 37

AcademicHonestyForm_____________________________________________________________________________________ 38

ProcessJournal+Entries_____________________________________________________________________________________ 39--40

WelcomeLetterDearCommunityProjectStudents,Allyourideascountandallyourcreativeenergyproducessomethingworthwhile.Youaretheoneswhodirectandachievethroughpersonalacademic:risk-taking,reflection,andperseverance.TheCommunityProjectisasignificantbodyofworkproducedduringyour8thgradeschoolyear.Itisaproductofyourowninitiativeandshouldreflectsomethinginwhichyouareinterested.TheCommunityProjectholdsaveryimportantplaceintheMYP-IBProgramme,therefore,itisacompletionrequirementforall8thgradestudents.WHATWILLSTUDENTSLEARNASWELLASWHATARETHEGOALSOFCOMMUNITYPROJECTFOREACHSTUDENT:

• Participateinasustained,self-directedinquiry• 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

extendedperiodoftime• Communicateresponsibleactionthrough,orasaresultof,learning• Decidingwhatyouwanttolearnabout,identifyingwhatyoualreadyknow,anddiscoveringwhat

youwillneedtoknowtocompletetheproject• Create a project taking into account: planning time/materials, recording developments of the

project,communicatingwithsupervisor,andreflectingonresultsTheInternationalBaccalaureateOrganizationplacesgreatimportanceontheexpressionofyouruniquetalentsandabilities,sotheCommunityProjectshouldbetheexplorationofapersonalpassionratherthanatopicsomeoneelsechoosesforyou.Webelieveyouwilldevote,bothindividuallyandcollectively,agreatdealoftimeandefforttowardyourprojectandtakegreatprideinaccomplishingacomplexprojectthroughguidedindependentwork.

Sincerely,

AshleyJackson KatherineTovarFurstAssistantPrincipal MYPCoordinator

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ACKNOWLEDGEMENTS

THECOMMUNITYPROJECTGUIDEFOR8THGRADESTUDENTSATWOODLANDSMIDDLESCHOOLWASCREATEDWITHGENEROUSASSISTANCEBYINTERNATIONALBACCALAUREATE(IB)SCHOOLSAROUNDTHEWORLDANDBYTHEINTERNATIONALBACCALAUREATE(IB)ONLINECURRICULUMCENTRE(OCC).WORKCITED:

“PROJECTGUIDE.”IBMIDDLEYEARSPROGRAMME.INTERNATIONALBACALAUREATEORGANIZATION,JULY2014.WEB.26OCT.2016

HTTPS://IBPUBLISHING.IBO.ORG/SERVER2/REST/APP/TSM.XQL?DOC=M_0_PERSP_GUU_1409_2_E&PART=1&CHAPTER=1&CFID=1283588&CFTOKEN=28038433&JSESSIONID=BC303C966DAC13D280405B5A42D254F341E6

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GreenburghSchoolDistrict

VisionStatement

By2021,wewillbeaworld-classschooldistrictthatenablesallstudentstointellectually,sociallyandemotionallyinteractasproductivecitizens.

DistrictMission

Wearecommittedtoeducatingourstudentsinanenvironmentinwhichtheywilldevelopalife-longloveoflearningandsuccessfullyengageinarapidlychanging,inter-connectedglobalcommunity.

CoreBeliefs

•Webelieveweareadvocatesforacademicexcellenceforallstudents.

•Webelieveinnurturingstudents’intellectual,emotional,creative,socialandphysicaldevelopment.

•Webelievestudentswillachievetheirfullpotentialthroughcollectiveeffortsofparents,educators,staffandcommunitystakeholders.

•Webelieveinsustaininganenvironmentthatfostersopencommunication,honestyandrespectfortheindividual.

OurChildren.OurFocus.OurFuture.

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IBMissionStatement

TheInternationalBaccalaureateaimstodevelopinquiring,knowledgeableandcaringyoungpeoplewhohelptocreateabetterandmorepeacefulworldthroughinterculturalunderstandingandrespect.Tothisendtheorganizationworkswithschools,governmentsandinternationalorganizationstodevelopchallengingprogramsofinternationaleducationandrigorousassessment.Theseprogramsencouragestudentsacrosstheworldtobecomeactive,compassionateandlifelonglearnerswhounderstandthatotherpeoplewiththeirdifferencescanalsoberight.

StudentExpectations

oSpendapproximatelyfifteenhoursonyourprojectoWorkindependently,inpairs,oringroupsofthreeoDefineagoaltoaddressaneedinthecommunityoIdentifytheGlobalContextpertainingtoyourprojectoDevelopaproposalfortheactionoDevelopaminimumoffifteenjournalentriesoMarkthebestfiveentriesforyoursupervisoroReflectandshareoPresentyourcommunityproject

oSelect5ATLskillstogrowanddevelop5

CommunityProjectCheck-inForm

Student:Thisdocumentrecordsyourprogressandthenatureofyourdiscussionswithyoursupervisor

teacher.Youshouldmeetwithyoursupervisoratleastthreetimes:atthestartoftheprocesstodiscuss

yourinitial ideas.Thenonceyouhavecompletedasignificantamountofyourproject,andfinallyonce

yourcompletedreport/presentationhasbeensubmitted.

Supervisor:Youareaskedtohaveatleastthreemeetingswithstudents,onceatthestartoftheprocess,

an interim meeting and then a final meeting. Other meetings are permitted but do not need to be

recordedonthissheet.Aftereachmeeting,studentsshouldmakeasummaryofwhatwasdiscussedthen

signanddatethesecomments.

Meeting Date MainPointsDiscussed Signature/Initials

Meeting1:

Student:

Supervisor:

Meeting2:

Student:Supervisor:

Meeting3:

Student:Supervisor:

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WhatistheCommunityProject?CommunityProject=Action

Thehopeforthisprojectistoencouragelifelonglearning

Thecommunityprojectisstudentcentered.Itinvolvesinquirythatreflectsthestudents’abilityto

initiate,manageanddirecttheirownlearning.

EighthgradestudentsdevelopacommunityprojectasarequirementoftheMiddleYearsProgramme.

Studentsevolvethroughthelearningprocess;theymayselectoneormoretypesofaction.

Typesofaction:direct,indirect,advocacy,research

Directservice:Studentshaveinteractionsthatinvolvepeople,theenvironmentortheworldaroundus.

Indirectservice:Thoughstudentsdonotseetherecipientsduringindirectservice,theyhaveverifiedthattheiractionswillbenefitthecommunityorenvironment.Advocacy:Studentsspeakonbehalfofacauseofconcerntopromoteactiononanissueofpublicinterest.

Research:Studentscollectinformationthoughvariedsources,analyzedataandreportonatopicofimportancetoinfluencepolicyorpractice.

Studentsselectoneoftheglobalcontextstoguidetheirapproachandusethecommunityproject

objectivestoplanandcompletetheirproject.

Studentsalsomaintainandupdateaprocessjournalwheretheydocumenttheirdevelopment,record

ideasandthoughts,recordinteractionsandsources,storeinformation,evaluateandreflectontheir

work.

Eighthgradestudentsmeetwiththeirsupervisoroverthecourseoftheprojecttoensurethatcertain

goalsaremetduringtheprocess.Studentspresenttheirinformationtoanaudienceandareevaluated

accordingtoCriteriaA-D(A-Investigate,B–Plan,C–TakeAction,D–Reflect).

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CommunityProjectGuidelines

Inthisprojectyouwill:--Workinacollaborativegrouporindependently--Investigateanissuethatyouoryourgroupthinksimportant--Collectandorganizeinformationfromavarietyofsources--Lookthroughyourlogandprocessjournaltohelpplanyouraction--Presentyouractionprojectcreativelyandclearly--Reflectontheprocess/achievements

Yourpresentationincludes:-- Introduction-- ReflectiononATLskillsdevelopment-- ShowcaseofAction-- CitationofResources-- Reflection

Whowillassessyourproject?-- You-- Groupmembers-- Supervisor

HowwillIbeassessed?-- CriterionrubricsA-D--Processjournal

--Finalpresentation

--Communityprojectplan--Bibliography

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CriterionA-D

A.InvestigatingInvolvestakinganinventoryofstudentinterests,skills,andtalentstobeusedinconsideringopportunities.Theanalysisrequiresgatheringinformationabouttheidentifiedneedthroughactionresearch;thiscanbethroughformsofmedia,interviewswithexpertsorsurveys.

B.PlanningInvolvesstudentplanningtheserviceexperiencewithclearrolesforeachstudent;whotakesresponsibilityforactionstobetaken,resourcesrequiredandtimelines,developingtheirskillsneededtosuccessfullyplantocompletion.

C.TakingActionImplementingtheplan,carryingoutyouraction.Studentsmayworkindividually,withstudentpartners,intheirgroupofthree.

D.ReflectingStudentsdescribewhathappened,expressfeelings,generateideasandaskquestions.Ithelpstogainunderstanding,synthesizeyourideas,reviseandrevisityourideasandplansasyoureachyourgoal.

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CommunityProjectRubric

CriterionAObjective/strandsembeddedinthisassessmentcriterion(rubrics)arelistedhere:

CriterionA:InvestigatingMaximum:8Inthecommunityproject,studentsshould:

i. defineagoaltoaddressaneedwithinacommunity,basedonpersonalinterests

ii. identifypriorlearningandsubject--specificknowledgerelevanttotheproject

iii. demonstrateresearchskills.

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CommunityProjectRubric

CriterionBObjective/strandsembeddedinthisassessmentcriterion(rubrics)arelistedhere:

CriterionB:Planning

Maximum:8Inthecommunityproject,studentsshould:

i. developaproposalforactiontoservetheneedinthecommunityii. planandrecordthedevelopmentprocessoftheproject

iii. demonstrateself--managementskills.

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CommunityProjectRubric

CriterionCObjective/strandsembeddedinthisassessmentcriterion(rubrics)arelistedhere:

CriterionC:Takingaction

Maximum:8Inthecommunityproject,studentsshould:

i. demonstrateserviceasactionasaresultoftheproject

ii. demonstratethinkingskills

iii. demonstratecommunicationandsocialskills.

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CommunityProjectRubric

CriterionDObjective/strandsembeddedinthisassessmentcriterion(rubrics)arelistedhere:

CriterionD:ReflectingMaximum:8Inthecommunityproject,studentsshould:

i. evaluatethequalityoftheserviceasactionagainsttheproposal

ii. reflectonhowcompletingtheprojecthasextendedtheirknowledgeandunderstandingofservicelearning

iii. reflectontheirdevelopmentofATLskills.

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ActivityLogThiswillhelpyoukeeporganizedforyourproject:processjournal,group/individualworketc.

Date Criterion Statewhatyoudid:journal,brainstorm,interview,researchetc.Example: Timespent

Example:10-11-16 Example:Bii

recordingtheprocess Example:15minutes

CriterionA:Investigatingi. Defineagoaltoaddressaneedwithinacommunity,basedonpersonalinterestsii.Identifypriorlearningandsubject--specificknowledgerelevanttotheprojectii. Demonstrateresearchskills

CriterionB:Planningi. Developaproposalforactiontoservetheneedinthecommunity

ii. Planandrecordthedevelopmentprocessoftheprojectiii. Demonstrateself--managementskills

CriterionC:TakingActioni. Demonstrateserviceasactionasaresultoftheprojectii. Demonstratethinkingskillsiii. Demonstratecommunicationandsocialskills

CriterionD:Reflectingi. Evaluatethequalityoftheserviceasactionagainsttheproposalii. Reflectonhowcompletingtheprojecthasextendedtheirknowledgeandunderstandingofservicelearning

iii.ReflectontheirdevelopmentofATLskills 14

ActivityLogThiswillhelpyoukeeporganizedforyourproject:processjournal,group/individualworketc.

DateExample:10-11-16

CriterionExample:Bii

Statewhatyoudid:journal,brainstorm,interview,researchetc.Example:recordingtheprocess

TimespentExample:15minutes

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ApproachestoLearning(ATL)Skills

Communication Social(Collaboration) Self--management(Organization;Affective;Reflection)

Research(InformationLiteracySkills;MediaLiteracySkills)

Thinking

CommunicationSkills:Howcanstudentscommunicatethroughinteraction?Exchangingthoughts,messagesandinformationeffectivelythroughinteraction

oGiveandreceivemeaningfulfeedbackoUseinterculturalunderstandingtointerpretcommunicationoUseavarietyofspeakingtechniquestocommunicatewithavarietyofaudiencesoUseappropriateformsofwritingfordifferentpurposesandaudiencesoUseavarietyofmediatocommunicatewitharangeofaudiencesoInterpretanduseeffectivelymodesofnon--verbalcommunicationoNegotiateideasandknowledgewithpeersandteachersoParticipatein,andcontributeto,digitalsocialmedianetworksoCollaboratewithpeersandexpertsusingavarietyofdigitalenvironmentsandmediaoShareideaswithmultipleaudiencesusingavarietyofdigitalenvironmentsandmedia

Howcanstudentsdemonstratecommunicationthroughlanguage?Reading,writingandusinglanguagetogatherandcommunicateinformation

oReadcriticallyandforcomprehensionoReadavarietyofsourcesforinformationandforpleasureoMakeinferencesanddrawconclusionsoUseandinterpretarangeofdiscipline--specifictermsandsymbolsoWritefordifferentpurposesoUnderstandandusemathematicalnotationoParaphraseaccuratelyandconciselyoPreviewandskimtextstobuildunderstandingoTakeeffectivenotesinclass

oMakeeffectivesummarynotesforstudyingoUseavarietyoforganizersforacademicwritingtasks

oFindinformationfordisciplinaryandinterdisciplinaryinquiries,usingavarietyofmediaoOrganizeanddepictinformationlogically

oStructureinformationinsummaries,essaysandreports

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SocialCollaborationSkills:

Howcanstudentscollaborate?WorkingeffectivelywithothersoUsesocialmedianetworksappropriatelytobuildanddeveloprelationshipsoPracticeempathyoDelegateandshareresponsibilityfordecision--makingoHelpotherstosucceedoTakeresponsibilityforone’sownactionsoManageandresolveconflictandworkcollaborativelyinteamsoBuildconsensusoMakefairandequitabledecisionsoListenactivelytootherperspectivesandideasoNegotiateeffectivelyoEncourageotherstocontributeoExerciseleadershipandtakeonavarietyofroleswithingroupsoGiveandreceivemeaningfulfeedbackoAdvocateforone’sownrightsandneeds

OrganizationSelf-managementskills:

Howcanstudentsdemonstrateorganizationskills?ManagingtimeandtaskseffectivelyoPlanshort--andlong--termassignments;meetdeadlinesoCreateplanstoprepareforsummativeassessments(examinationsandperformances)oKeepanduseaweeklyplannerforassignmentsoSetgoalsthatarechallengingandrealisticoPlanstrategiesandtakeactiontoachievepersonalandacademicgoalsoBringnecessaryequipmentandsuppliestoclassoKeepanorganizedandlogicalsystemofinformationfiles/notebooksoUseappropriatestrategiesfororganizingcomplexinformationoUnderstandandusesensorylearningpreferences(learningstyles)oSelectandusetechnologyeffectivelyandproductively

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AffectiveSelf-managementSkills

Howcanstudentsmanagetheirownstateofmind?ManagingstateofmindoMindfulness

oPracticefocusandconcentrationoPracticestrategiestodevelopmentalfocusoPracticestrategiestoovercomedistractionsoPracticebeingawareofbody--mindconnections

oPerseveranceoDemonstratepersistenceandperseveranceoPracticedelayinggratification

oEmotionalmanagementoPracticestrategiestoovercomeimpulsivenessandangeroPracticestrategiestopreventandeliminatebullyingoPracticestrategiestoreducestressandanxiety

oSelf--motivationoPracticeanalyzingandattributingcausesforfailureoPracticemanagingself--talkoPracticepositivethinking

oResilienceoPractice“bouncingback”afteradversity,mistakesandfailuresoPractice“failingwell”oPracticedealingwithdisappointmentandunmetexpectationsoPracticedealingwithchange

ReflectionSelf-managementSkillsHowcanstudentsbereflective?(Re--)consideringtheprocessoflearning;choosingandusingATLskills

oDevelopnewskills,techniquesandstrategiesforeffectivelearningoIdentifystrengthsandweaknessesofpersonallearningstrategies(self--assessment)oDemonstrateflexibilityintheselectionanduseoflearningstrategiesoTrynewATLskillsandevaluatetheireffectiveness

oConsidercontentoWhatdidIlearnabouttoday?oWhatdon’tIyetunderstand?oWhatquestionsdoIhavenow?

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oConsiderATLskillsdevelopmentoWhatcanIalreadydo?oHowcanIsharemyskillstohelppeerswhoneedmorepractice?oWhatwillIworkonnext?

oConsiderpersonallearningstrategies

oWhatcanIdotobecomeamoreefficientandeffectivelearner?oHowcanIbecomemoreflexibleinmychoiceoflearningstrategies?oWhatfactorsareimportantforhelpingmelearnwell?oFocusontheprocessofcreatingbyimitatingtheworkofothersoConsiderethical,culturalandenvironmentalimplications

oKeepajournaltorecordreflections

ResearchInformationLiteracyskills

Howcanstudentsdemonstrateinformationliteracy?Finding,Interpreting,judgingandcreatinginformation

oCollect,recordandverifydataoAccessinformationtobeinformedandinformothersoMakeconnectionsbetweencarioussourcesofinformationoUnderstandthebenefitsandlimitationsofpersonalsensorylearningpreferenceswhenaccessing,processingandrecallinginformation

oUsememorytechniquestodeveloplong--termmemoryoPresentinformationinavarietyofformatsandplatformsoCollectandanalyzedatatoidentifysolutionsandmakeinformeddecisionsoProcessdataandreportresultsoEvaluateandselectinformationsourcesanddigitaltoolsbasedontheirappropriatenesstospecifictasks

oUnderstandandusetechnologysystemsoUsecriticalliteracyskillstoanalyzeandinterpretmediacommunicationsoUnderstandandimplementintellectualpropertyrightsoCreatereferencesandcitations,usefootnotes/endnotesandconstructabibliographyaccordingtorecognizedconventions

oIdentifyprimaryandsecondarysources

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MediaLiteracyResearchSkills

Howcanstudentsdemonstratemedialiteracy?Interactingwithmediatouseandcreateideasandinformation

o Locate, organize, analyze, evaluate, synthesize and ethically use information from avarietyofsourcesandmedia(includingdigitalsocialmediaandonlinenetworks)

o Demonstrate awareness of media interpretations of events and ideas (includingdigitalsocialmedia)

oMakeinformedchoicesaboutpersonalviewingexperiencesoUnderstandtheimpactofmediarepresentationsandmodesofpresentationoSeekarangeofperspectivesfrommultipleandvariedsourcesoCommunicateinformationandideaseffectivelytomultipleaudiencesusingavarietyof

mediaandformatsoCompare,contrastanddrawconnectionsamong(multi)mediaresources

CriticalThinkingSkillsHowcanstudentsthinkcritically?Analyzingandevaluatingissuesandideas

oPracticeobservingcarefullyinordertorecognizeproblemoGatherandorganizerelevantinformationtoformulateatargumentoRecognizeunstatedassumptionsandbiasoInterpretdataoEvaluateevidenceandargumentsoRecognizeandevaluatepropositionsoDrawreasonableconclusionsandgeneralizationsoTestgeneralizationsandconclusionsoReviseunderstandingbasedonnewinformationandevidenceoEvaluateandmanageriskoFormulatefactual,topical,conceptualanddebatablequestionsoConsiderideasfrommultipleperspectivesoDevelopcontraryoropposingargumentsoAnalyzecomplexconceptsandprojectsintotheirconstituentpartsandsynthesizethemtocreatenewunderstanding

oProposeandevaluateavarietyofsolutionsoIdentifyobstaclesandchallengesoUsemodelsandsimulationstoexplorecomplexsystemsandissuesoIdentifytrendsandforecastpossibilitiesoTroubleshootsystemsandapplications

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CreativeThinkingSkills

Howcanstudentsbecreative?GeneratingnovelideasandconsideringnewperspectivesoUsebrainstormingandvisualdiagramstogeneratenewideasandinquiries

oConsidermultiplealternatives,includingthosethatmightbeunlikelyorimpossibleoCreatenovelsolutionstoauthenticproblemsoMakeunexpectedorunusualconnectionsbetweenobjectsand/orideasoDesignimprovementstoexistingmachines,mediaandtechnologiesoDesignnewmachines,mediaandtechnologiesoMakeguesses,ask“whatif”questionsandgeneratetestablehypothesesoApplyexistingknowledgetogeneratenewideas,productsorprocessesoCreateoriginalworksandideas;useexistingworksandideasinnewwaysoPracticeflexiblethinking–developmultipleopposing,contradictoryandcomplementaryargumentsoPracticevisiblethinkingstrategiesandtechniquesoGeneratemetaphorsandanalogies

TransferThinkingSkills

Howcanstudentstransferskillsandknowledgeamongdisciplinesandsubjectgroups?Utilizingskillsandknowledgeinmultiplecontexts

oUtilizeeffectivelearningstrategiesinsubjectgroupsanddisciplinesoApplyskillsandknowledgeinunfamiliarsituationsoInquireindifferentcontextstogainadifferentperspectiveoCompareconceptualunderstandingacrossmultiplesubjectgroupsanddisciplinesoMakeconnectionsbetweensubjectgroupsanddisciplinesoCombineknowledge,understandingandskillstocreateproductsorsolutionsoTransfercurrentknowledgetolearningofnewtechnologiesoChangethecontextofaninquirytogaindifferentperspectives

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INTERESTSURVEY

COMMUNITYPROJECTThisyearyouwillgettocreateanactionprojectthatinspiresyou.Ineachofthecolumnsbelowhighlightfivethingsthatinterestyou.Ifyouhaveadditionalideas,filltheminatthebottom.

PersonalInterestsPainting/drawing/sculptingSinging/composingmusic

NeedsEducationSpecialneeds

Dancing/choreographyPlayinganinstrumentGardening/landscapingBuildingthingsRoboticsHelpingpeopleWritingastoryorpoemRepairingthingsScienceexperimentsTakingphotosSocialmediaEnteringcontestsConcertsTheaterOrchestra/band/choirCollectingthingsTravelingHikingBoatingBikingCooking/bakingPuzzles/gamesSkateboardingReadingVolunteeringwithkidsVolunteeringwithelderlyDrawingShoppingTeamsportsIndividualsportsVideogamesAnimalsKnitting/crochetingSpendingtimewithfamilyBloggingJewelrymakingModelbuildingComputerprogramingFishing/huntingObserving/beinginnatureCollectingthingsYoga,meditation,PilatesMartialArts

EnvironmentChildrenYouthBullyingClasssizeElderlypeopleEconomicinequalityPovertyHomelessnessHealthandwellnessGlobalissues--socialGlobalissues--economicalGlobalissues--politicalGenderEquityRacialEquityAnimalRightsUnderstandingotherculturesUnderstandingotherreligionsNaturalDisastersAccesstocleanwaterPoachingEarlychilddevelopmentChildrenaffectedbywarRecycling/compostingImmigrationGlobalwarmingConservationInfectiousdiseasesFairtrade

Inyourprocessjournal,writewaystoconnectyourpersonalinterestswiththeneedsthatexist.Forexample,dancingandelderlypeoplemayleadtoaprojectwhereyoudesignmotionsandchoosemusicthatresidenceofanursinghomecouldusetoexercise.Sportsandnaturaldisastersmightleadtoanorganizedgameatyourneighborhoodparkthatraisesmoneyforarecentnaturaldisaster.

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WhatActionCanWeTake?Independentlybrainstormactionsthatyoucanbringtothegroupthatcouldbetakentoimprove/solve/changethetopicyouarestudyingThinking–Thinkaboutasituationdifferentlyorfromadifferentperspective.Influencepeopletochangetheirmindorattitude.Feeling–Feeldifferentlyaboutatopicorproblem.Influencepeopletofeelinspiredtochangeorcareorempathize.

Doing–Dosomethingdifferentlytohelp.Influencepeopletohelp.Changetheirbehavior,orvolunteertheirtimeand/orresources.Saying-Saysomethingthatbringsawareness.Influencepeopletobeupstanders,explaintoother,oraskimportantquestions.Having–Havemoreunderstanding.Influenceyouraudiencetohavemoreknowledge,respect,orawareness.Being–Beadifferentpersonbyactingdifferently.Influenceyouraudiencebybeingmorerespectfulorresponsible.

ExamplesofActionwithinthemainfour:Direct,Indirect,Advocacy,Research

Educate–Teachothershowtodosomethingdifferently

Advocate–Writelettersorganizationorcreatepetitionstoaskforchange

Unite–Organizeaneventthatgetspeopletotakeaction

SpeakOut–Createdifferentformsofmediatogenerateawareness

Engage–Donateclothes,toys,food,supplies,etc.

Volunteer–Giveyourtimetoanorganizationthathelpspeople,animals,ortheenvironment

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TopicBrainstorming

Brainstormissues/topicsthatareimportanttoyou.Writedownasmanyideasaspossible

Whatareissuesthatconcernyou?

Whatwouldyouliketochangeinyourcommunity?Whatproblemswouldyouliketosolve?

Thefourtypesofaction

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ConversationStarters

TheHeartoftheProject

25GlobalContextandExplorations

IdentitiesandRelationships OrientationinSpaceandTime PersonalandCulturalExpression

ScientificandTechnicalInnovation

Globalizationandsustainability

FairnessandDevelopment

IdentitiesandRelationships–WhoamI?Whoarewe?Studentswillexploreidentity;beliefsandvalues;personal,physical,mental,socialandspiritualhealth;humanrelationshipsincludingfamilies,friends,communitiesandcultures,whatitmeanstobehuman.

--Competitionandcooperation;teams,affiliationandleadership--Identityformation,self-esteem,status,rolesandrolemodels--Personalefficacyandagency;attitudes,motivations,independence;happinessandthegoodlife--Physical,psychologicalandsocialdevelopment;transitions;healthandwellbeing;lifestylechoices--Humannatureandhumandignity;moralreasoningandethicaljudgment;consciousnessandmind

OrientationinSpaceandTime–Whatisthemeaningof“where”and“when”?Studentswillexplorepersonalhistories;homesandjourneys’turningpointsinhumankind;discoveries;explorationsandmigrationsofhumankind;therelationshipsbetween,andtheinterconnectednessof,individualsandcivilizations,frompersonal,localandglobalperspectives.

--Civilizationsandsocialhistories,heritage;pilgrimage,migration,displacementandexchange--Epochs,eras,turningpointsand“bighistory”--Scale,duration,frequencyandvariability--Peoples,boundaries,exchangeandinteraction--Naturalandhumanlandscapesandresources--Evolution,constraintsandadaptation

PersonalandCulturalExpression–Whatisthenatureandpurposeofcreativeexpression?Studentswillexplorethewaysinwhichwediscoverandexpressideas,feelings,nature,culture,beliefsandvalues;thewaysinwhichwereflecton,extendandenjoyourcreativity;ourappreciationoftheaesthetic.

--Artistry,craft,creation,beauty--Products,systemsandinstitutions--Socialconstructionsofreality;philosophiesandwaysoflife;beliefsystems;ritualandplay--Criticalliteracy,languagesandlinguisticsystems;historiesofideas,fieldsanddisciplines;analysisandargument--Metacognitionandabstractthinking--Entrepreneurship,practiceandcompetency

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ScientificandTechnicalInnovation–Howdoweunderstandtheworldinwhichwelive?Studentswillexplorethenaturalworldandit’slaws;theinteractionbetweenpeopleandthenaturalworld;howhumansusetheirunderstandingofscientificprinciples;theimpactofscientificandtechnologicaladvancesoncommunitiesandenvironments;theimpactofenvironmentsonhumanactivity;howhumansadaptenvironmentstotheirneeds.

--Systems,models,methods;products,processesandsolutions

--Adaptation,ingenuityandprogress--Opportunity,risk,consequencesandresponsibility--Modernization,industrializationandengineering--Digitallife,virtualenvironmentsandtheninformationage--Thebiologicalrevolution--Mathematicalpuzzles,principlesanddiscoveries

GlobalizationandSustainability–Howiseverythingconnected?Studentswillexploretheinterconnectednessofhuman-madesystemsandcommunities;therelationshipbetweenlocalandglobalprocesses;howlocalexperiencesmediatetheglobal;theopportunitiesandtensionsprovidedbyworld-interconnectedness;theimpactofdecision-makingnohumankindandthenenvironment.

--Markets,commoditiesandcommercialization--Humanimpactontheenvironment--Commonality,diversityandinterconnection--Consumption,conservation,naturalresourcesandpublicgoods--Populationanddemography--Urbanplanning,strategyandinfrastructure

FairnessandDevelopment–Whataretheconsequencesofourcommonhumanity?Studentswillexplorerightsandresponsibilities;therelationshipbetweencommunities;sharingfiniteresourceswithourpeopleandwithotherlivingthings;accesstoequalopportunities;peaceandconflictresolution.

--Democracy,politics,governmentandcivilsociety--Inequality,differencesandinclusion--Humancapabilityanddevelopment;socialentrepreneurs--Rights,lawcivicresponsibilityandthepublicsphere--Justice,peaceandconflictmanagement--Powerandprivilege--Authority,securityandfreedom--Imaginingahopefulfuture

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ExploringthroughGlobalContexts

Determinewhichglobalcontextisthemostappropriateforyou.

Askyourselfthefollowingquestions:oWhatdoIwanttoachievethroughmyproject?oWhatdoIwantotherstounderstandthroughmyproject?oWhatimpactdoIwantmyprojecttohave?oWhichGlobalContextwouldgivegreaterpurposetomyproject?oWhatisthemainissueraisedbymyproject?

FillinalltheGlobalContextopportunitiesthatapply(thiswillhelpbroadenyouractionideas)

GlobalContexts: OpportunitiesforConnection:

IdentitiesandRelationship

OrientationinSpaceandTime

PersonalandCulturalExpression

ScientificandTechnicalInnovation

GlobalizationandSustainability

FairnessandDevelopment

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GroupEssentialAgreement

Teammembers:

1.

2.

3

ThisiswhatIcancontributetomygroup:Iamgoodat...

EssentialAgreementsfortheGroupAsagroup,developthreetofiveessentialagreementsthatwillguideyourgroupinteractions

1.2.3.4.5.6.

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Specific–Aspecificgoalhasamuchgreaterchanceofbeingaccomplishedthanageneralgoal.Tosetaspecificgoalyoumustanswerthesix“W”questions:

o Who: Whoisinvolved?o What: WhatdoIwanttoaccomplish?o Where: Identifyalocationo When: Establishatimeframeo Which: Identifyrequirementsandconstraintso Why: Specificreasons,purposeorbenefitsofaccomplishingthegoal

Generalgoalexample:“getinshape.”Specificgoalexample:“Joinahealthclubandworkoutthreedaysaweek.”

Measurable: Establish concrete criteria for measuring progress toward the attainment of each goal you set.Whenyoumeasureyourprogress,youstayontrack,reachyourtargetdates,andexperiencetheexhilarationofachievementthatspursyouontocontinuedeffortrequiredtoreachyourgoal.Todetermineifyourgoalismeasurableaskquestionssuchas...Howmuch?Howmany?HowwillIknowwhenitisaccomplished?

Attainable:Whenyouidentifygoalsthataremostimportanttoyou,youbegintofigureoutwaysyoucanmakethemcometrue.Youdeveloptheattitudes,abilities,andskillstoreachthem.Youbeginseeingpreviouslyoverlookedopportunitiestobringyourselfclosertotheachievementofyourgoals.

Youcanattainmostanygoalyousetwhenyouplanyourstepswiselyandestablishatimeframethatallowsyoutocarryoutthosesteps.Goalsthatmayhaveseemedfarawayandoutofreacheventuallymovecloserandbecomeattainable, not because your goals shrink, but because you growand expand tomatch them.Whenyou list yourgoalsyoubuildyourself--image.Youseeyourselfasworthyofthesegoals,anddevelopthetraitsandpersonalitythatallowyoutopossessthem.

Realistic–Toberealistic,agoalmustrepresentanobjectivetowardwhichyouarewillingtowork.Agoalcanbebothhighandrealistic;youaretheonlyonewhocandecidejusthowhighyourgoalshouldbe.Butbesurethateverygoalrepresentssubstantialprogress.Ahighgoalisfrequentlyeasiertoreachthanalowonebecausealowgoalexertslowmotivationalforce.Someofthehardestjobsyoueveraccomplishedactuallyseemeasysimplybecausetheywerealaboroflove.

Timely–Agoalshouldbegroundedwithinatimeframe.Withnotimeframetiedtoitthere’snosenseofurgency.Ifyouwanttolose10lbs,whendoyouwanttoloseitby?“Someday”won’twork.Butifyouanchoritwithinatimeframe,“byMay1st”,thenyou’vesetyourunconsciousmindintomotiontobeginworkingonthegoal.TcanalsostandforTangible–Agoalistangiblewhenyoucanexperienceitwithoneofthesenses,thatis,taste,touch,smell,sightorhearing.Whenyourgoalistangibleyouhaveabetterchanceofmakingitspecificandmeasurableandthusattainable.

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Whenbrainstorming,reflectontherequirementsofthesmartgoalandquestionsbelow:o Doesitaddressthetopic?oDoesitimproveorsolveorchangethesituation?oIsitdoable?o Canitbedonewithareasonableamountofeffortandthought?

S

Specific

M

Measurable

A

Attainable

R

Realistic

T

Timely

Writeyourgoalstatementtoaddressaneedinyourcommunity:

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CommunityProjectProposalProjecttitle

Groupmembers(Includingyourself)

Firstandlast: Date

Firstandlast: Date

Firstandlast: Date

Identifyagoaltoaddressaneedinthecommunity,basedonyourpersonalinterests

Community:

Need:

Goal:

GlobalContext:

IdentifywhichATL(approachestolearning)skillsyouaredeveloping?

Research:

Selfmanagement:

Communication:

Social:

Thinking:

ProcessJournal:Inwhatformatsareyoukeepingyourprocessjournal?

Highlightwhichtypeofactionyouaretaking:

DirectServiceIndirectServiceAdvocacy Research

Whatactionwillyoutake:

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PresentationHelp

Softwaretools/programs OtheroptionsPowerpoint–easytouse,canshareGoogleslides–easytouseandsharePrezi–pathwaypointsinsteadofslidesHaikuDeck–35millionstockphotosSlideBureau–apresentationlaunchpadPowtoon-animationpresentationsoftwareKeynote–PowerPointAlternativeWink–PowerPointAlternativeCamstudio–VideoPresentationSoftwareSlidesnack–greatforsharingnotpresentingArticulatePresenter–quizzing,narrationetc.WindowsMovieMaker–freevideosoftwareSlideshare–audioandvideoVisualBee–graphicdesignerforPowerPointProjeqt–weaveflickerphotostweets,YouTubeetc.Emaze–easilybuildasophisticatedpresentationFocusky–createanimation–canimportPowerPointSlides–cloudbased–incorporatesHTMLandCSSSlideBean–slidesdesignthemselves–easytouse

TedtalkWriteasong/rapAudienceparticipationpresentationMusicvideoSpokenwordpoemOtherideas?Askyoursupervisor

Presentationactionstotake

-- Eyecontact-- Goodposture-- Engageaudience-- Wellrehearsed,polished-- Confident-- Refertovisualthroughoutpresentation-- Speakclearly-- Knowhowtopronounceallwords-- Knowandunderstandallinformation-- Attheend,askiftheyareanyquestions

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Itemstoincludeinyourpresentation

Introduction:______Introduceyourselves/yourself______Identifyyourcommunity,itsneedandyourgoal______Explainwhyyouchosethetopic,whyisitimportantorinterestingtoyouandyourgroup

ReflectiononATLskillsdevelopment:______IdentifytheATL(approachestolearning)skillsthatyoudeveloped

- Research- Self-management- Communication- Social- Thinking

_______Explainhowyougrewintheseskills

ShowcaseofAction:______Explainanddisplayyouractionproject______Explaintheresultsofyouractions

CitationofResources:______Includeabibliographyofsources

Reflection:______Whatdidyoulearnaboutyourselfandyourcommunityduringthisprocess?______Isthereanythingmoreyouhopetodo?______AppreciationandThanks–Whodoyouthankforsupportingyouthroughthisprocess?

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SelfReflection:LearnerProfile

Profiles Definition Evidencethatthese profileattributeswereused

Communicator IcanexpressmyfeelingsandthoughtsandIcancommunicateindifferentlanguages.Iuseknowledgetosolveproblems.

Caring Ishowsensitivitytowardstheneedsandfeelingsofothers.Ialsoshowempathytowardsotherpeopleandsituations.

Open--Minded

Ilistentootherpeople’sthoughtsandideasandIcanacceptthatthereismorethanonewaytolookatthings.

Reflective

Iamawareofmystrengthsandweaknesses.Ialsosetgoalsformyself.Iamawareoftheeffectsofmyactionsandwordsonothers.

Thinker Icanapplythinkingskillscriticallyandcreatively.Ibuildonotherpeople’sideasandIdemonstrateoriginalthinking.

Inquirer Iaskvarietyofquestions,lookfortheiranswersandIseekoutknowledgeindependently.

Knowledgeable IamcurioustoknowaboutnewthingsandIexploreideas.Iconstructmeaningthroughactiveresearch/inquiry.

Risk--Taker

Iamwillingtomakemistakesandtrynewthings.IusegoodjudgmentandIactonmyowninitiative.

Principled IshowhonestyandImakegooddecisions.Iacceptresponsibilityformyactionsandviews.IstandupforwhatIknowisright.

Balanced Ilearnabouttheimportanceofgoodhealth.IusetimewiselyandIdeveloporganizationalskills.Ishowawarenessofmyemotionsandlearnhowtocontrolthem.

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DayofPresentationMaterialsChecklistSupervisorswillbecollectingyouractionbookandprocessjournal.Pleasedonotrippagesout,flagthem.___________________IhavemyCommunityProjectProposaleditedandflagged.

___________________IhavemyBibliography/Sourcesprintedandreadytoturnin.

___________________IhavemyAcademicHonestyFormcompletedandflagged.

___________________IhavemyProcessJournalcompletedandflagged.

_______________________Ifmypresentationiselectronic,Ishareditwithmysupervisor.*Flagged=stickynotes,pagesfolded,starredetc.

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AcademicHonesty

Authenticworkisbasedon“individualandoriginalideas,withtheideasandworkofothersfully

acknowledged(AcademicHonesty2).AcademicMisconductinvolvesanyactivitythatprovidesastudent

withanunfairadvantageinassessmentincludingallformsofcheating.

Plagiarism–usingworkproducedbysomeoneelseandsubmittingitasyourownwithoutgivingcredit

wherecreditisdue.Thisincludes,butisnotlimitedto,words,ideas,pictures,workofartand/orany

electronicmedia.Sourcesusedeitherfordirectquotationorforparaphrasingmustbefully

acknowledged.Evenifplagiarismisnotintentional,itstillconstitutesmalpractice.

Duplication–submittingthesamepieceofworkforassessmentintwoormoredifferentcourses,

withouttheconsentoftheteachersinvolved.

Copying–usingtheworldofanotherstudent,withorwithouttheirknowledge,andsubmittingitasyourown.Collusion–helpinganotherstudent(s)toengageinacademicmisconductorknowledgeofthis

happeningwithotherstudents.Examplesincludelettinganotherstudent(s)copyworkorproviding

themwithmaterialtosubmitforassessment.Thisisunlikecollaboration,wherestudentswork

cooperativelyandshareinformationwiththeconsentoftheirteacher.ConsequencesofAcademicMisconductAcademicMisconduct“mustnotbeviewedasatrivialoffencewithonlyminorconsequences.It

mustbeviewedasaseriousacademictransgressionwithacommunityattitudethatshowsno

toleranceandimposesseverepenaltieswhenitisdiscovered(AcademicHonesty9).”

AllconsequencesforacademicmalpracticeinfractionsarelaidoutintheMiddleSchoolstudent

agendaandwillbecommunicatedtostudentsandparentsviathestudentagenda.

Iwillbehonest,domyownworkandgivecreditwherecreditisdue.Printname(firstandlast)___________________________________________________________________________________________________Signname(firstandlast)_____________________________________________________________________________________________________

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ProcessJournal

oReflectonyourATL(approachestolearning)skilldevelopment

oUsethroughouttheprojecttodocumentyourdevelopment

oAnevolvingrecordofintents,processes,accomplishments

oAplacetorecordinitialthoughtsanddevelopmentsandbrainstorming

oAplaceforrecordinginteractionswithsources:teachers,supervisors,externalcontributors

oAplacetorecordselected,annotatedand/oreditedresearchandtomaintainabibliography

oAplaceforstoringusefulinformation,forexamplequotations,pictures,ideas,photographs

oAmeansofexploringideasandsolutions

Yourprocessjournalcanbe

thefollowingseveralpagesorsupplyyourown.

Eachentry:Sign,dateandchoosethecriterionthatbestmatchestheactivityyou’rerecording

Yourentriescanbefullofwords,photos,pictures,scribbles,halfpageentries,fullpage,2pagespreadsetc.

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ProcessJournalUsetherestofthisdocumenttouseasyourprocessjournal.Remembertosign,dateandselecttheapplicablecriterionforeachentry.

Forexample:SelenaGomez/12--11--16/CII:TakingAction–demonstratingthinkingskills

CriterionA:Investigatingi.Defineagoaltoaddressaneedwithinacommunity,basedonpersonalinterestsii.Identifypriorlearningandsubject--specificknowledgerelevanttotheprojectiii. Demonstrateresearchskills

CriterionB:Planningi.Developaproposalforactiontoservetheneedinthecommunityii.Planandrecordthedevelopmentprocessoftheprojectiii.Demonstrateself--managementskills

CriterionC:TakingActioni.Demonstrateserviceasactionasaresultoftheprojectii.Demonstratethinkingskillsiii.Demonstratecommunicationandsocialskills

CriterionD:Reflectingi.Evaluatethequalityoftheserviceasactionagainsttheproposalii.Reflectonhowcompletingtheprojecthasextendedtheirknowledgeandunderstandingofservicelearningiiii.ReflectontheirdevelopmentofATLskills

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