PYP Exhibition 2013 - Student Workbookpvcc-2013-exhibition.wikispaces.com/file/view/PVCC+Exhibition... · PYP Exhibition 2013 - Student Workbook ... Each week, plan the things that

How The World Works

PVCC Exhibition Handbook 2013 Page 1

Plenty Valley Christian College

PYP Exhibition 2013 - Student Workbook

~ HOW THE WORLD WORKS ~

An inquiry into:

the natural world and its laws;

the interaction between the natural world (physical

and biological) and human societies;

how humans use their understanding of scientific

principles;

the impact of scientific and technological advances

on society and on the environment.

Name:

_____________________

Group Members:

_____________________

_____________________

_____________________

Mentor:

_____________________

I have read through this workbook with my child.

Parent signature: ___________________________

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TABLE OF CONTENTS

1. Introduction ............................................................................................................................................................... 3 2. Documents ................................................................................................................................................................. 3 3. When and Where Will It Be Held? ............................................................................................................................. 3 4. Incorporating Elements of The PYP ............................................................................................................................ 4 5. What will The Exhibition Look Like?........................................................................................................................... 4 6. Organising Steps ........................................................................................................................................................ 5 7. Timeline ..................................................................................................................................................................... 6 8. My Roles and Responsibilities .................................................................................................................................... 8 9. My ‘What I would like to do’ Brainstorming Sheet .................................................................................................... 9 10. Group Central Idea ................................................................................................................................................... 10 11. Forming Questions ................................................................................................................................................... 10 12. Statements That Will Guide My Inquiry ................................................................................................................... 11 13. Mentor ..................................................................................................................................................................... 12 14. Planning & Review ................................................................................................................................................... 13 15. Planning & Review ................................................................................................................................................... 14 16. Planning & Review ................................................................................................................................................... 15 17. Planning & Review ................................................................................................................................................... 16 18. Planning & Review ................................................................................................................................................... 17 19. Planning & Review ................................................................................................................................................... 18 20. Planning & Review ................................................................................................................................................... 18 21. Planning & Review ................................................................................................................................................... 20 22. Planning & Review ................................................................................................................................................... 21 23. Planning & Review ................................................................................................................................................... 22 24. Transdisciplinary Skills ............................................................................................................................................. 23 25. Attitudes .................................................................................................................................................................. 24 26. Action ....................................................................................................................................................................... 25 27. Individual Declaration of Academic Honesty ........................................................................................................... 27 28. Recording Bibliographies ........................................................................................................................................ 27 29. Presentation – Display Checklist .............................................................................................................................. 28 30. Group Assessment – The Learner Profile ................................................................................................................. 29 31. Teacher Assessment .................................................................................................... Error! Bookmark not defined. 32. Student Self-Assessment ........................................................................................................................................ 311 33. Peer & Personal Reflection .......................................................................................... Error! Bookmark not defined. 34. Parent Evaluation ................................................................................................................................................... 311

In Christ: wisdom and knowledge

Colossians 2:3

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1. Introduction Welcome to The Exhibition unit of inquiry. This is the culmination of your years of

learning within the PYP, and is your opportunity to demonstrate your capabilities as

a responsible and independent learner to the school community.

For The Exhibition you will be conducting your own inquiry into an important issue

that shows your understanding of an aspect of the central idea. You will be

supported and guided by your teachers and other adults, and you will then present

the things that you have learnt to the College community.

Figure 1: Examples of Exhibition Displays

2. Documents This workbook will help you successfully complete the requirements of The

Exhibition. It contains lots of instructions and sections for you to complete. You will

use this book in recording key information, setting goals and reviewing your

progress. Make sure you look after it and keep it in a safe location.

You will also be provided with an exercise book to use as a Journal. You will use this

for keeping notes from your research, writing up detailed plans, records of

interviews, and preparing drafts.

The Workbook and the Journal will both be submitted at the time of The Exhibition

and will form part of the assessment.

3. When and Where Will It Be Held? The Exhibition Unit of Inquiry will commence during Term 3, and will culminate in

the Exhibition which will be held on Thursday 7th of November. The venue for The

Exhibition is the College Gymnasium.

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4. Incorporating Elements of The PYP The inquiry process must incorporate the five essential elements of the PYP:

Knowledge: The knowledge being explored is to be significant and

relevant. Whilst this unit is being developed within the

theme of ‘Who We Are’, the inquiry must synthesise

aspects from all six transdisciplinary themes.

Concepts: An understanding of the key concepts is to be

demonstrated by the application of key questions.

Transdisciplinary Skills: Students must use skills from all five sets of

transdisciplinary skills.

Attitudes: The PYP attitudes are to be displayed during the inquiry

process.

Action: Students need to reflect on their learning and apply it

through an appropriate course of action.

Students will also be required to reflect on their progress towards achieving the aim

of the PYP, which is to develop learners who strive to fulfil the attributes described

in the Learner Profile.

5. What will The Exhibition Look Like? Students will typically be organised into groups of 4 who will be investigating a

similar topic. They will have a booth to display their findings that include items such

as:

A large topic heading, and posters with graphics and text summarising what you

have learnt.

Examples of written work in a variety of formats and styles: poetry, reports,

surveys, graphs, and essays.

Oral presentations, individually or in groups, to the school community

Uses of technology, such as working models, ICT designs, science experiments,

movies, or PowerPoint presentations.

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Performances of dance, music, drama, visual arts, film, or mixed media

Individual students and their work groups have the opportunity to present the

information as creatively as possible to convey the information to their audience in

the most effective manner. Groups should consider how to engage with people of

all ages – younger students, teenagers and adults.

6. Organising Steps

1. Select a topic that you are interested in. Provide as much detail as possible in describing what you want to find out.

2. Teachers will then organise groups based on similar interests 3. Develop a Central Idea for your group, and prepare conceptual questions related

to different concepts. (These need to be approved by your teacher.)

4. Prepare Lines of Inquiry. When approved by a teacher, you will be ready to start your research!

5. Each week, plan the things that need to be achieved.

6. Your group will be allocated a mentor – meet with your mentor weekly to review progress.

7. Plan and prepare an attractive and informative display for The Exhibition.

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7. Timeline Week Beginning

Task Requirements

12/8/2013 Decision Making

Narrow down topic by elaborating exactly what you want to find out.

Develop at least 2 questions. Groups worked out. Exhibition booklets given out.

19/8/2013 Developing Questions

In groups: Organise questions around PYP Concepts. Work on refining questions.

26/8/2013 Locating

(Finding Out) Musical Week

Find relevant resources and information. Set hypothesis.

2/9/2013 Locating Selecting

(Finding Out)

Continue finding relevant resources and information.

Determine the most relevant sources of information to answer

Focus questions. Record information and sources.

9/9/2013 Selecting

(Finding Out)


Determine the most relevant sources of information to answer

Focus questions. Record where the information comes from. Meet with Mentors.

16/9/2013 Selecting

(Finding Out)


Take notes from relevant sources. Record where the information comes from. Sort the information so that it answers the

questions. Identify areas where further/different information

is required. Meet with Mentors.

School Holidays

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Week Beginning

Task Requirements

7/10/2013 Processing

& Organising

Sort the information so that it answers the questions.

Compare information. Collect pictures, photos, tables etc to use. Identify areas where further/different information

is required. Decide on the format for the presentation. Meet with Mentors.

14/10/2013 Creating Use selected information to prepare presentation. Think about Action and how this will be done. Meet with Mentors.

21/10/2013 Creating Use selected information to prepare presentation. Think about Action and how this will be done. Meet with mentors.

28/10/13 Creating & Action

Use selected information to prepare presentation. Complete the project in the chosen format. Think about Action and how this will be done. Meet with Mentors.

4/11/2013 Practice

Presentation

Present your findings to your peers, Use constructive feedback to refine your work. Meet with Mentors.

6/11/2013 Set up

Presentations Set up displays.

7/11/2013 Exhibition

Day session: School visits. Evening session: 6 - 7.30pm

6.00 Open for browsing 6.30 Formal Presentations 7.30 Close

14/11/2013 Reflecting

Reflections: Online. Chosen reflections to use in Exhibition Booklet.

1 to be saved or photocopied for reference.

At the Exhibition you will be united with your fellow students, teachers, parents and

other members of the school community to celebrate your completion of the

Primary Years Program of the International Baccalaureate!

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8. My Roles and Responsibilities Complete the following:

1. One purpose of the Exhibition is to: __________________________________

_______________________________________________________________

2. In the Exhibition I will be showing an understanding of the five essential

elements of the PYP: C___________, K_______________, S___________,

A________________ and A__________.

3. With my group, I will prepare my own L_______ of I_________ and Key

Q_____________.

4. I will C_________________ and C____________________ with others in my

group.

5. I will carry out an _______________ inquiry.

6. I will use at least one P_______________ source of information if possible

7. I will keep an honest B__________________.

8. I will keep a J____________ of my planning, drafts, sketches and photographs

of work.

9. I will seek guidance from my M__________ and let my teacher know of any

difficulties.

10. I will plan and use my T__________ effectively.

11. I will celebrate learning by presenting The E_______________ to an

audience.

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9. My ‘What I would like to do’ Brainstorming Sheet Paste your sheet in here:

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10. Group Central Idea

11. Forming Questions Instruction: Using the Key Concepts that are appropriate for your inquiry -

formulate up to 3 questions which will drive your inquiry.

FORM What is it like?

FUNCTION How does it work?

CAUSATION Why is it the way 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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12. Statements That Will Guide My Inquiry Instruction: Break up your questions into statements that will guide your inquiry.

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TEACHER’S SIGNATURE: _________________ DATE: _____________

*** Once these are completed you are ready to meet with your mentor***

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13. Mentor Our Mentor is _____________________________________

Use this page to record any instructions from your mentor.

Day Time & Place for Meeting

Mentor’s Initial

26/8/2013 Day: Time: Place:









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14. Planning & Review

Goals List below your goals for this week, and then write in the data when they are

achieved.

Goals For This Week: Date Achieved

Reflection Write a short reflection on a Skill and Attitude that you have demonstrated this week.

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Preparation for Further Learning What will you need to do next?

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Week Beginning: 19 August

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achieved.



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Week Beginning: 26 August MUSICAL WEEK

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achieved.



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Week Beginning: 2 September

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achieved.



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achieved.



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achieved.



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Week Beginning: 7 October

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achieved.



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achieved.



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achieved.



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Goals This is the week of The Exhibition. You should now be putting the finishing touches

on your work in preparation for the big day on Thursday.



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Write or draw about your feelings prior to Thursday.

Week Beginning: 4 November

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24. Transdisciplinary Skills Each week make a note in your workbook to show how you developed or applied the various transdisciplinary skills. Then record below the date you made the entry.

Skill Description Tick when demonstrated

SO

CIA

L

SK

ILL

S

Accepted responsibility for my part of the inquiry

Respected others by listening to their ideas

Respected others by not wasting their time

Resolved conflict

Cooperated with others when making decisions

CO

MM

UN

ICA

TIO

N

SK

ILL

S

Gathered information and explained it to the group

Communicated information gained in various ways (spoken, written, using technology etc)

TH

INK

ING

SK

ILL

S

Found main points from resources

Decided what information will be used

Evaluated information and made necessary changes

Explained how the new knowledge has changed my thinking

RE

SE

AR

CH

S

KIL

LS

Asked big fat questions

Found good quality information from a variety of sources

Collected and organised information

Put information in my own words

Organised information in a sequence

Presented information to others

SE

LF

M

AN

AG

EM

EN

T

SK

ILL

S

Kept on task and used my time wisely

Kept a schedule and stuck to it

Finished work on time

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25. Attitudes Each week make a note in your workbook to show how you have developed or applied the various attitudes. Then record below the date you made the entry.

Attitude Date recorded

Appreciation This means …

Commitment This means …

Confidence This means …

Cooperation This means …

Creativity This means …

Curiosity This means …

Empathy This means …

Enthusiasm This means …

Independence This means …

Integrity This means …

Respect This means …

Tolerance This means …

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26. Action All students are expected to take responsible action as a result of their learning. One

way to think about the types of action is by considering the following four

categories:

Direct Action – personally solving a problem

Indirect Action – channelling resources to solve a problem

Advocacy for Action – creating awareness to eliminate the cause of a problem

Research for Action – finding out more about an issue

For the issue that you are investigating, brainstorm some practical ideas with

members of your group. Make sure you choose an action that is practical and

achievable.

Ideas for Action List here ideas for consideration:

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Selected Action Describe here the action that you have chosen to take.

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What steps do you need to take to achieve this?

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Teacher

Approval:

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Conclusion When you have achieved your action, describe here how you felt it went. Describe

what worked or didn’t work, and any challenges you needed to overcome.

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Ongoing Action Describe here any ongoing action that you would recommend to help address the

problem you have been learning about.

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27. Individual Declaration of Academic Honesty This must be read at the beginning of the unit of inquiry, and signed when it is completed.

By signing this declaration I understand the meaning of ‘plagiarism’.

Plagiarism is the presentation by a student of an assignment which has in fact been

copied in whole or in part from another student’s work, or from any other source

(eg published books, websites) without due acknowledgement.

I ________________________________________ declare that for this submitted

work:

I did not cut and paste information from others without appropriate use of

quotation marks and direct reference to their work;

I did not re-word the ideas of others without proper and clear

acknowledgement;

I did not write ideas or suggestions that originated from others and claim

them as my own;

I did not include words from other students’ work without permission.

Signed: ________________________________ Date: ______________

28. Recording Bibliographies:

Source Information to Be Recorded

Books Author, Year, Title, Publisher.

Encyclopaedia Article Title, Year, Encyclopaedia Title, Volume, Publisher, Pages

Website Author/Company, Date Last Updated, Title of Webpage, URL, Date Viewed

Email Sender’s Name, Sender’s Email Address, Date, Subject, Your Email Address

Newspaper / Magazine

Author, Year, Article Title, Publication Title, Volume, Number, Pages

Recordings Title, Year, Type of Recording, Producer, Organisation

Interview / guest speaker

Name, Year, Details, Date

CD-ROM Section Title, Year, CD-ROM Title, Type of Recording, Publisher

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29. Presentation – Display Checklist We will develop this checklist to ensure that you have prepared everything that you

need for a fun and interesting Exhibition.

Description Done

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30. Group Assessment – The Learner Profile The aim of the PYP is for you to demonstrate personal characteristics as described in

the Learner Profile. For each of the characteristics, discuss with your mentor who

did this well and then rate your team.

Learner Profile Characteristics Comments from my team of how I

showed these

Inquirers Curious, know how to research independently and love learning

Knowledgeable Know a lot about many important issues

Thinkers Use initiative in applying thinking skills to solve problems and make wise choices

Communicators Understand and express ideas and information confidently, work well with others.

Principled Honest, fair and just, respect others, and take responsibility for actions

Open-minded Understand and appreciate a range of perspectives, ready to learn from others

Caring Show empathy, compassion and respect towards the needs and feelings of others, committed to serving others.

Risk-takers Willing to try new things, and stand up for own beliefs

Balanced Understand that personal health is enhanced by having the right balance between the social, spiritual, intellectual and physical aspects of life.

Reflective Look back on own work and identify aspects that need improvement.

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31. Teacher Assessment

Description 1 = Made a start . . . . . . . . . . . . . 10 = Star Communicator

1 2 3 4 5 6 7 8 9 10

Sourced appropriate information

Explored different areas of the chosen topic

Showed understanding by putting information into own words

Information clearly answered the conceptual questions

Demonstrated the elements of an explanation text

Included a bibliography that recorded the use of a wide range of sources

Created an exhibit that engaged others

Demonstrated application of the Transdisciplinary Skills

Demonstrated application of the Attitudes

Was well organised, met deadlines and completed all tasks

Workbook fully completed with detailed planning and reflection

Able to use the information gained to relate to everyday living

Comments

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32. Student Self-Assessment

Description 1 = Made a start . . . . . . . . . . . . . 10 = Star Communicator

1 2 3 4 5 6 7 8 9 10

Sourced appropriate information

Explored different areas of the chosen topic

Showed understanding by putting information into own words

Information clearly answered the conceptual questions

Demonstrated the elements of an explanation text

Included a bibliography that recorded the use of a wide range of sources

Created an exhibit that engaged others

Demonstrated application of the Transdisciplinary Skills

Demonstrated application of the Attitudes

Was well organised, met deadlines and completed all tasks

Workbook fully completed with detailed planning and reflection

Able to use the information gained to relate to everyday living

Comments

33. Peer and Personal Reflection Instruction: Complete the online survey (link on the 2013 Exhibition wiki)

34. Parent Evaluation Instruction: Complete the online survey (link on the 2013 Exhibition wiki).