lines of inquiry - wikispaces · adapted from the ib exhibition guidelines: the exhibition...

Mount View Primary School – Year 6 Exhibition 2011

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Name:__________________________________ Class:_______

Group members:____________________________________________

Lines of Inquiry: 1.

2.

3.

Central Idea:

The way we use and share resources

impacts the earth

Area of inquiry:

EXHIBITION JOURNAL

Name:__________________________________ Class:_______

Group members:_____________________________________________


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PYP Exhibition Overview

Adapted from the IB Exhibition Guidelines:

The exhibition represents a significant event in the life of a PYP school and student, synthesizing the essential elements of the PYP, and sharing them with the whole school community. As a culminating experience, this is an opportunity for students to exhibit the attributes of the International Baccalaureate (IB) learner profile that they have been developing throughout their career as a PYP student, no matter if they’ve been here one year or seven years. Students will be required to engage in a collaborative, transdisciplinary inquiry process that involves identifying, investigating and offering solutions to real-life issues or problems. The PYP exhibition has a number of key purposes:

To provide students with an opportunity to demonstrate independence and responsibility for their own learning

To provide students with an opportunity to explore multiple perspectives

For them to synthesize and apply their learning of previous years and to reflect upon their journey through the PYP

To demonstrate how they can take action as a result of their learning

To unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP

To celebrate their transition from primary to secondary education.


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Exhibition Essential Agreement

Team members:


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Exhibition Checklist Use the following checklist to help you get through the exhibition process and to ensure you have all your work completed on time. Make sure your teacher signs off each task before you move on. Remember to always think about what you’re doing in relation to your team.

Item Date Teacher signature Choose area/topic to inquire into DONE Write team essential agreement Write lines of Inquiry (max. 3) Brainstorm research questions related to the key concepts Select the 5 best research questions for the group FINDING OUT - Complete pg 9. What do you already know about question one’s topic? What sources will you use to find out more?

FINDING OUT - Complete pg 9. What do you already know about question two’s topic? What sources will you use to find out more?

Research, plan and respond to Question 1 Research, plan and respond to Question 2 Consider your action plan and develop it Complete the SEARCH model Take Action! Familiarise yourself with the summative assessment task Complete the display board checklist with your class and teacher

Organise and set up exhibition table Present exhibition to classmates and teacher Hand Exhibition Journal in to your teacher for assessment Celebrate your learning & exhibition!

Remember: - At the end of each week highlight what you’ve completed in your rubric - Regularly conference with your teacher - Work cooperatively, share, delegate group tasks - Regularly hand your Exhibition Journal in to your teacher - When you see this symbol

!STOP! Conference with your teacher before going any further. Signed:_________________

You must stop and take your booklet to your teacher before moving on.


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Inquiry is...

exploring, wondering and questioning

experimenting and playing with possibilities

making connections between previous learning and

current learning

making predictions and acting purposefully to see what

happens

collecting data and reporting findings

clarifying existing ideas and reappraising perceptions

of events

deepening understanding through the application of a

concept

making and testing theories

researching and seeking information

taking and defending a position

solving problems in a variety of ways


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Lines of Inquiry

An inquiry into….


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What are your refined research questions? (You will need at least 3 questions per team member)

!STOP! Conference with your teacher before going any further. Signed:_________________


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How do your questions relate to the central idea?

Question Central idea connection

Which concepts do your questions cover?

Question Concept Person

Responsibility

Change

Responsibility

Change

!STOP! Conference with your teacher about how you aligned your questions before going

any further. Signed:_______________


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Finding out - Locate and Gather your information

Question One:

What do you already know?

How are you going to find out? Tick which resources you will use: Primary Sources – requires the learner to interact with the source and extract information

Person/Ask an expert

Discussion / telephone call Interview Survey

Email contact Observation

(animate or inanimate)

Event Artefact

Secondary sources – are edited primary sources, second-hand versions. They represent someone

else’s thinking

Book Reference material Newspaper Magazine TV/radio Pamphlet /

posters Teacher

provided resource

Encyclopaedia Video/DVD Audio tape

/disc CD ROM

Atlases Photos

Primary or Secondary sources

Internet web site Graph, chart, diagram, table

Electronic encyclopaedia / search engines

Online experts

Where will I locate my resources?


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School library Public library Provided by teacher Internet Other:

Question Two: What do you already know? How are you going to find out? Tick which resources you will use: Primary Sources – requires the learner to interact with the source and extract information

Person/Ask an expert

Discussion / telephone call Interview Survey

Email contact Observation

(animate or inanimate)

Event Artefact

Secondary sources – are edited primary sources, second-hand versions. They represent someone else’s

thinking

Book Reference material Newspaper Magazine TV/radio Pamphlet /

posters Teacher

provided resource

Encyclopaedia Video/DVD Audio tape

/disc CD ROM

Atlases Photos

Primary or Secondary sources

Internet web site Graph, chart, diagram, table

Electronic encyclopaedia / search engines

Online experts

Where will I locate my resources?


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School library Public library Provided by teacher Internet Other:

!STOP!

Check with your team to make sure everyone is on the right track. Signed:________

Bibliography When using information from a source you need to reference that source to avoid

plagiarism.

Type Reference

Website Natural Resources, http://en.wikipedia.org/wiki/Natural_resource, date accessed 27/7/10

Non - fiction Stringer, J. Energy, 2009, WWF, UK

Newspaper article Betts, Marianne. 2010. Mum’s the word for safety. Herald Sun. May 14, 2010. Pg11


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Formative Task 1: Written

Selecting & Organising your Information

NOTETAKING You will need to take notes that will address your questions. Make sure at the top of each note taking activity you write what question it is you are collecting information for, as well as the name of the source you are using (this will also go in your bibliography). Try using different note taking styles and remember to tick it off your checklist as you complete each task. I will organise my information and create new ideas in the following ways:

Dot points Brainstorm/ mind map Use of headings and subheadings Summarising Annotated diagram Other:

Thinking tools I could use include:

KWHL The facts about… PMI Venn Diagram Lotus Other:

Pages have been left for you to complete all of your note taking

and writing on. Look out for Workspace

headings and read the subheadings and text boxes carefully.

Formative assessment task:

Write a response for each of your questions.

Now that you have collected all of your information for each of your questions, bring your notes together to write a response for each question. You will need to think about how you are going to present your findings as a written task. You can decide which genre you will use. Your group’s work will then be collated and published in a book format so you might like to also consider images to support your text.


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Formative Task 1: Written task plan question 1


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Formative Task 1: Written task Draft question 1


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Formative Task 1: Written task plan question 2


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Formative Task 1: Written task Draft question 2


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!STOP! Before filling in your responses to your questions discuss with your teacher about what you learnt.

Make sure your still working alongside your team. Signed:____________________

Action Plan

Now is your chance to make a difference! Using the information you have gathered make an informed decision about how you can bring about positive change in the local community. What action are you going to take? Develop your action plan. You may like to use a graphic organiser for your plan e.g. flowchart or fishbone, or use the SEARCH model provided.


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ituatio

n What is

the problem?

motion How do I feel?

ctions What can

I do?

eview What might

happen?

hoice Choose

an action

SEARCH Model


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Implement your action plan

TAKING ACTION

What action are you hoping to take?

What has/might occur as a result of your action?


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Summative Assessment Task

In your group you will be presenting to a variety of different audiences. This will include your peers, members of the wider school community, including Mount View students and teachers, your parents and other visitors. You will need to demonstrate your understanding of the central idea, lines of inquiry and key concepts. You will also show your understanding of the area that you chose to inquire into and possible actions that could be taken, or that you have taken. You will present to your classmates and teacher in the week before the Exhibition and you will be provided with feedback from your peers and teachers. Questions that your audience will use to provide you feedback:

Was there adequate eye contact?

How was their voice projection?

Was their content easy to understand and follow?

Did they show their understanding of the central idea?

Did they show their understanding of the lines of inquiry?

Did they show their understanding of their chosen area of inquiry?

Was their presentation engaging?

Was there any reference to action? Presenting Your presentation area will consist of 2 classroom tables and a backing display board.


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Presentation: Display Board Checklist

As a class we are going to develop this checklist to ensure you have prepared everything that you needed to for a fun and interesting Exhibition station.

DONE


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Workspace


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Workspace


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Workspace


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Workspace


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Workspace


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Workspace


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Workspace


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Workspace


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Workspace


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Workspace


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Independent Learner


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Sharing the Planet – Exhibition Assessment Rubric

The way people use and share resources impacts the earth

Needs guidance/ Not observed

Approaching Expectations

Meeting Expectations

Exceeding Expectations

Creates an interactive exhibit that demonstrates the inquiry journey

(Group)

Exhibit:

is not interactive

does not demonstrate your group’s inquiry journey

With teacher assistance, exhibit:

is interactive

demonstrates your group’s inquiry journey

Group independently:

creates an interactive display

demonstrates components of the group’s inquiry journey

Group independently:

creates a unique and interactive display

demonstrates your group’s inquiry journey in a comprehensive way

Compiles a bibliography that records use of a wide variety of sources

(Group)

Bibliography not submitted

With teacher assistance, group completes bibliography that:

has evidence of 3 or more sources of information

is completed using ‘author, date, title’ format

Group independently completes a bibliography that

has:

has evidence of 3 or more sources of information

both primary and secondary sources

is completed using ‘author, date, title’ format

Group independently completes a bibliography that

has:

has evidence of 3 or more sources of information & both primary and secondary sources

is completed in correct format

uses printed, online, audiovisual and mass media

resources

used time outside of school to locate resources

Proposes solutions and makes plans for action/s

(Group)

Did not make plans for action Made plans for action under

teacher direction

Independently makes feasible plans for action with limited teacher assistance and takes

steps to initiate action SEARCH model completed and used to help initiate action

Initiates action independently without assistance. SEARCH

model completed and relevant. Makes plans for future

commitment (longer term plans)

Identifies a significant area of inquiry that leads to in-depth understanding

(Group)

Does not identify a significant area of inquiry that leads to in-

depth understanding

With teacher assistance, group selects a significant area of

inquiry and creates concept-driven questions that lead to in-

depth understanding

Group independently selects a significant area of inquiry and

creates concept-driven questions that lead to in-depth

understanding

Group independently selects a significant area of inquiry and

creates concept-driven questions that lead to in-depth

understanding Group poses questions for

further inquiry

Name:__________________________ Group:__________________________________________________________________ Assessed by:_________________________


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Demonstrates the following social skills throughout the inquiry: Accepting responsibility; respecting others; cooperation; resolving conflict; shared decision making; adopting a variety of roles)

(Individual)

Doesn’t demonstrate/demonstrates

use of one social skills identified throughout the

inquiry

Demonstrates the use of 2-4 of the social skills identified throughout the inquiry

Demonstrates the use of 5 of the social skills identified throughout the inquiry

Demonstrates all of the social skills throughout the inquiry.

Social skills are continually reflected on and areas to focus on are identified. Evidence of this is seen in the Exhibition

Journal

Participates in the inquiry process

(Individual)

Requires teacher direction and monitoring during inquiry

process

Contributes to all stages of the inquiry process (research & presentation) with teacher

assistance

Independently takes initiative to participate in all stages of

the inquiry process, from writing guiding questions to

making plans for action

Takes initiative to participate in all stages of the inquiry

process. From writing guiding questions, to making plans for

action. Takes action where applicable

Attitudes and Learner Profiles reflected in own behaviour

(Individual)

Does not make the connection between the PYP skills and

attitudes and own behaviour

No evidence of the language of the learner profile and attitudes in their written and visual

work

No evidence of the learner profile and attitudes in

their actions

With teacher assistance, reflects on own behaviour

using the PYP skills and attitudes as a guide

Used some of the language of learner profile and

attitudes in their written and visual work

Used some of the learner profile and attitudes in their

actions

Student independently reflects on own behaviour using PYP skills and attitudes as a guide

Independently chooses attitudes and skills to acquire

and apply during the exhibition; and reflects on own

progress and improvement


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TEACHER ASSESSED 2011 Exhibition Summative Rubric – Management Skills

Self

-Man

agem

ent

Skill

s

Org

anis

atio

n

Emerging Developing Consolidating Exceeding Needed frequent help from

teacher to help get organised and complete tasks in journal

Deadlines met and work completed with minimal guidance

from teacher

Effectively collaborated to follow the timeline in the Exhibition

Journal

All deadlines met and all meetings and deadlines were planned in

advance

Was constantly reminded to stay on task and focused. Goals were

not met on time

Used time effectively and appropriately most of the time

Used time effectively and appropriately at all times

Uses time effectively and appropriately. Constantly refers to the timeline to keep track of

due dates

Tim

e m

anag

emen

t

Lost, misplaced or no journal handed in

Journal is partially completed Journal is completed and has

been regularly reflected on and signed off by the teacher

Clear organisation and demonstration of forward

planning. All pages completed with extensive reflections

PEER ASSESSED BY GROUP MEMBERS EFFORT rating scale: 5 = Outstanding 4 = Great 3 = Good 2 = Poor 1 = Not demonstrated / to be developed

NAME:___________________

Listened carefully to others Took on a variety of roles in the

group (e.g. leader & follower) Used time wisely

Worked independently when needed

Took pride in the groups work Asked for assistance when

required Worked well with the group Shared their ideas

Completed all individual set tasks by the due date

Accepted responsibility for their actions Cooperated with others Was courteous & considerate

Allowed others to share their opinions and ideas

Completed tasks at home when

needed

Showed respect for group members at all times

Used their initiative to locate

resources and organise meetings

Spoke their part or asked questions

in organised meetings

Spoke clearly in the presentation of the group’s inquiry


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Double Entry Journal Today I… Next I need to…

Date:


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Today I… Next I need to… Date:


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lines of inquiry - wikispaces · adapted from the ib exhibition guidelines: the exhibition...

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