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ACS EGHAM INTERNATIONAL SCHOOL

GRADE 5 EXHIBITION 2012

ACTIONS AFFECT O TH E R S STUDENT HANDBOOK 1

CONTENTS Exhibition Overview Essential Elements Exhibition Calendar Teacher-Manager Schedules Journal IB Learner Profile Attitudes Inquiry Plan for Exhibition Question Clarification Sources of Information Plan Graphic Organizers Plagiarism/Bibliography Resource Evaluation Presentation Plan Action Plan Reflective Essay Guidelines How to Request Information How to Conduct an Interview Meeting Minutes

3 5 6 7 8 9 10 12 14 15 16 18 19 20 20 21 22 23 24

Adapted by Cary Hart, Sara Faulkner and Marcus van Denham 2011, ACS Egham International School compiled using documents created by Munich International School, ACS Egham International School, International School of Amsterdam, the Exhibition Guidelines and the Making the PYP Happen.

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EXHIBITION OVERVIEW The grade 5 PYP exhibition is a culminating experience where you synthesize the essential elements of the PYP and share them with the whole school community. The exhibition is a collaborative open-ended inquiry that begins from personal interests and expands into a real-life issue or problem. You will demonstrate an understanding of the essential elements of the PYP and will take action as a result of your learning. You will be guided by your teachers, parents and mentors. You will demonstrate understandings of the IB learner profile, attitudes, transdisciplinary skills and the key concepts. The emphasis is on the process, and all the stages are equally important. The exhibition process includes the following: 1. 2. 3. 4. 5. 6.

Discussing issues/problems to be investigated Deciding on the central idea and lines of inquiry Planning the exhibition Gathering the necessary materials Recording and reflecting Presenting the exhibition

You will need to: • be balanced • keep a journal of the exhibition process where you regularly record your ideas, decisions, actions, emotions and progress • use a range of primary and secondary sources • distribute the responsibilities for tasks • use an exhibition handbook to guide and document the process • communicate regularly with your group, parents, teacher-manager and mentor • maintain a bibliography of resources used • negotiate ways to share your findings • assess and reflect on your progress Your parents will • regularly discuss your progress and work ethic with you (e.g. you will share your journal with them) • support and encourage you • communicate regularly with your teacher-manager • NOTE – there may be parents who can act as advisors. You can work with them to develop an aspect of the process 3

Your teacher-manager will: • work with your group and with you individually during all stages of the process • regularly discuss your progress and work ethic with you • support and encourage you • communicate regularly with you, your mentor, your parents and other teachers • assess you and your group Your mentor will: • meet with you regularly • work with your group and with you individually during all stages of the process • regularly discuss your progress and work ethic with you • support and encourage you • communicate regularly with you and your teacher-manager • NOTE – there will be other adults in school that will act as advisors. You can work with them to brainstorm and develop ideas, edit your work, discuss a personal or social problem, get feedback/resources or to utilize their strengths (e.g. a disciplinary subject area such as music, art or IT, or specific skills they have) You will be assessed on how well you have demonstrated your understandings of the central idea, lines of inquiry, essential and the key concepts. The student handbook, a journal, rubrics, a bibliography and a reflective essay will be used as assessments. You will still have assigned homework, though the amount and content may vary depending on the week. The inquiry homework will be related to the exhibition. You will attend regular single subject lessons as usual, though IT will be scheduled around teacher-manager groups and will have a focus on the exhibition.

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ESSENTIAL ELEMENTS KEY CONCEPTS • Form: What is it like? • Function: How does it work? • Causation: Why is it like it is? • Change: How is it changing? • Connection: How is it connected to other things? • Perspective: What are the points of view? • Responsibility: What is our responsibility? • Reflection: How do we know?

ATTITUDES • • • • • •

ACTION

ACT CHOOSE  REFLECT

IB LEARNER PROFILE • • • • • •

Appreciation Commitment Curiosity Confidence Cooperation Creativity

Empathy Enthusiasm Independence Integrity Respect Tolerance

• • • • •

Inquirers Knowledgeable Thinkers Communicators Risk-takers

• • • • •

Principled Caring Open-minded Reflective Balanced

TRANSDISCIPLINARY SKILLS Thinking • Acquisition of knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation • Dialectical thinking • Metacognition

Social • • • • • •

Accepting responsibility Respecting others Cooperating Resolving conflict Group decision-making Adopting a variety of group roles

Communication • Listening • Speaking • Reading • Writing • Viewing • Presenting • Non-verbal communication

Self-management • Gross motor skills • Fine motor skills • Spatial Awareness • Organization • Time management • Safety • Healthy lifestyle • Codes of behaviour • Informed choices

Research • Formulating questions • Observing • Planning • Collecting data • Recording data • Organizing data • Interpreting data • Presenting research findings

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EXHIBITION CALENDAR MONDAY

Discussing issues/problems to be investigated Deciding on the central idea and lines of inquiry

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

February 21

22

23

24

25

28

March 1

2

3

4 TEACHER IN-SERVICE

7

8

9

STUDENT LED CONFERENCES 10

14

15

16

17

18

21

22

23

24

25

28

29

30

31

April 1

4

5

6

7

8

11

12

13 Presentations to the school community (celebration of learning)

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15

11

Planning the exhibition

Gathering the necessary materials Gathering the necessary materials Recording and reflecting

Recording and reflecting

Presenting the exhibition

Presentations to parents (celebration of learning)

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MR. VAN DENHAM’S TEACHER-MANAGER SCHEDULE Monday Tuesday Wednesday Thursday 8:30-9:20 9:20-10:00 10:00-10:20 10:20-11:00

Exhibition

Exhibition

Exhibition

Exhibition

Exhibition

Recess

Recess

Recess

Recess

Recess

Mathematics

MUSIC

Mathematics

IA

Mathematics

ART

Mathematics

LIBRARY

Mathematics

11:00-11:40 11:40-12:05 12:05-1:10

Duty

1:10-1:50 1:50-2:45 2:45-3:15

Recess

Duty

Recess

Lunch

Duty

PE

ML/EAL

PE

Exhibition

IT

Exhibition

MS. HART’S TEACHER-MANAGER SCHEDULE Monday Tuesday Wednesday 8:30-9:20 9:20-10:00 10:00-10:20 10:20-11:00 11:00-11:40 11:40-12:05 12:05-1:10 1:10-1:50 1:50-2:45 2:45-3:15

9:20-10:00 10:00-10:20 10:20-11:00 11:00-11:40 11:40-12:05 12:05-1:10 1:10-1:50 1:50-2:45 2:45-3:15

MUSIC Mathematics

Lunch/Recess

Lunch/Recess

ML/EAL Exhibition

Reflection

ML/EAL

Assembly

Reflection

Thursday

Friday

Exhibition

Exhibition

Exhibition

Exhibition

Exhibition

Recess

Recess

Recess

Recess

Recess

MUSIC

Mathematics

IA

Mathematics

LIBRARY

ART

Lunch/Recess

Lunch/Recess

Lunch/Recess

PE

ML/EAL

PE

Exhibition

Exhibition

IT

ML/EAL Exhibition

ML/EAL

Assembly

Reflection

Thursday

Friday

MUSIC Mathematics Lunch

Duty

Mathematics

MS. FAULKNER’S TEACHER-MANAGER SCHEDULE Monday Tuesday Wednesday 8:30-9:20

Friday

Lunch

Duty

Reflection

Exhibition

Exhibition

Exhibition

Exhibition

Exhibition

Recess

Recess

Recess

Recess

Recess

Mathematics

IA

Mathematics

MUSIC

MUSIC

LIBRARY

Mathematics

ART

Mathematics

Mathematics

Lunch/Recess

Lunch/Recess

PE

ML/EAL

PE

IT

Exhibition

Exhibition

Duty

Recess

Duty

Recess

Lunch/Recess

ML/EAL Exhibition

ML/EAL

Assembly

Reflection

Reflection

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THE IB LEARNER PROFILE Learner profile

What might it look/sound/feel like?

Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

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Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas, and strategies. They are brave and articulate in defending their beliefs.

Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.  2008 Exhibition Guidelines

ATTITUDES Attitude

What might it look/sound/feel like?

Appreciation: Appreciating the wonder and beauty of the world and its people.

Commitment: Being committed to their learning, persevering and showing self-discipline and responsibility.

Confidence: Feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices.

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Cooperation: Cooperating, collaborating, and leading or following as the situation demands.

Creativity: Being creative and imaginative in their thinking and in their approach to problems and dilemmas.

Curiosity: Being curious about the nature of learning, about the world, its people and cultures.

Empathy: Imagining themselves in another’s situation in order to understand his or her, reasoning and emotions, so as to be open-minded and reflective about the perspectives of others.

Enthusiasm: Enjoying learning and willingly putting the effort into the process.

Independence: Thinking and acting independently, making their own judgments based on reasoned argument, and being able to defend their judgments.

Integrity: Being honest and demonstrating a considered sense of fairness.

Respect: Respecting themselves, others and the world around them.

Tolerance: Being sensitive about differences and diversity in the world and being responsive to the needs of others.

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INQUIRY PLAN FOR EXHIBITION Group Members: ___________________________________________________ Group Members’ contact details: ________________________________________

________________________________________________________________ ________________________________________________________________ Teacher-manager: _________________________________________________ Mentor: ________________________________________________________ Place and time for mentor meeting: ______________________________________ Central Idea:

Lines of Inquiry:

Why we want to inquire into this central idea:

What we know about this central idea:

What we want to find out about this central idea:

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QUESTION CLARIFICATION Key Concepts

Related Questions

Form What is it like?

Function How does it work?

Causation Why is it like it is?

Change How does it change?

Connection How is it connected to other things?

Perspective What are the points of view?

Responsibility What is our responsibility?

Reflection How do we know?

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SOURCES OF INFORMATION PLAN Brainstorm ideas about the primary and secondary sources you could use to gather information about the central idea; with your group, teacher-manager and mentor.

Interviews and Field Trips:

Activities:

Books, Reference Materials, Magazines/Newspapers:

Audiovisual/Online Sources:

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PLAGIARISM Plagiarism is when you take someone else’s work or ideas without using quotation marks or referencing the source. Paraphrasing is when you summarize a text in your own works. Quoting is when you “cut and paste” someone else’s work or ideas. Information that is common knowledge such as historical dates (Einstein’s theory of special relativity was published in 1905) or facts (all insects must have three body parts, six jointed legs, two antennae and an exoskeleton) do not need to be referenced, but ideas or work that someone else has had or created need to be referenced. Pretending someone else’s work is your own or not referencing properly means you are plagiarising. One good strategy for gathering and recording information is to read a text, then put it aside/close it/turn away, think about the information and then write what you understood in your own words (paraphrasing).

BIBLIOGRAPHY You are responsible for keeping a bibliography using Noodle Tools to show the primary and secondary sources you used (www.noodletools.com). We use the MLA format when referencing at our school. Blyton, Enid. The Secret Seven. London: Hodder Children's, 2006. Print. Schwartz, Ariel. "Starta Tower: First building to have wind turbines incorporated into its design." Fast Company. Fast Co. magazine, 15 Mar. 2010. Web. 1 Feb. 2011. . Cox, Nicky. "Space tourists." First news 15 Oct. 2010, 229th ed.: 10. Print.

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RESOURCE EVALUATION Description of resource (give the bibliographical details and a brief description):

Consider …

Name of source:

the author (can you find information about his/her qualifications?)

the publisher/organization behind the resource (is this from a government or non-profit organization or does the organization have a commercial interest/bias in the subject?) plagiarism (does this resource cite other resources?)

consistency (does the resource present information and different perspectives on a subject accurately and in line with other resources you used?) appropriateness (is the text at your level of understanding? How relevant is it to your inquiry?)

the date of publication (is the information current?)

whether it is a primary or secondary source (does this ensure you have looked for information from a variety of places and sought information in different ways? Can you make a connection to another source?)

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PRESENTATION PLAN Your presentation needs to include the answers to the key concepts. The presentation will be a verbal explanation about the process. It must include a presentation board with your central idea and lines of inquiry, your reflective essays, examples of your work throughout the process, and your bibliography. Each person must have a role in the presentation. The presentation can include a:

• Written Presentation (petition, interview, report, essay, letter, poem, newspaper, game, advertisement, fairy tale, story, script, crossword, slogans, diary, rebus story, survey, fact file, book, advice column, anagram, anecdote, biography, annual report, case study, code, community action, cook book, handbook, glossary, job description, magazine, quiz, review, scrapbook, procedure, travel guide)

• Audio Presentation (debate, radio program, song, press conference, oral report, role play, demonstration, soundscape, conference, orchestration)

• Visual Presentation (experiment, video production, puppet show, movie, play, skit, mask, parody, simulation)

• Pictorial Presentation (models, drawings, pictures, diagram, map, illustration, pamphlet, collage, timeline, painting, art gallery, costume, graphs, photo essay, bulletin board, mural, diorama, poster, sculpture, etching, brochure, comic, mobile, paper mache, graphic organizer, drawing, woodwork)

• Computer Presentation (animated movie, chart/graph, spreadsheet, power point, multimedia presentation)

• Artefact Presentation (invention, article of clothing, musical instrument, needlework, furniture, tools, museum exhibit)

If you have other ideas for a presentation or would like assistance with your presentation, discuss this with your teacher-manager or mentor

ACTION PLAN Think about your new understandings about the central idea. • What are the enduring understandings you have developed as a result of your findings? • Do you have any ideas for action related to your central idea? • What action will you take? • What are the enduring understandings you would like others to have after considering your findings? • What action would you like others to take? 16

REFLECTIVE ESSAY GUIDELINES The reflective essay enables you to consider what understandings and skills you have developed during all stages of the exhibition process. Below are some headings that you can use as a guide to structure your essay. NOTE – you may include other things that are relevant to your learning journey. INTRODUCTION:

Define important terminology and describe the purpose of exhibition. Describe the purpose of your essay. Describe the central idea and lines of inquiry and explain what you can infer as a result of your inquiry. INITIAL UNDERSTANDINGS:

Refer back to your initial thoughts and understandings about your central idea and lines of inquiry. Explain why you were interested in the issue/topic and how you developed the central idea and lines of inquiry. THE PROCESS:

Provide examples from some of the stages of the process that demonstrate how you developed your understandings. Describe the collaborative aspects of the process – how you worked with your mentor, teacher-manager, parents and group (refer to the PYP essential elements). YOUR WORK ETHIC:

Consider your work ethic during group work and when working independently. Describe how you contributed to your groups success, problems you encountered and how you solved them, and what you have learned about yourself as a learner. Consider how your work demonstrates the things you are prepared for or need to focus on as you leave the PYP and enter the MYP. CONCLUSION:

Sum up what you have learned about yourself during the exhibition process and the implications for you as a learner. Describe what conclusions you can draw about your central idea and what actions you have taken and will take in the future. Restate information from previous paragraphs that helped you draw your conclusion NOTE – get feedback from your teacher-manager, mentor and group about the content and language used in your reflective essay. 17

HOW TO REQUEST INFORMATION PLAN Decide what information you need to find out and who you could contact in order to answer your questions. WRITE To: The email address of the person you are sending it to Subject: the Paragraph 1 State the purpose and subject. e.g. We are Grade 5 students at ACS Egham International School in Egham, Surrey. The programme that we are following (the International Baccalaureate Primary Years Programme) includes a unit known as the exhibition. Our grade level is inquiring into the idea ‘[insert your central idea]’. Paragraph 2 Ask for specific flyers, reports, maps or other information. Ask if there is a cost for any of these materials. e.g. We are looking for some information about [ _____ ] and [ _____ ] .Specifically we are looking to answer these questions; ‘[insert your questions]’. Paragraph 3 Thank the person for his or her time and effort and encourage them to contact you if they need further information. Sincerely/Best Regards/Faithfully, Write your first name, middle initial and last name. EDIT • Read the letter aloud and listen for missing words, awkward construction, vague sentences and places where more details would be helpful. • Check your spelling. • Read the letter aloud to make sure that there is punctuation wherever you pause. PUBLISH Print your letter then send it. Ensure that you put your return address on the back of the envelope and write "attention to" and the persons name on the front of the envelope.

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HOW TO CONDUCT AN INTERVIEW PLAN • Consider who might know about the central idea. • Do some background research on the person, organization and the central idea. • Develop a list of questions to ask – remember you will get the best information from openended questions. • Set up an appointment with the person by email or phone. Suggest possible dates, times and a location that will work for everyone. • Be sure to have the supplies you will need during the interview with you. These could include a tape recorder, video camera, journal/paper, pen/pencil. • Practice introducing yourself, explaining what the central idea is, asking the questions and asking to make an appointment. DURING THE INTERVIEW • Be punctual, have your supplies ready, make sure your equipment is set up, and wear appropriate clothing. • Be sure to be polite and respectful at all times. • Record the person’s name, the date, time and location of the interview for your bibliography • The interviewee may answer more than one question at a time. Pay attention to what they are saying so that you do not repeat questions. • If you didn’t understand or hear something, ask the interviewee to repeat what they said. • Take notes – remember to write down any important information, including anything unfamiliar. • Remember not to get so involved in note taking that you forget to listen. • Remember that you are there to do more listening than talking. AFTER THE INTERVIEW • Write down any notes or thoughts that you have not already written immediately following the interview so that you do not forget. • If you have recorded the interview you need to write/type it up word for word (this is called a transcript). • Write a thank you note to the interviewee. Remember to say that you appreciated the time he/she took to answer your questions and you might want to tell them the understandings that you gained/developed. REFLECT • Think about what you have learned and write down any understandings that you have gained/developed. • Consider how the content discussed is connected to other information you have gathered. • Decide as a group what parts of the interview you will use or whether you need to conduct further interviews.

* You must have any emails/thank you notes proofread before you send them. 19