5Th Grade Pyp Exhibition

5 TH GRADE PYP EXHIBITION Introduction

The PYP Exhibition represents a significant event in the life of a PYP school and student, synthesizing all elements of the PYP, sharing and celebrating them with the whole school community. As a culminating experience, it is an opportunity for students to exhibit the attributes of the International Baccalaureate (IB) learner profile.

Key Purposes

Students:

1) engage in an in-depth, collaborative inquiry

2) demonstrate independence and responsibility for their own learning

3) explore multiple perspectives

4) synthesize and apply learning of previous years and to reflect upon their journey through the PYP

5) experience an authentic process for assessing student understanding

6) take action as a result of their learning

7) work together with many other members of the local and school community

8) celebrate the transition of learners in the primary to middle/secondary education

Action The main purpose of The Exhibition project is that student inquiry leads to ACTION they can take in their community. We are committed to the idea that the action students at Clyde Erwin take should be sustainable and have a positive impact on people and the environment.

There is a wide-range of ways that students can take action, and they should be thinking about possible actions that can be taken from the start of their Exhibition project. Here is a list of possible actions students could take:

* Collecting donations *Supporting charitable organizations

*Delivering educational, sports or *Starting clubs, action groups or enrichment programs initiatives

*Volunteering *Making and distributing newspapers 1 *Putting on plays and performances *Designing something to raise awareness *Setting up a website/blog *Musical performances *Giving presentations *Events involving sponsorship *Bike-rides, walks *Auctions *Writing letters or making petitions *Making items: posters, bags, booklets, *Community art projects badges and other small items

*Competitions *Making surveys and sharing the results

*Conducting experiments *Reflecting

Approaches to Learning

During the process of the Exhibition, students will be expected to demonstrate the ways in which they learn. These are called their “approaches to learning.” We can divide the approaches to learning into two categories skills and attitudes.

Attitudes (that help them become the traits of the learner profile): appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect, and tolerance. These traits help students to become inquirers, risk-takers, thinkers, knowledgeable, communicators, caring, open-minded, reflective, balanced, and principled.

Skills: Social Skills: accepting responsibility, respecting others, cooperation, resolving conflict, group decision making, and adopting a variety of group roles. Communication Skills: listening, speaking, reading, writing, and non-verbal communication Thinking Skills: acquisition of knowledge, comprehension, application, synthesis, evaluation, dialectical thought, and metacognition Research Skills: formulating questions, observing, planning, collecting data, recording data, interpreting data, presenting research findings Self-Management Skills: gross motor skills, fine motor skills, spatial awareness, organization, time management, safety, healthy lifestyle, codes of behavior, and informed choices.

Assessment

The assessment of the Exhibition project is rigorous and takes place throughout the process. Tutors, mentors, teachers, and students assess and self-assess all parts of the learning process. The exhibition is assessed in a variety of ways.

2 Understanding of Knowledge and Concepts: Assessed through- * self-reflections and journals * student website/blogs/Edmodo * mentor and tutor meetings * reports on visits * final product *action

Display of Skills and Attitudes: Assessed through: *ability to successfully conduct the inquiry process * planning and completion of tasks * student submissions to online blogs/assignments/website * group work * self-reflections and journals * final product *action

Ability to take Action: Assessed through * planning of action project * connection of action project to inquiry process * sustainability of action project

What is the "final product"? This year, students will have the opportunity to summarize their Exhibition experience through whichever media they choose: video, presentation, newspaper, etc. While this may account for a small part of the final grade, we are keen to see students displaying their ability to "take action" as part of their final product. Each student should be an “expert” on his/her topic and able to thoroughly explain the issues and actions.

Central Idea People use resources and build relationships in different ways.

The transdisciplinary theme is "Sharing the Planet" An inquiry into rights and responsibility in the struggle to share finite resources with other people and other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolutions. Lines of Inquiry:

1. Ways that resources and relationships are used (Form: What is something like? Perspective: What do people think about it?)

2. Positive and negative consequences of use of resources and relationships (Connection: How is it connected to other things? Causation: Why is it like it is?)

3. Taking action to better use resources and develop relationships to promote sustainability (Responsibility: What is our responsibility? Reflection: How can we do things differently?)

Parents

3 The role of parents is essential in the Exhibition. Parents support students in finding out information, organizing visits to gather information, or creating community connections. Parents have a positive role to play in the Exhibition at Clyde Erwin.

Here is a summary of the roles of the parents in the Exhibition at Clyde Erwin:

 To encourage and support

 To ask questions

 To help with the understanding of difficult information

 To help with the planning of interviews and visits

 To help students reflect on their learning

Please remember as a parent, you cannot complete the project for your child. Also try to encourage them to research information rather than just “giving” the answer.

FOR STUDENTS:

STEP 1:

All students need to access their Edmodo accounts and join the group Pre-PYP Exhibition group. This is the place where students will submit assignments for the first five weeks of Pre-Exhibition Work. Code: frn2cg

STEP 2: Use a planner or calendar to write important due dates down and help keep track of important due dates!

PRE-EXHIBITION WORK (Completed Individually by EACH student)

4 Week 1: TUNING IN January 12-16

1. Task 1: Reflect on the exhibition. In Edmodo, post a note on what you think about the Exhibition. Use this compass point thinking strategy to help you:

E- excited (Ex: I am excited because… I am excited for…) S- strengths (Ex: My biggest strength is… Some of my strengths are…) W- worries (Ex: I am most worried about…) N- next steps for moving forward (Ex: Next, I think I need to…) 2. Task 2: Reflect on the central idea “People use resources and build relationships in different ways.” Post under assignment tab in Edmodo your thoughts on what you think about the central idea right now. You might want to say what you think about the whole idea, or you might want to comment on just one or two words.

WEEK 2: Finding Out January 19-23 (*19 no school) 1. Task 1 - Collecting Data For 5 days, keep track of every single thing that you have, eat or use. You should include: toys, clothes, food, school equipment, soaps and hygiene products. You should write the name of the product and where it comes from (which country). Also, take note of any big brands you use a lot especially for food, clothing and hygiene products. You will place this data log into your exhibition folder.

2. Task 2 - Organizing and Interpreting Data Using the information you have collected create a bar graph using Microsoft Word to show the different countries the products you use come from. (* Directions- Click on top bar Insert, Chart, Bar graph. You may use any type of bar graph you choose.)

*Make 3 thoughtful conclusions and 3 thoughtful questions about the graph you have made.

*UPLOAD GRAPH/CONCLUSIONS TO EDMODO IN THE ASSIGNMENT TAB LABELED WEEK 2- TASK 2. MAKE SURE YOU PUT YOUR NAME IN THE TITLE OF YOUR FILE!

3. Extra: Using a World Map, mark where the products come from! Place in your exhibition project.

Week 3: Finding Out January 28-February 6 Task 1

5 From the list you made last week, think about an item that you use that came from somewhere else. Think about these questions: 1) What resources have been used to make that product? 2) What other things have been involved in making that product and getting it to your house for you to use? 3) Think about ways things from the following categories have been used in making the product?: *Transport *Waste *Relationships between organizations, people, countries, the media 4) Be sure to include a conclusion slide!

Use PowerPoint or biteslide to record your ideas. Share the PowerPoint or biteslide with your teacher on Edmodo.

You can find your own way other than PowerPoint or BiteSlide to complete this, but make sure you show deep thought and analysis.

Week 4: Finding Out February 9-13 Watch at least 2 of the following videos, or you can watch them all if you like (some are very short, others are a little bit longer). If assessing at school, the vides are saved under the edmodo folder since YouTube is not an acceptable site to assess here.

While you are watching, think about the following questions and take notes of the important information:  What is being produced and where?  What were some of the problems you saw?  What were some of the things that surprised you in the videos?  What do you want to know more about?  How what you are seeing is connected with the central idea?

Animal testing http://www.youtube.com/watch?v=RqaUzQNX-C0

Coffee http://www.youtube.com/watch?v=uiWDjObe_fs

Battery farming http://www.youtube.com/watch?v=kipdLxzTw4g

Toys (32 minutes long) http://www.youtube.com/watch?v=yF8jUDzz5bE Fireworks (23 minutes long) http://www.youtube.com/watch?v=UesTUelRJGw

6 Chocolate http://www.youtube.com/watch?v=LD85fPzLUjo

Once you have finished watching, post a summary of what you found out and your connections to the central idea in Edmodo assignment tab. Also, try and think of at least 2 questions you have about the things you saw in the video.

Week 5: February 17-20

Dear 5th Grade Students,

You have done a GREAT job of TUNING-IN to the central idea during the last few weeks. It is now time for you to start choosing your big themes. Here is the list of themes connected to the central idea that you came up with in your brainstorms.

 Deforestation  Invention  International  Childhood  Racism economic  Rights and  Discrimination interdependance responsibilities  Technology  Cyberbullying  Energy  Transport  Communication  Employment systems  Ethical Business  Vegetarianism  Food  Territory and  Personal choices  Pharmaceuticals resources  Habitats and Medicines  Poverty  Living Things  Opportunities  Wealth  Farming  Fashion  Science  Pollution

TASK 1:

1. Choose 3 of the themes that you are most interested in.

2. Complete the form you were given by your teacher. (Areas I Am Interested In)

3. Complete the form with as much detail as possible, this will give you a clear idea of what you know about and are interested in. This will help the teachers sort you into appropriate groups as well! IMPORTANT You MUST complete all parts of the form. You MUST return the form to your teacher on Thursday, February 19! ** Students will be divided into small groups in Edmodo at this point. Students may receive a new code to begin submitting the following assignments!

THE EXHIBITION WORK (Group work begins)

WEEK 1: Finding Out – February 23-27

7 These are your tasks for this week. CRITERIA Always Often Mostly Some Rarely

times ORGANIZATION *I helped to organize the group effectively. GROUP DECISION MAKING *I listened to others, discussed ideas, asked questions and helped the group to agree on the central idea and lines of inquiry. THINKER *I helped the group to decide on our essential agreement.

*I wrote a thoughtful note to my mentor. OPEN-MINDED *I was open-minded about the people in my Exhibition group and think everyone has something to offer our group. COMMITMENT *I completed all the pre- Exhibition learning tasks.

TASK 1: In your group, work to come up with an essential agreement. You should include 5 points. Include in your exhibition folder.

TASK 2: In your group, write down your ideas about what Academic Honesty means in the Exhibition.

What will you do to make sure you are academically honest? Make a poster to communicate your message. Add your poster to your Exhibition folder.

TASK 3: On your own, write a note to your mentor. Tell him or her a bit about yourself and your strengths and areas for improvement. Add a copy to your Exhibition folder.

TASK 4: In your group, work to come up with your central idea. Show your process and brainstorming using a flowchart. Add your brainstorm to your folder.

TASK 5: In your group, work to come up with your lines of inquiry. Remember to connect them to the key concepts. Add in your exhibition folder.

TASK 6 - REFLECTION Answer the following questions. You will submit this in Edmodo for your group. 1. What do I know? 2. What do I know about the questions I have? 3. What do I feel? 4. What will I do next?

BONUS: In your group, record a short video to describe how you came up with your central idea, lines on inquiry, or essential agreement.

Week 2: Finding Out- March 2-6 8 CRITERIA Always Often Mostly Some Rarely

times ORGANIZATION *I planned and started to carry out inquiry activities effectively. PLANNING *We developed a clear plan of action in our group to ensure we are all collecting information.

COLLECTING DATA *I made a list of different places to find information.

*I collected information from 3 to 5 of those places this week. *BALANCED *I recognized that sources might not always be valid.

*I listened and respected the opinions of others in the group. CURIOSITY *I created questions connected to the key concepts to guide my inquiry.

*I used my time well to carry out inquiry.

TASK 1 Make an action plan for the next 7 weeks. Include as much information as you can about what you think should be happening and when. Give specific tasks for different group members.

Record your action plan- each member should have a copy of the action plan! Place in Exhibition folder

TASK 2 In the Exhibition we should be thinking of real-life problems to solve. What real- life problems can you think of that are connected with your central idea and lines of inquiry? Write down a few your group thinks of- each member should have a copy in their Exhibition folder.

TASK 3 Make a brainstorm of sources you could use to find information. Consider what the positives and negatives might be for each of the sources on your list. Do you know the difference between primary and secondary sources? How is this connected to your bibliography? Place in exhibition folder.

TASK 4 Write down the key words that you will need to use in searches when you are using the internet. Add to your exhibition folder.

TASK 5 Each group member find 3 – 5 sources of information connected with your inquiry. Make sure you add them to your bibliography and be prepared to share the

9 information with your group members next week. Add this information to your Exhibition folder.

TASK 6 – REFLECTION Answer the following questions. Add to Edmodo.

Where can I find information? What key search words do I need to use? How will we connect what we find to our central idea and lines of inquiry? Which skills will I use?

Week 3: Finding Out- March 9- 13

CRITERIA Always Often Mostly Some Rarely

times TIME MANAGEMENT *I used my time appropriately and effectively.

*I completed the required tasks at home and at school. ADOPTING GROUP ROLES *I took on different roles in my group, including: leader, listener, organizer, presenter, researcher.

PLANNING *With my group I have planned at least one visit to go on.

COLLECTING DATA *I collected information from 6 to 10 different sources in total.

*I summarized the information in my own words. SYNTHESIS *We shared our information effectively in the group.

*We have summarized the main information we have gathered. *COMMUNICATOR *I shared the information I have gathered with others in my group.

*I collected information from others in my group. INDEPENDENCE *I am working independently so that I can contribute to the group.

TASK 1 Share the information you have collected with the other members of your group. Take notes when other group members are sharing their information. Store your notes and all your research in your Exhibition folder.

TASK 2 – Assessment Task 1

10 Write a summary of information collected in relation to the first line of inquiry and your understanding of the central idea. Submit in Edmodo!

TASK 3 Write down 5 more questions you have to take your inquiry this next week. They will probably be connected with your second line of inquiry. Add to your exhibition folder.

TASK 4 Plan, create, test and carry out a survey connected to your lines of inquiry.

·YOUR TEACHER MUST HAVE CHECKED YOUR QUESTIONS BEFORE YOU PRINT THE SURVEY. THE MAXIMUM NUMBER OF QUESTIONS YOU CAN ASK IS 5.

Keep the survey in your exhibition folder.

TASK 5 – REFLECTION Answer the following questions. You can do this using paper or computer. (1) How did you decide who is responsible for each part of the research? (2) How do I know if the information is valid? (3) What resources do I need? (4) Which experts could we ask? Which places could we visit? (5) How am I doing with the skills?

Submit on Edmodo. Keep a copy in your folder or print from Edmodo. You will use this in week 5.

Week 4: Sorting Out- March 16-20

times RESOLVING CONFLICT *I have made compromises where necessary, listened to others and acted fairly. SPEAKING AND LISTENING *I have contributed to the discussions in my groups.

*I have listened carefully to others and respected their ideas. RECORDING DATA *I have recorded information in a range of ways: note taking, tallying, writing reflections, drawing pictures, taking photographs and videos. ORGANIZING DATA *I have organized the data I have collected in several different ways, including: narrative descriptions, tables, timelines, graphs and diagrams. EVALUATION *I have reflected on the quality of the data I have collected, and where necessary, I have collected more data. 11 APPLICATION *I am starting to apply what I have learned to think of solutions to problems. *REFLECTIVE *I reflected on the data I collected to start to make conclusions.

*I have completed reflections throughout the process. ENTHUSIASM *I have been enthusiastic to find out more information throughout the inquiry process.

TASK 1 Analyse the data you collected from your survey. Choose the most relevant part to make graphs from and make good conclusions that are connected with your lines of inquiry. What problems can you identify? What recommendations or solutions could you make based on your learning and the opinions you collected? How might you connect your survey to your action? Submit on Edmodo.

TASK 2 Take some time to fill in any gaps in your information. Take your inquiry further if you can.

TASK 3 Go back to your Summary of Learning Week 3. How have your understandings changed or grown since you completed this task? Remember to be as specific as you can with examples. Add changes on copy from week 3.

TASK 4 What are the 5 most important conclusions your group has come up with? Submit in Edmodo.

TASK 5 Make sure your bibliography is complete and up to date.

TASK 6 – REFLECTION Answer the following questions. Place in your Exhibition folder. What information is relevant to our investigation? Which information gives us clear answers? How have my findings changed?

Week 6: Going Further- April 7-10

times RESOLVING CONFLICT *I have made compromises where necessary, listened to others and acted fairly.

12 WRITING AND VIEWING *I have written down my main ideas that I plan to present

*I have thought carefully about how I plan to present the information I have learned. PLANNING *We have made our plan for action and it is clearly connected to the central idea and lines of inquiry. COLLECTING DATA *I have researched organizations and projects that might be able to help us with our action. DIALECTICAL THOUGHT *I started to choose the most important information to share by thinking about what might be important to other people. APPLICATION *I have applied what I have learned in our plan for action.

PRINCIPLED *I have completed all required tasks

*I am committed to taking successful action as part of my project. TOLERANCE *I continue to work with tolerance towards the other members in my group and have respect for their ideas.

TASK 1 Discuss with your group whether or not you think your research is finished.

Are you all experts on what you have researched? How many sources do you have in your bibliographies? How complete is your research? Has everyone contributed equally to the process? Are your Exhibition folders full of information? Discuss your conclusions with your mentor or teacher before going to task 2.

TASK 2 Decide on what action you plan to take in your group. Spend some time finding organizations or groups who are involved in similar action to get an idea for what you can do. Share your information with others in your group. Where possible, connect to other Exhibition groups who plan to take similar action.

TASK 3 Plan your action using the ‘Action Plan’. Share your plan for action with your mentor and teacher.

TASK 4 In your group, begin to discuss possible ways you can present your learning. Try to be creative. REMEMBER YOU DO NOT HAVE TO MAKE A POWERPOINT.

13 TASK 5 With your mentor, discuss how sustainable your project has been so far and how your action is sustainable. Write a reflection here about the sustainability of your project.

TASK 6 – REFLECTION Answer the following questions. Submit on Edmodo. How do I know that my research is finished? (2) What is my plan for action? (3) How should I organize my information? (4) What are some possible ways I can present the information? (5) Which presentation format should I choose?

Week 7:Making Conclusions April 13-17

times TIME MANAGEMENT *I have completed all tasks in a timely manner during the process. INTERPRETING DATA *I made clear and appropriate conclusions connected with the lines of inquiry and central idea. PRESENTING DATA *My contribution to the final presentations of our data (panel, webpage/blog, other selected element, action) is creative, significant and shows good understanding of the audience and issue. SYNTHESIS *I brought together information from many sources places to make my conclusions. METACOGNITION *I am able to clearly explain my thinking in connection with my research. CARING *I have been supportive of the members of my group throughout the Exhibition process. CREATIVITY *I have shown a high-level creativity in creating the different ways to present our findings.

TASK 1 As a group, decide on the most important and interesting information to share with your audience. Decide how you will present your information. What are your final conclusions?

14 TASK 2 Plan and design your final presentations – IT DOES NOT HAVE TO BE A POWERPOINT or PREZI! You should have chosen the form of your presentation with your group. Think about what will be most interesting to the audience. Use photographs and sources you have gathered. TRY NOT TO USE pictures you have gathered from the Internet. It should be between 5 – 10 minutes in length.

TASK 3 Using the work from your Exhibition folders; write about the steps you took in your inquiry. You should be prepared to explain what you did at each stage. Place in your exhibition folder.

TASK 4 Gather resources or take time to make sure you are ready to carry out your action. Make sure you have everything in place.

TASK 5 - FINAL TASK Do your final concepts and knowledge reflection task with your teacher and your group.

TASK 6 - REFLECTION

Answer the following questions. Submit in Edmodo.

Who is my audience? What are my main conclusions or findings? What is the most important point or idea I should give to my audience? How should I communicate my message? How can I use different types of media to send my message?