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2014 WHO
WE ARE EXHIBITION
RESOURCES
YEAR 6 2014
PYP EXHIBITION RESOURCES
JULIA BOULTON
By
Image source
Best start in Life,
Scotland.gov.uk, 2014
<http://www.scotland.gov.
uk/Resource/0043/004386
40.jpg>.
1
WHO WE ARE
CENTRAL IDEA: The choices made influence wellbeing
KEY CONCEPTS: RESPONSIBILITY & CONNECTION
LEARNER PROFILE: KNOWLEDGEABLE, COURAGEOUS, BALANCED
FRONTLOADING
DISCUSS AND IDENTIFY THE KEY CONCEPTS IN THE IMAGE AND THE WEBSITE
Wellbeing image
http://www.scotland.gov.uk/Resource/0043/00438640.jpg Image source Best start in Life, Scotland.gov.uk, 2014 <http://www.scotland.gov.uk/Resource/0043/00438640.jpg>.
“Children from eight different schools did paintings and drawings
for the Minister, showing her their interpretations of the eight
indicators of wellbeing – safe, healthy, achieving, nurtured, active, respected, responsible…”
http://www.scotland.gov.uk/Topics/People/Young-People/gettingitright/well-being/pictures
Children and wellbeing
http://www.kindalin.com.au/kindalin/eylf/Outcome-3.-Children-have-a-strong-sense-of-
wellbeing.html
Choice and wellbeing
http://www.psychologytoday.com/blog/the-fundamental-four/201211/choice-and-well-being
2
VIDEOS
What is wellbeing?
Wellbeing and Happiness
Fill Your Bucket - Children's Song by The Learning Station
Well-Being Defined
Be happy - Emotional Well Being Series Kids Animation (see the series – for younger students)
UNDERSTANDING WELLBEING & EXPLORING FURTHER
DEFINITION OF WELLBEING
QUALITY OF LIFE &
WELLNESS
DEFINING WELLNESS
TRUTHS, CHOICE &
WELLBEING
SOCIAL/EMOTIONAL RESOURCES
SPIRITUAL RESOURCES PHYSICAL (HEALTH) RESOURCES
Pillar of wellbeing Student mental health well being What Makes Us Thrive? The
5 Dimensions of Wellbeing
Spirituality and wellbeing Spiritual wellbeing Spiritual wellbeing examples Spirituality for kids Spiritual growth for kids
QLD Government Health Kids Health
BEING RESPONSIBLE
CITIZENS (COMMUNITY) SUCCESS AS A LEARNER QUESTIONS FOR
DEVELOPING YOUR INQUIRY Community wellbeing
defined
Culture and wellbeing Communities Matter - article Communities Matter report
Being in balance as a student
Study vibe
QUESTION COMPASS QUESTION MATRIX SOCRATIC QUESTIONS
3
APPS TO EXPLORE THE CONCEPT OF WELLBEING
These apps have been select as being relevant to the current unit of study, Please note that
these are not specifically endorsed by the College. Any use of technology needs to be in
consultation with a parent or guardian. If an apps requires a user account this needs to be
created with a parent or guardian. Please consider online safety and privacy when selecting apps
or account creation.
APPS FOR EXPLORATION
SPIRITUAL SOCIAL/ EMOTIONAL PHYSICAL
Glo Bible
More information
http://globible.com/gloforipad/
The Bible app
https://www.bible.com/kids
Bible Studies for
Life: Kids Family
App
SALLT Service
Learning App
Smiling Mind
Live Happy
Gratitude
journal $
Yoga - Short
Sequence: Kids'
Yoga Journey Lite
FitnessKids $$$
Calm - Meditate,
Sleep, Relax
COMMUNITY APPS PDF APPS FOR EMOTIONAL HEALTH AND WELLBEING
HEALTHY EATING
NEWS APPS
ABC NEWS
The Guardian Eyewitness
News-O-Matic
This PDF has compiled
many apps for Emotional
wellbeing
Eat-And-Move-
O-Matic
Fig - Your personal wellness
guide for body and soul $$
LaLa Lunchbox - Fun lunch
planning for parents and
kids by LaLa Lunchbox, LLC
4
ARTICLES ABOUT APPS AND WELLBEING
Psychologist Interview: Dr Michael Carr-Gregg on Great Tools to Use with Young People
http://www.youngandwellcrc.org.au/psychologist-interview-dr-michael-carr-gregg-great-tools-
use-young-people/
APP RECOMMENDATIONS
5 iPad Apps for Social and Emotional Learning
http://www.teachthought.com/apps-2/5-ipad-apps-for-social-and-emotional-learning/
Do educational apps enhance your child's learning?
http://www.abc.net.au/health/talkinghealth/factbuster/stories/2013/10/24/3874488.htm
Top Kids Games and Apps to Encourage Healthy Eating and Physical Activity
http://sports.yahoo.com/news/top-kids-games-apps-encourage-healthy-eating-physical-
135800209--spt.html
TEACHER RESOURCES
Wellbeing
Promoting health and wellbeing
Fact File
Health, safety and wellbeing
Exhibition JSSALC wikispaces
5
Deciding on Resources to Use
Primary Sources
A primary source
requires the
learner to interact
with the source
and extract
information.
Person Interview Artefact
E-mail Contact Event Community
Discussion/
Telephone Call Organisations Survey
Observation of Object (animate and inanimate)
See
Sources What Are Primary Sources?
http://historyonthenet.com/Lessons/sources/sourcesexplain.htm
Secondary
Sources
A secondary
source is a
document or
recording that
relates or
discusses
information
originally
presented
elsewhere.
Reference Material Book Telephone Directories
Newspaper Magazines Slide Shows
Teacher provided
resources Encyclopaedia Photographs
Video Tape / DVD Audio Tapes / Discs Dictionaries
Atlases Pamphlets
Online Databases – have I learnt how they work
See
Sources What Are Historical Sources?
http://historyonthenet.com/Lessons/sources/sourcesexplain.htm
6
Primary or
Secondary
Sources
Internet Web Site Library catalogue Online Experts
Electronic Encyclopaedia / Search Engines Graph, chart, diagram,
table
Where will I
locate my
resources?
School Library Home Library Public Library
Other Library Internet Provided by my
Teachers
Other
Consider the
source and its
accuracy
RADCAB &
your sources
(bibliography)
RELEVANCE APPROPRIATENESS DETAIL
CURRENCY AUTHORITY BIAS
SOURCES
See
Interactive model -RADCAB
http://www.radcab.com/
7
Possible tools to
show my
learning journey
Presentation tool (e.g.
PowerPoint) Website/App/Blog
Poster (hardcopy or
online creators)
Photos/images (e.g.
photo slide show) Surveys/Polls
Interviews using audio
tools/video
Book creators (MS
Publisher/eBooks) Other
See
Moodle course ICT TOOLS FOR STUDENTS
http://moodle.salc.qld.edu.au/course/view.php?id=152#section-10
8
Helpful resources and websites
The following resources are suggested to support you in your school work. Navigate
to the following websites to learn more about researching, digital citizenship and
how to become a better student.
JS Library webpage
Go to the JS Virtual Library.
http://www.standrewslutheran.qld.edu.au/junior/library/
Here you will find resources for
STUDENT GUIDES & TEMPLATES
RESEARCHING & SEARCHING TIPS
BIBLIOGRAPHIES & REFERENCING
RESOURCES FOR YOUR UNITS OF INQUIRY
The Research Safari
A resource that connects you to user guides, websites and ideas on the Information
Literacy Process. Download the research planner to help you with your researching.
http://researchsafari.weebly.com/
Study Vibe
A resource that guides you through how to study, tools to help you get organised,
plan and identify tools for presenting your learning journey.
http://www.studyvibe.com.au/
Questions and Socratic Questions
http://knowledgecompass.weebly.com/question-matrix.html
http://knowledgecompass.weebly.com/socratic-questions.html
Notetaking
http://researchsafari.weebly.com/notemaking.html
DEVELOP A DESIGN FOR THE CONSTRUCTION OF YOUR PHYSICAL SPACE
For the PYP Exhibition evening and the following day, you will present your
Exhibition journey to your parents, teachers and students. To do this effectively
you will need to plan your space so that it is not only visually appealing, but
engages others and is safe space.
To complete this aspect of the PYP Exhibition requirements you (and your team)
will take on the role of design engineers and apply the following steps in the design
process.
ASK-IMAGINE-PLAN-CREATE-IMPROVE
In addition, you will need to consider the following elements in order to construct a
physical space to display your PYP Exhibition journey.
DESIGN-CONSTRUCTION-RISK -ASSESSMENT-PROBLEM SOLVING
Design principles
Balance: Asymmetrical rather than symmetrical balance with the display.
Size of Objects: Place the largest object into display first.
Colour: Helps set mood and feelings.
Focal Point: Where product and props/signage and background come
together.
Simplicity: Less is more so know when to stop and don't add too many items.
Visual Display
Before designing a physical display, consider the resources that you are going to
need e.g.
Scissors, Stapler, Two-Sided Tape, Pins, Tape Measure
Notepad, Pencil, Marker
Signage, Sign Holders etc.
1
STEP ONE: ASK
WHAT IS THE TASK? WHAT DO YOU HAVE TO ACHIEVE
(CHECK YOUR REQUIREMENTS)?
What have others done previously?
What do you have to consider about your specific resources, artefacts, models
in order to fit the design space?
Explain your needs and any problems you might have (include safety
considerations, actual construction needs, people to talk to etc.)
NEEDS POSSIBLE PROBLEMS
NAME RISKS CONTROL MEASURES PERSON RESPONSIBLE
Electrical
equipment, leads,
power boards etc
Tripping hazard All items have been tested and
tagged by Safety Officer
2
STEP TWO: IMAGINE
What are solutions in your problem (space, layout, materials)?
How might the space develop?
As a group brainstorm ideas for you to clearly construct your physical space.
NEEDS POSSIBLE SOLUTIONS
3
STEP THREE: PLAN
Plan: Make a diagram of the physical layout. Be accurate and measure your needs.
(You may need to draw this a few times)
Include a list of all the necessary materials.
4
STEP FOUR: CREATE
Create: Follow your plan and create it.
Be prepared to revisit this step.
STEP FIVE: IMPROVE & EVALUATE
Improve: Make your design even better. Test it out...
Evaluate your design. What worked? What didn’t work?
If the original plan did not work as well as you expected, revisit the planning step
and find a better solution. Revisit the create step and build a new design.
BIBLIOGRAPHY Name:
Books
Author’s name,
Initial.
(Year) Title of Book (in italics) Publisher City of
Publication
Internet sites
It is also appropriate to use an online tools to help you cite your sources (e.g. citethisforme, bibme)
Author company name (Date of
download)
Title of Web site (in italics) [online] Available: URL (web address)
[online]
[online]
[online]
6
Images
Author or company
name
(Date of
download)
Title of image site (in italics) [online] Available: URL (web address)
[online]
[online]
[online]
Other
Declaration of Academic Honesty
At St Andrews Lutheran College students are encouraged to demonstrate
academic honesty. The key concepts of academic honesty are outlined below.
The IB’s Learner Profile provides direction and validity in valuing academic honesty.
Students are encouraged to reflect and demonstrate appropriate action.
I _________________________________ declare that for this submitted
assessment:
I did not cut and paste information from another source and produce it as my
own.
I have acknowledged my sources to the best of my ability (using quotation
marks, in text citation and included a bibliography).
Sources includes information from websites, interviews, images and people’s ideas.
Signature______________________________________Date: _________________
HONESTY • To be truthful
INTEGRITY• An understanding and demonstration of
honesty and fairness in a person’s actions
PLAGIARISM• The lack of correct identification of ownership
of ideas or work
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