Community Project Student Guide (SLPMS) St. Louis Park ... · International Baccalaureate (IB)...

International Baccalaureate (IB)Middle Years Program (MYP)

St. Louis Park Middle School(SLPMS)

Community Project Student Guide2015-2016

Name:____________________________________________________

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TABLE OF CONTENTS

Welcome Letter 3SLPMS Vision Statement 4IB Mission Statement 5What is the Community Project 6Student Expectations 7Helpful Hints 8 IB Learner Profile 9IB AIMS 10Interest Survey 11-12The Process Journal 13Community Project Criteria A-D 14Visualizing the Design Cycle 15Rubric for Criterion A-D 16-19Approaches to Learning Skills (ATL) 20-27Topic Choice-Process Journal Entry #1 28Global Context 29Global Context-Process Journal Entry #3 30Global Context Project Samples 31Venn Diagrams 32-33Community Project Plan 34-35SMART Goals 36-37Project Action Proposal 38Academic Honesty 39Academic Honesty and Supervisory Form 40-41Project Work Plan 42Community Project Presentation 43SLP Middle School Calendar 44Community Project Timeline 45Materials Checklist 46Reflection sheets 47-50Acknowledgements 51

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Dear Community Project Candidate,

All your ideas count and all your creative energy produces something worthwhile. You are the ones that direct and achieve through personal academic: risk-taking, reflection, and perseverance.

The Community Project is a significant body of work produced during your 8th grade school year. It is a product of your own initiative and should reflect something in which you are interested. The Community Project holds a very important place in the MYP-IB Programme, therefore, it is a completion requirement for all 8th grade students.

WHAT WILL STUDENTS LEARN AS WELL AS WHAT ARE THE GOALS OF COMMUNITY PROJECT FOR EACH STUDENT.

⦁ Participate in a sustained, self-directed inquiry⦁ 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 responsible action through, or as a result of, learning⦁ Deciding what you want to learn about, identifying what you already know, and discovering what

you will need to know to complete the project⦁ Create a project taking into account: planning time/materials, recording developments of the

project, communicating with supervisor, and reflecting on results

The International Baccalaureate Organization places great importance on the expression of your unique talents and abilities, so the Community Project should be the exploration of a personal passion rather than a topic someone else chooses for you.

I believe you will devote, both individually and collectively, a great deal of time and effort toward your project and take great pride in accomplishing a complex project through guided independent work.

We are excited for you to engage with the SLPMS staff on the completion of the project during its inaugural year of implementation.

Sincerely,

Les Bork Mia Waldera

Principal MYP Coordinato

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SLPMS Vision Statement

Create a peaceful, caring learning community that

promotes intercultural respect

Engage students in rigorous academics, relevant inquiry and

meaningful action

Ignite individual growth and lifelong learning

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WHAT IS THE COMMUNITY PROJECT?

Community Project = Service Learning

The Community Project is student centered. It involves weeks of inquiry that reflect the student’s ability to initiate, manage and direct their own learning.

Grade 8 students will develop a community project as a requirement of the Middle Years Program. Students can work alone or in groups of two or three.

In the Community Project, action involves participation through service learning (service as action). As students evolve through the service learning process, they may select in one or more types of action.

Direct service: Students have interactions that involve people, the environment or the world around us. Indirect service: Though students do not see the recipients during indirect service, they have verified that their actions will benefit the community or environment. Advocacy: Students speak on behalf of a cause or concern to promote action on an issue of public interest.

Research: Students collect information through varied sources, analyze data and report on a topic of importance to influence policy or practice.

Students select one of the global contexts to guide their approach and use the community project objectives to plan and complete their project.

Students also maintain and update a process journal where they document their development, record ideas and thoughts, record interactions and sources, store information, evaluate and reflect on their work.

Grade 8 students meet with a staff supervisor over the course of the project to ensure that certain goals are met during the process. At the end of 3rd Quarter, students present their information and are evaluated according to Criteria A-D.

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StudentExpectations

● Spend approximately 15hours on their project

● Work independently, in pairs, or in groups of three

● Students workingindividually should select amaximum of 10 individualextracts to represent the keydevelopments of the project.Students choosing to work ingroups on the communityproject will submit amaximum of 15 processjournal extracts

● Define a goal to address aneed in the community

● Identify the Global Context ● Develop a proposal for

action● Implement action● Reflect and share● Present their community project

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HELPFUL HINTS

Community Project students say DON’T:

● Panic● Wait until the last minute (procrastinate)● Switch your idea after SMART GOAL is set● Feel embarrassed about asking questions● Rush the process● Use the internet as your only source of research● Plagiarize

Experienced Community Project students say DO:

● Keep up with your process journal● Decide on a goal you will ENJOY● Assign clear work times to organize yourself by making a timeline with

clear deadlines● Ask questions in your journal and seriously endeavor to answer them● Get feedback from friends and discuss your project with them● Consider the type of research you should undertake and include it● Define your final goal ● Get started on your project as early as possible● Read the assessment criteria regularly

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IB LEARNER PROFILE

THE AIMS OF THE COMMUNITY PROJECT ARE…

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The aims of the MYP projects are to encourage and enable you 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.

The aims state what you expect to experience and learn. These aims suggest how you may be changed by the learning experience.

INTEREST SURVEY Name _________________________Community Project

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This year in OT we will work on a special project, related to something interesting to you. In each of the columns below, circle five things that interest you. If you have additional ideas, fill them in at the bottom.

Personal Interests Needs

Painting Education

Singing Special Needs

Dancing Environment

Playing an Instrument Children

Gardening Youth

Building things School issues like bullying or class size

Using a computer Older People

Helping people Economic Inequality:

Sports Poverty

Writing a story, play or poem Homelessness

Repairing things Wellness

Science experiments Health

Taking photographs Global Issues:

Going on-line Social

Entering contests Political

Concerts, performances, puppet shows Economic

Collecting things Gender Equity

Travelling Race

Hiking, Canoeing, Biking Animal Rights

Learning about History Understanding other cultures

Cooking and Baking Understanding other religions

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Puzzles/Games Natural Disasters

Things I like to do that are NOT on the list include: ____________________________________

____________________________________ ____________________________________ ____________________________________ ____________________________________

Things I am interested in that are NOT on the list include:

____________________________________

____________________________________

Next, try to connect your Personal Interests with the Needs that exist. For example, “Dancing” and “Older People” may lead to a project where you design motions and choose music that that residents of a nursing home could use to exercise. Or, “Sports” and “Natural Disasters” might lead to free-play game at your neighborhood park that raises money for a recent natural disaster.

THE PROCESS JOURNAL

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The Process Journal Is Not:

Used on a daily basis (unless this is useful for the student)

Written up after the process has been completedAdditional work on top of the project; it is part of and

supports the projectA diary with detailed writing about what was doneA static document with only one format

The Process Journal Is:

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 solutionsA place for evaluating work completedA place for reflecting on learningDevised by the student in a format that suits his or her

needsA record of reflections and formative feedback

receivedA document with varied format

Students working individually should select a maximum of 10 individual extracts to represent the key developments of the project. Students choosing to work in groups on the community project will submit a maximum of 15 process journal

extracts.

The student should select extracts that demonstrate how he or she has addressed each of the objectives, or annotate extracts to highlight this information.

An extract may include:Visual thinking diagramsBulleted listsChartsShort paragraphsNotesTimelines, action plansAnnotated illustrationsAnnotated researchArtifacts from inspirational visits to museums, performances, galleriesPictures, photographs, sketchesUp to 30 seconds or visual or audio materialScreen shots of a blog or websiteSelf and peer assessment feedback

COMMUNITY PROJECT CRITERIA A-DThe four stages of Service Learning

A). Investigating - involves taking an inventory of student interests,

skills, and talents to be used in considering opportunities.

The analysis requires gathering information about the identified

need through action research, this can be through forms of media,

interviews with experts or surveys.

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B). Planning - Involves student planning the service experience

with clear roles for each student: who takes responsibility

for actions to be taken, resources required and timelines,

whilst developing their skills needed to successfully plan to completion.

C). Taking Action - Implementing the plan, carrying out your action.

Students may work individually, with students partners,

in their group of three.

D). Reflecting - Students describe what happened, express feelings,

generate ideas and ask questions. It helps to gain understanding,

synthesize your ideas, revise and revisit your ideas

and plans as you reach your goal.

VISUALIZING THE PROJECT OBJECTIVES

Students will use the presentation of the community project as an opportunity to demonstrate how they have addressed each of the objectives. Students will be expected to communicate clearly, accurately and appropriately.

The visualization in the diagram below shows that the four objectives for the community project (investigating, planning, taking action and reflecting) form a cyclical and interactive approach to inquiry and should be addressed as such. The four objectives will be demonstrated holistically in the process, the product and the report or presentation of the project.

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Achievement Levels

Descriptors

0 ⦁ The student does not reach a standard described by any of the descriptorsbelow.

1-2 Students are able to:i. State a goal to address a need within a community, based on

personal interests, but this may be limited in depth or accessibility

ii. Identify prior learning and subject specific knowledge, but this may be limited in occurrence or relevance

iii. Demonstrate limited research skills. 3-4 Students are able to:

i. Outline an adequate goal to address a need within a community, based on personal interests

ii. Identify basic prior learning and subject specific knowledge relevant to some areas of the project

iii. Demonstrate adequate research skills.5-6 Students are able to:

i. Define a clear and challenging goal to address a need within a community, based on personal interests

ii. Identify prior learning and subject specific knowledge generally relevant to the project

iii. Demonstrate substantial research skills.7-8 Students are able to:

i. Define a clear and highly challenging goal to address a need within a community, based on personal interests

ii. Identify prior learning and subject specific knowledge consistently highly relevant to the project

iii. Demonstrate excellent research skills.Community Project Rubric

Criterion A

Objective/strands embedded in this assessment criterion (rubrics) are listed here:

Criterion A: Investigating Maximum: 8 In the community project, students should:

i. define a goal to address a need within a community, based on personal interests

ii. identify prior learning and subject-specific knowledge relevant to the project

iii. demonstrate research skills.

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Achievement Levels

Descriptors


1-2 Students are able to:iv. Develop a limited proposal for action to serve the need in the

communityv. Present a limited or partial plan and record of the

development process of the projectvi. Demonstrate limited self-management skills.

3-4 Students are able to:iv. Develop an adequate proposal for action to serve the need in

the communityv. Present a adequate plan and record of the development

process of the projectvi. Demonstrate adequate self-management skills.

5-6 Students are able to:iv. Develop an suitable proposal for action to serve the need in

the communityv. Present a substantial plan and record of the development

process of the projectvi. Demonstrate substantial self-management skills.

7-8 Students are able to:iv. Develop a detailed, appropriate and thoughtful proposal for

action to serve the need in the communityv. Present a detailed and accurate plan and record of the

development process of the projectvi. Demonstrate excellent self-management skills.

Community Project RubricCriterion B


Criterion B: Planning Maximum: 8 In the community project, students should:

i. develop a proposal for action to serve the need in the community

ii. plan and record the development process of the project

iii. demonstrate self-management skills.

Community Project Rubric

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Criterion C


Criterion C: Taking action Maximum: 8 In the community project, students should:

Achievement Levels

Descriptors


1-2 Students are able to:vii. Demonstrate limited service as action as a result of the

projectviii. Demonstrate limited thinking skillsix. Demonstrate limited communication and social skills.

3-4 Students are able to:vii. Demonstrate adequate service as action as a result of the

projectviii. Demonstrate adequate thinking skillsix. Demonstrate adequate communication and social skills.

5-6 Students are able to:vii. Demonstrate substantial service as action as a result of the

projectviii. Demonstrate substantial thinking skillsix. Demonstrate substantial communication and social skills.

7-8 Students are able to:vii. Demonstrate excellent service as action as a result of the

projectviii. Demonstrate excellent thinking skillsix. Demonstrate excellent communication and social skills.

i. demonstrate service as action as a result of the project

ii. demonstrate thinking skills

iii. demonstrate communication and social skills.

Community Project RubricCriterion D

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Achievement Levels

Descriptors


1-2 Students are able to:x. Present a limited evaluation of the quality of the service as action

against the proposalxi. Present limited reflections on how completing the project has

extended their knowledge and understanding of service learningxii. Present limited reflections on their development of ATL skills.

3-4 Students are able to:i. Present an adequate evaluation of the quality of the service as

action against the proposalii. Present adequate reflections on how completing the project has

extended their knowledge and understanding of service learningiii. Present adequate reflections on their development of ATL skills.

5-6 Students are able to:i. Present a substantial evaluation of the quality of the service as

action against the proposalii. Present substantial reflections on how completing the project has

extended their knowledge and understanding of service learningPresent substantial reflections on their development of ATL skills.

7-8 Students are able to:i. Present an excellent evaluation of the quality of the service as

action against the proposalii. Present excellent reflections on how completing the project has

extended their knowledge and understanding of service learningiii. Present detailed and accurate reflections on their development of

ATL skills.

Criterion D: Reflecting Maximum: 8 In the community project, students should:

i. evaluate the quality of the service as action against the proposal

ii. reflect on how completing the project has extended their knowledge and understanding of service learning

iii. reflect on their development of ATL skills.

APPROACHES TO LEARNING SKILLS(ATL)

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What are Approaches to Learning?

As 8th grade students, you take responsibility for your learning. Pay attention to the various ways “to learn how to learn”. Ask yourself...

How do I learn best?How do I know?How do I communicate my understanding?

ATL skills develop good study habits, critical thinking, and problem solving.

Thinking: Critical thinking skills, Creative Thinking and Transfer Thinking skillsSelf-management: Organizational, Affective and Reflective skillsResearch: Information and Literacy skillsSocial: Collaboration skillsCommunication: Written, Verbal, Listening skills

Practice and be mindful of which ATL you use and which ATL suits your learning style. Identify and record ATL as you progress through the Community Project. By the end of the project, as you prepare for the culminating presentation, know that you have used skills that enhance your learning now and always.

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APPROACHES TO LEARNING (ATL) SKILLS

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TOPIC CHOICE

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Process Journal Entry #1Date:____________

State your first choice for the Community Project.

If there are other topics you are passionate about, list them:

Process Journal Entry #1; Why are you passionate about your first choice topic?

Global Context

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What does this mean for my project?

The “lens” through which you view your Topic:

● Identities and Relationships: beliefs and values● Orientation in Space and Time: personal histories,

interconnectedness of individuals and societies.● Personal and Cultural Expression: way we discover and express

ideas and feelings, reflect on ideas, creativity● Scientific and Technical Innovation: How do we understand the world

in which we live? Environment, impact of science and technology● Globalization and Sustainability: How are we connected to systems,

communities here and globally?● Fairness and Development: Our Rights and Responsibilities,

relationships between communities, sharing our resources with others.

Within your groups, discuss which Global Context is relevant to how you want to proceed with your project. Write your key points and reasons. Attach a Global Context to your Project.

Exploring more through Global Contexts...Process Journal Entry #3

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In trying to determine which global context would be the most appropriate, ask yourself the following questions:

● What do I want to achieve through my project?● What do I want others to understand through my project?● What impact do I want my project to have?● Which Global Context would give greater purpose to my project?● What is the main issue raised by my project?

Global Contexts: Opportunities for connection:

Identities and Relationships

Orientation in space and time

Personal and Cultural Expression

Scientific and Technical Innovation

Globalization and Sustainability

Fairness and Development

GLOBAL CONTEXT SAMPLES

Global Context Examples of Projects

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Identities and Relationships

Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human

⦁ Two sides of social networking; an awarenesscampaign about digital citizenship and cyber bullying

⦁ How online identities impact offline relationships; aresearch essay

⦁ Keeping culinary traditions; a video series followingfamily recipes with historical relevance

⦁ The effect of mass media on teenage identity; a shortfilm

Orientation in space and Time

Students will explore personal histories; homes and journeys; turning points in humankind; discoveries and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations from personal, local and global perspectives.

⦁ The Euclidean space perspective of the universe; a 3D model

⦁ Explores in search of a new world; immigration over the ages through visual texts

⦁ The Mayflower and the dream of religious freedom; a personal family history

⦁ Charting a family history through archives and a representational statue

Personal and Cultural Expression

Students will explores ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

⦁ Video games as a form of cultural expression; a short film using five video games that show how they are an expression of our culture

⦁ The art of Manga in Japanese culture; a Japanese anime and a survey of the understanding of my peers

⦁ Culture and self-expression through dance at the local community arts centre; a performance

Scientific and Technical Innovations

Students will explore the natural world and its laws; the interaction between people and the natural world; how human use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

⦁ Nano fibres build stronger bikes; a prototype bike with nano fibres

⦁ What’s the matter with the anti-matter?; an informational talk

⦁ Why are genetics and genomics important to my health?; a media presentation

⦁ Can stem cells replace organ transplants?; an investigative report

Globalization and Sustainability

Students will explore the interconnectedness of human-made systems and communities; the relationships between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world-interconnectedness; the impact of decision-making on humankind and the environment.

⦁ The struggle for water in developing countries; an awareness campaign

⦁ The impact of the financial crises of Europe and the European Economic Community on the United States; a visual presentation

⦁ Education as the tool to change the future of Peru; a workshop for adults

⦁ The role of developing countries in protecting the tropical rain forest; a collection of slides

Fairness and Development

Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and

⦁ Supporting fair trade; Cocoa trade in Ghana; an awareness campaign for our school restaurant/cafeteria to promote fair trade

⦁ Open-market economics and their role in fair trade; a talk for students

⦁ Exploring the intersections of race and inequity; a radio broadcast

⦁ Asylum seekers and their right to live like us; a painting

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conflict resolution.

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COMMUNITY PROJECT PLAN

Project title

Student Date

Identify a goal to address a need in the community, based on your personal interests.

Target the Research: On which segment of the community will you focus your inquiry and research?

Research:What do you have to research? Be specific and list how you will collect all the information you need.

MEDIA: SURVEYS:

INTERVIEWS: OBSERVATIONS & EXPERIENCES:

Community Project Plan (continued)

Process Journal: How will you record the significant findings from beginning to end to show the

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development of your community project?

What action will you take? How will you make a contribution towards addressing the problem in the community that you have stated in your goal?

SMART GOALS

Is Your Goal…

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● Specific - What are you going to do? Why is it important? How are you going to do it?

● Measurable - Choose a goal that you can measure or collect data. Did change occur?

● Attainable/Achievable - Think about all your commitments and your work habits. Set your goals so you can reach them.

● Realistic - Is the project “do-able”. Push your skills and knowledge, but it shouldn’t break you. Set the bar high for satisfying achievement.

● Timely - Set a time frame to develop your project, know your end point.

Get together with your group to discuss your SMART GOALS. Document your SMART GOALS in your process journal. You are developing your plan. That comes next!

Is your goal a SMART one? How is it:

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Specific

Measurable

Attainable

Relevant

Time-bound

PROJECT ACTION PROPOSAL

Team Member Information:

Name:

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Name:

Name:

Project Specifics:

Need: (identify the need in your community)

Goal: (to raise awareness, participate actively, research, inform others, create/innovate, change behaviors, advocate)

Community:

Global Context:

ACADEMIC HONESTY

Authentic work is based on “individual and original ideas, with the ideas and work of others fully acknowledged (Academic Honesty 2). Academic Misconduct involves any activity that provides a student with an unfair advantage in assessment including all forms of cheating. Plagiarism - using work produced by someone else and submitting it as your own

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without giving credit where credit is due. This includes, but is not limited to, words, ideas, pictures, works of art and/or any electronic media. Sources used either for direct quotation or for paraphrasing must be fully acknowledged. Even if plagiarism is not intentional, it still constitutes malpractice. Duplication - submitting the same piece of work for assessment in two or more different courses, without the consent of the teachers involved. Copying - using the work of another student, with or without their knowledge, and submitting it as your own. Collusion - helping another student(s) to engage in academic misconduct or knowledge of this happening with other students. Examples include letting another student(s) copy work or providing them with material to submit for assessment. This is unlike collaboration, where students work cooperatively and share information with the consent of their teacher.

Consequences of Academic Misconduct Academic Misconduct “must not be viewed as a trivial offence with only minor consequences. It must be viewed as a serious academic transgression with a community attitude that shows no tolerance and imposes severe penalties when it is discovered (Academic Honesty 9).” All consequences for academic malpractice infractions are laid out in the Middle School student agenda and will be communicated to students and parents via the student agenda.

MYP COMMUNITY PROJECT Academic Honesty and Supervisory Form

Student Name

OT Teacher

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RTI Teacher

Supervisor

Student: This document records your progress and the nature of your discussions with your supervisor. You should aim to see your supervisor at least three times; at the start of the process to discuss your initial ideas, then once you have completed a significant amount of your project, and finally once your completed report/presentation has been submitted.

Supervisor: You are asked to have at least three supervision sessions with students, one at the start of the process, an interim meeting and then a final meeting. Other sessions are permitted but do not need to be recorded on this sheet. After each session, students should make a summary of what was discussed and you should sign and date these comments.

Meeting Date Main points discussed Signature/Initials

Meeting 1 Student:

Supervisor:

Meeting 2 Student:

Supervisor:

Meeting 3 Student:

Supervisor:

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Supervisor Comment:

Student 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 words, work or ideas of another person, whether written, oral or visual (hard copy and/or electronic materials).

Supervisor Declaration: I confirm that, to the best of my knowledge, the material submitted is the authentic work of the student.

Student’s signature: Date:

Supervisor’s signature: Date:

PROJECT WORK PLAN

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Project Goal:

Group Members:

Due Date:

What needs to be done? Who will do this part? By when? Done

THE PRESENTATION

For Presentation: Students plan, draft, rehearse (with supervisor as well) and prepare necessary materials for the presentation. Individual presentations are between 6-10 minutes long. Group presentations are 10-14 minutes long.

Students working in a group will be awarded the same levels of achievement for each student.

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At the Time of Presentation: The following must be submitted to the Community Project supervisor:

● Student Guide from each student● Proposal for action ● Academic Honesty and Supervisory form

● Process journal extracts● Any supporting visual aids used during the presentation● Bibliography/Sources

St. Louis Park Middle School Calendar

November 25: NO School K-12

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November 26-27: NO School K-12, Thanksgiving Break

December 4: NO School K-12

December 21-January 1: NO School K-12, Winter Break

January 18: NO School K-12, Dr. Martin Luther King Jr. Day

January 29: NO School K-12

February 12: NO School K-12

February 15: NO School K-12, Presidents’ Day

March 25: NO School K-12

March 28- April 1; NO School K-12, Spring Break

COMMUNITY PROJECT 2015-2016TIMELINE

November - December⦁ Pick topic to research/What inspires you?⦁ Approaches to Learning - ongoing throughout Community Project⦁ Begin selection process to find groups with commonalities⦁ Process Journal explained and started⦁ Groups begin to form...lead to a final group….⦁ Groups choose Direct, Indirect, Research, or Advocacy focus⦁ Review IB Community Project Criteria A-D ⦁ Parent Community Project letter is sent to parents⦁ Proposal

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⦁ Goal Statement⦁ SMART goals⦁ Select Global Context⦁ Research is on-going⦁ Develop ideas beyond the local focus to other ramifications: the world, future aspects and

impacts⦁ FIRST Supervisor Meeting: Expectations, Self Assess, ATL skills, Criteria review

January⦁ Review SMART goals and specifics (because ideas change and need to be

updated/adjusted)⦁ Current summary of research⦁ Action begins to develop and progress⦁ Bibliography and proof of cited work (keep a document of cites)⦁ ATL skills⦁ Reflection/Analysis/Evaluation is ongoing during the project and documented in Process

Journal⦁ SECOND meeting with supervisor: Discuss plan, sources/materials for presentation,

process journal check, clarification for implementation of projectFebruary - March⦁ Continue to reflect on Global Context⦁ Reflection/Analysis/Evaluation is ongoing and documented in Process Journal⦁ Group’s responsibilities plus timeline to finish on time⦁ Action is nearing completion or has been finished⦁ THIRD meeting with supervisor: Self Assess, process journal, tie up loose ends on “to do

list”⦁ Fourth meeting with supervisor: Completion, outline/report, review criteria, draft ⦁ Practice presentation⦁ PRESENTATION

DAY OF PRESENTATION MATERIALS CHECKLIST

____________ I have my Community Project Plan edited and ready to turn in.

____________ I have my Bibliography/Sources printed and ready to turn in.

____________ I have my Academic Honesty Form completed and ready to turn in.

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____________ I have my 5 Process Journal Entries dated and labeled with either “investigating”, “planning”, “acting”, or “reflecting. (suggestion: copy and paste the five onto a new google docs, rename it ”The Five”, and either share electronically with Supervisor or print off a hard copy).

______________ Optional; I have electronically shared any audio-visual presentation (Powerpoint, etc) with my Supervisor.

REFLECTION

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REFLECTION

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REFLECTION

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REFLECTION

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ACKNOWLEDGEMENTS

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The Community Project Guide for 8th Grade Students at St. Louis Park Middle School was created with generous assistance provided by IB Schools around the world and by the International Baccalaureate Online Curriculum Centre (OCC). We thank you.

Work Cited:

"Projects Teacher Support Material: Getting started." IB Middle Years Programme. International Baccalaureate

Organization, July 2014. Web. 26 Oct. 2015.

<https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_9_persp_tsm_1407_2_e&part=4&chapter=1>

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