MYP Personal Project

Student Name: ______

Highland Park Senior High School

International Baccalaureate Middle Years Program Personal Project Overview

Have you ever wanted to…

Make blankets for children in need? Coach a youth sports team? Build a bike? Educate others about wildlife? Design your own make-up? Inform others about the effects of video gaming? Raise money for a charity? Fight against local stereotypes or prejudices? Create a piece of art? Test the safety of the water in your area? Motivate others to come together in your community?

Now is your chance…

What is the IB MYP Personal Project? The 10th grade MYP Personal Project is the culmination of your experiences in MYP. Each 10th grader engages in this exciting project. The Personal Project is your project to do what you want to do based on your interests, to show the skills you have developed over the years in your subjects and through Approaches to Learning, and to apply them to the chosen goal that focuses on one of the Global Contexts. The Personal Project holds a place of special importance in the MYP as it is the capstone project, and it should be clearly focused on an issue or theme closely related to one of the Global Contexts.

Important Components of the IB MYP Personal Project: 1. Product/Outcome: The focus of the Personal Project is the product. This is the thing you make, create, present, or do. In the past, students have organized projects to raise money for various causes. Students have also demonstrated their creativity through the use of painting, photography, and computer programs. Many students enjoy the hands-on approach of the Personal Project as it lets them create products such as motorbikes, dresses, and family cookbooks. Basically, anything is possible as long as you clearly focus your idea on a Global Context and you challenge yourself to learn and do something new.

2. Process Journal: In this journal, you keep track of your Personal Project. Every time you meet with your supervisor or mentor, do some research, or think about your Personal Project, you should write in your journal. You will be provided with prompts as ideas to help you to write about in your journal. It is really important to keep your journal up to date throughout the process, as it will help you write the paper.

3. Paper: This is a report in which you demonstrate your level of engagement with the Personal Project by summarizing the skills and experiences recorded in the process journal. The paper must follow the MYP objectives- investigating, planning, taking action and reflecting. Your written paper must be within 1,500-3,500 words.

4. Showcase: Upon completion of the project, you will present your product, along with your paper and journals.

5. Recognition Celebration: You will be honored at this event to conclude your Personal Project experience.

6. Advisor: During the journaling and paper processes, a staff member will serve as your advisor and guide you in the timelines and requirements. You will also meet with your advisor three times- when you start the project, midway through the project and as you conclude your project. Your advisor will be assigned to you in the fall of your sophomore year.

7. Mentor: In addition to advisor, it is helpful to have another adult (parent, teacher, community expert, etc.) guide your process. This adult should specialize in the topic of your project and serve as a resource and guide.

8. IB MYP Personal Project Leader: Ms. Sabo will help guide the students and teachers through the Personal Project process during the year. Please contact her anytime if you have questions (office 1305, [email protected], 651-744-3940).

9. IB MYP Coordinator: Ms. Bonk is the IB MYP Coordinator at HPSH. Students will incorporate the Approaches to Learning and one other Global Context to complete the Personal Project.

Approaches to Learning: Through Approaches to Learning, students are provided with the tools to enable them to take responsibility for their own learning. Central to this is "learning how to learn" and developing in individuals an awareness of how they learn best, of thought processes and of learning strategies. Recognizing and helping students develop the range of their capacities, positive attitudes and effective habits of mind is the shared responsibility of teachers, and is at the core of all curriculum development and delivery. Approaches to Learning include:  communication skills  collaborative skills  organization skills  affective skills  reflection skills  information and media literacy skills  critical and creative thinking skills  transfer skills

Global Contexts: Global Contexts allow teachers and students to frame learning around concepts and connections to their lives and experience. By framing learning around Global contexts we begin to dialogue, “Why are we learning this?” For the purpose of the Personal Project, students will ask themselves, “Why their project matters?”, and be asked to identify one of the Global Contexts as their focus.

 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.

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

 Personal and cultural expression Students will explore the 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.

 Globalization and sustainability Students will explore the interconnectedness of human-made systems and communities; the relationship 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.

 Scientific and technical innovation Students will explore the natural world and its laws; the interaction between people and the natural world; how humans 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.

 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 conflict resolution.

Grading the IB MYP Personal Project: Although the goal of the IB MYP Personal Project is for students to engage in a passion outside of the classroom, students will be guided through the process within a 10th grade class and via their advisor. During the fall/winter, as a formative check-in, your advisor will monitor the journal. The finished Personal Project journal will be submitted with the Personal Project paper during winter. Together, the journal and paper will be a part of the summative grade in the Spring using the MYP Personal Project criteria A-D (Investigating, Planning, Taking Action and Reflecting).

Timeline: Students are introduced to the Personal Project in the spring of 9th grade by attending a Personal Project Showcase, attending a class presentation, and working in class to research and brainstorm ideas for their project. Students will work on the project and journals during the fall and winter of 10th grade. Students are also strongly encouraged to begin work on the project and journals during the summer between 9th grade and 10th grade. Students will complete the paper during the winter of 10th grade and present their projects, journals, and IB HP Criterion A Criterion B Criterion C Criterion D Level Grade Investigating Planning Taking Action Reflecting 0 NP The student does not achieve The student does not achieve The student does not The student does not achieve a (55%) a standard described by any a standard described by any achieve a standard standard described by any of of the descriptors below. of the descriptors below. described by any of the the descriptors below. descriptors below.  state a goal and context  develop limited criteria  create a limited  present a limited evaluation for the project, based on for the product/outcome product/outcome in of the quality of the personal interests, but  present a limited or response to the goal, product/outcome against his this may be limited in partial plan and record of global context and or her criteria 1-2 D depth or accessibility the development process criteria  present limited reflection (65%)  identify prior learning of the project  demonstrate limited on how completing the and subject-specific  demonstrate limited self- thinking skills project has extended his or knowledge, but this may management skills.  demonstrate limited her knowledge and be limited in occurrence communication and understanding of the topic or relevance social skills. and the global context  demonstrate limited  present limited reflection research skills. on his or her development as an IB learner through the project.  outline a basic and  develop adequate criteria  create a basic  present a basic evaluation appropriate goal and for the product/outcome product/outcome in of the quality of the context for the project,  present an adequate plan response to the goal, product/outcome against based on personal and record of the global context and his/her criteria 3-4 C interests development process of criteria  present adequate reflection (75%)  identify basic prior the project  demonstrate adequate on how completing the learning and subject-  demonstrate adequate thinking skills project has extended his/her specific knowledge self-management skills.  demonstrate adequate knowledge and relevant to some areas of communication and understanding of the topic the project social skills. and the global context  demonstrate adequate  present adequate reflection research skills. on his/her development as an IB learner through the project.  define a clear and  develop substantial and  create a substantial  present a substantial challenging goal and appropriate criteria for product/outcome in evaluation of the quality of context for the project, the product/outcome response to the goal, the product/outcome based on personal  present a substantial plan global context and against his/her criteria 5-6 B interests and record of the criteria  present substantial (85%)  identify prior learning development process of  demonstrate substantial reflection on how and subject-specific the project thinking skills completing the project has knowledge generally  demonstrate substantial  demonstrate substantial extended his/her knowledge relevant to the project self-management skills. communication and and understanding of the  demonstrate substantial social skills. topic and the global context research skills.  present substantial reflection on his/her development as an IB learner through the project.  define a clear and highly  develop rigorous criteria  create an excellent  present an excellent challenging goal and for the product/outcome product/outcome in evaluation of the quality of context for the project,  present a detailed and response to the goal, the product/outcome based on personal accurate plan and record global context and against his/her criteria 7-8 A interests of the development criteria  present excellent reflection (95%)  identify prior learning process of the project  demonstrate excellent on how completing the and subject-specific  demonstrate excellent thinking skills project has extended his/her knowledge that is self-management skills.  demonstrate excellent knowledge and consistently highly communication and understanding of the topic relevant to the project and the global context social skills.  demonstrate excellent  present excellent reflection research skills. on his/her development as an IB learner through the project. s in the spring of 10th grade during the Personal Project Showcase.

*The Personal Project Paper receives a pass/no pass credit, which follows achievement levels on a rubric rather than percentage for grading purposes. Achievement Level Ranges: 25-32 = A (Pass) 17-24 = B (Pass) 9-16 = C (Pass) 4-8 = D (Pass) 0-3 = NP (No Pass) IB MYP Personal Project Proposal

All 10th graders in an IB Middle Years Program engage in the Personal Project. Complete the form below to assist you with your planning.

Name ______SPPS email address ______

1. Project description a. What is your project and what do you want to achieve through your personal project? ______

b. What do you want others to understand through your work? ______

c. What impact do you want your project to have? ______

2. Which Global Context will you use as your focus? Chose only ONE Global Context.

Circle One: Identities and relationships Scientific and technical innovation

Orientation in space and time Globalization and sustainability

Personal and cultural expression Fairness and development

How can your chosen Global Context enrich your Personal Project? ______3. Resources

Brainstorm the PRIMARY and SECONDARY sources you will need to complete your research. ______

4. Process

List and number the steps you will undertake to achieve your goal of completing your Personal Project. Be as specific as you can when detailing the tasks you will need to complete in order to achieve your final results. ______

5. Documentation of Process Journal Briefly describe the format of your Process Journal. How will you organize it? How will you demonstrate Criterion A-D throughout your Process Journal. ______

6. Presentation How do you hope to present your product or outcome in the Personal Project Showcase? ______

Student’s Name (Printed) ______

Student’s Signature ______Date______

Parent’s/Guardian’s Signature ______Date______IB MYP Personal Project Research Information

Students should use a variety of sources (primary and secondary) for a successful project. Examples of sources can include, but are not limited to: interviews, web databases, books, magazines, encyclopedias, reference books, manuals, site visits, multimedia presentations, workshops, articles, and newspapers. The quality of sources can be more important than the quantity of sources in creating a well-researched project. The information that students learn from the sources, and the impact the sources have on the students and projects are the most valuable.

ASSESSING SOURCES Evaluating the credibility, reliability, and validity of a resource can be very difficult, particularly when doing research using the Internet. Below are some basic guidelines in selecting resources.

Accuracy: The content on the site is supported by verified sources and the author’s credentials are also provided. For example: Dr. Robert Green is sited as a physician who was in charge of a study that produced specific results or the Center for Disease control provided certain statistical data.

Objectivity: The content is provided for public service or educational use. These sites usually provide links to additional information and are free of advertising for products related to the topic.

Timeliness: The date of the information and/or the last update is clearly stated on the page.

Authority: The URL can provide information about the origin/sponsorship of the resource. The following are examples of ways you can determine the type of organization that is sponsoring the content for a specific website.

Websites ending in the following are generally a good source of information: .edu (usually educational institutions) .sch (school - used outside of US) .k12 (most US school sites) .ac (higher ed outside of US, usually with country code (example: .ac.uk) .mil (US military) .gov (government websites and usually good sources for statistical information) .org (typically non-profit organizations often set up as a public service-- be aware of agendas and biases) For example: If you are looking for information about gun control, then you might check .gov sites for statistics related to gun ownership, laws, etc. Sites affiliated with specific biases on gun ownership will probably be listed as .org sites (handguncontrol.org or nra.org)

Websites with the following in an Internet address may indicate you're on a personal website: ~ (tilde sign) % (percent sign) the word "user" or a personal name "jdoe"

Online magazines or journals: These articles often contain a detailed bibliography and site-specific resources as evidence for claims and statistics.

Online news sources: Virtually every network and cable news station has an online site as do local affiliates. It is important to realize that while they do provide news, they are also involved in the entertainment industry and may present some information that is opinion vs. fact-based.

Television/Internet video news broadcasts: When viewing a video, keep in mind that if it is not from a source that can be accurately documented with origin, date, and key information like who, what, when, where, why and how, then the source may not be credible. PRIMARY VS. SECONDARY SOURCES A primary source is a document or physical object, which was written or created during the time under study. These sources were present during an experience or time period and offer an inside view of a particular event. A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event. Secondary sources may have pictures, quotes or graphics of primary sources in them.

Some types of primary sources include: •Original Documents (excerpts or translations acceptable): diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records •Creative Works: poetry, drama, novels, music, art •Relics or artifacts: pottery, furniture, clothing, buildings

Specific examples of primary sources include: •Diary of Anne Frank - Experiences of a Jewish family during WWII •The Constitution of Canada - Canadian History •A journal article reporting NEW research or findings •Weavings and pottery - Native American history •Plato's Republic - Women in Ancient Greece

Some types of secondary sources include: •Publications: textbooks, magazine articles, histories, criticisms, commentaries, encyclopedias

Specific examples of secondary sources include: •A journal/magazine article, which interprets or reviews previous findings •A history textbook •A book about the effects of WWI

DIRECTIONS FOR ONLINE SOURCES Utilizing the digital content available through both the school and the public libraries will make researching easier, more efficient, and more academic. Databases contain material that has been researched by authorities and is free from advertisements. Both databases and eBooks can be accessed from school and/or anywhere with an Internet connection.

Follow these steps: 1. Go to mylibrary.spps.org 2. Click on Highland Senior 3. Log in with your Student Portal Info 4. From here, you have two options:  Click on the HOME tab and you will find many links under ONLINE RESOURCES.

 Click on the CATALOG tab and type in any search term. The red book icon indicates a book on Highland Park shelves; the blue eBook icon indicates an eBook. Scroll down to the blue link and click on it to read an eBook. Click on the ONE SEARCH button after you have a list of books to find more digital content. Click on the GET RESULTS button at the bottom of that page for faster results.

General log in information for digital sources: Username = use “hpsh” Password = use “scots”

Additional log in information: Sharpe U.S. and Global History = add a “13” after both Username and Password Salem = use “scots” Gale Science = use “spps” St. Paul Public Library Databases = requires an SPPL card IB MYP Personal Project Sources and Evaluations

As you begin your research, here is a starting place to record this information. You will continue to find many more sources as you continue with your Personal Project. Please reference the IB MYP Personal Project Research Information handout. Source #1 Title: ______

Topic: ______Author:______

Publication Info. (date, company, etc.): ______

Type of source (include web address, if applicable): ______

Is this a primary or secondary source? ______Important page numbers: ______

Overall summary of information- (This must be summarized in your own words) ______

______

What did you learn from this and how do you intend to use this for your project? ______

______

Source #2 Title: ______

Topic: ______Author:______

______

______Source #3 Title: ______

Topic: ______Author: ______

______

Source #4 Title: ______

Topic: ______Author: ______

______

IB MYP Personal Project Peer Assessment of Ideas Name of person evaluating my Personal Project: ______

Item Level Comments/Justification for Level Project description is clear

Project seems both challenging and personal

Impact of project is explained

One Global Context has been chosen and justified

Variety of primary and secondary sources listed

Steps for achieving project have been clearly outlined

Format/Organization for process journal is clear

Levels: 1- Underdeveloped, 2- Progressing, 3- Achieved, 4- Exceeds expectations

Name of person evaluating my Personal Project: ______

Project seems both challenging and personal Impact of project is explained