Exhibition Handbook - Weebly
44
0 Exhibition Handbook 2014-2015 Name: ______________________ Room: ______ Group Member Names: ____________________ _________________________________________________ Harding University Partnership School Joy and Excellence in Learning
Transcript of Exhibition Handbook - Weebly
0
Exhibition Handbook 2014-2015
Name: ______________________ Room: ______
Group Member Names: ____________________
_________________________________________________
Harding University Partnership School
Joy and Excellence in Learning
1
EXHIBITION GUIDELINES
In order for our exhibition group to be successful we need to personify IB
students. So that each of us can enjoy and learn from this endeavor, we need to
embody certain attributes. I agree I will be a model for younger students and that I will
do my best to contribute to this group, I agree that:
1. I will be prepared by having all assigned work completed (Principled).
2. I will listen to others while they are talking and respond to them in a respectful
and constructive way (Communicator).
3. I will make good use of class time to complete my assignments so that I have
time outside of school to do things I want to do (Well-Balanced).
4. I will share my thoughts and feelings with the rest of the group (Risk-Taker).
5. I will ask questions when I get confused and seek clarification to my questions
(Inquirer).
6. I will put forth my best effort into my work (Thinker).
7. This group is like a team and I will do my best to work with the members of my
team so that we can all be successful (Caring).
8. I understand that I learn best by reflecting on what I have learned
(Reflective).
9. I will be tolerant and open to the ideas of others in my group (Open-Minded).
10. I will apply my learning to new situations to help me understand information
(Knowledgeable).
I agree that I will be responsible and adhere to these agreements. If I need to be
reminded twice that I am not being a responsible team member, I will accept the
consequence of leading a conference with my parents and teacher to formulate a
plan to help make me a responsible member of my exhibition team.
Name: ________________________________________ Date:______________
2
Components of the Exhibition
1) Research Paper (Individually)
You will INDIVIDUALLY write a 5-paragraph essay:
Strong introduction detailing the theme, central idea and your issue
3 body paragraphs-one for each line of inquiry
Comprehensive conclusion stating new learning
MUST complete and turn in a plan, rough draft, and published copy
2) Tri-Fold Board (Group)
Plan your tri-fold board; show your mentor before beginning the final
product. MENTOR SIGNATURE:
Tri-fold board includes:
Central idea (issue)
Lines of inquiry
Inquiry understanding
Action to be taken
8-Key Concepts
Use of All 5 Transdisciplinary Skills
Pictures (drawn or printed), Diagrams, Graphs, and/or Charts
It MUST be aesthetically pleasing (All Items Must Be Matted)
3) Presentation Preparation (Group)
Choose a presentation format that is clear, informative, and
appropriate for a range of audiences.
Power Point
Flipchart
Play
Brochure
Lesson
Game
Song recording
Trading Cards
Other
Check your format:
4) Take and Record Action (Group)
3
SEQUENCE OF
EVENTS
COMPLETION RESPONSIBILITIES TEACHER
INITIALS
Task Definition
Week 1
Group members know the transdisciplinary theme, choose a
topic important to them, and write a central idea. (p.4)
PYP Key Concepts
Week 1
Students initially complete one bullet under each of the PYP
Key Concepts. After research, and generation of questions.
(p.5-6)
Writing Lines of Inquiry
Week 1
Students create three lines of inquiry which illuminate the
issue, and ask three questions about each line of inquiry. (p.7)
Information Seeking
Strategies
Week 1
Students brainstorm possible resources to use while
answering questions. (p.8)
Locate and Access
Resources
Weeks 2-3
Students locate all resources and record notes. (p.9-14)
Use of Information
Weeks 2-3
Students answer questions about their three lines of inquiry.
Students must appropriately cite all materials used. (p.9-14)
Synthesis
Personal Essay: Week 4-5
Tri-fold: Week 6-8
Presentation: Week 8-10
Students complete all components of the Exhibition as
outlined on page 2 to create a personal essay, tri-fold display
board, and multi-media presentation. (p. 14-17)
Action Plan
THROUGHOUT
Description, components and desired results are addressed
throughout the exhibition. Action is taken. (p. 18-19)
Evaluation/Reflections
THROUGHOUT
Students check in on a weekly basis to reflect on their work,
and periodically on the transdisciplinary skills, learner
attributes, and attitudes used during and after the
exhibition’s completion. (p.20-36)
Rubrics/Resources
THROUGHOUT
Students review rubrics/resources on a weekly basis to
reflect on their work and develop next steps. (p.37-42)
4
What is our Purpose? Transdisciplinary Theme Sharing the Planet
An inquiry into the rights and responsibilities in the struggle
to share finite resources with other people and with other
living things; communities and the relationships within and
between them; access to equal opportunities; peace and
conflict resolution.
Individuals demonstrate integrity by having their
actions match their words.
Real Life Issues To Be Investigated
Check your issue!
Once you have picked an issue your group must choose your central idea:
Write a clear and concise statement.
It must have 2 nouns and a verb, such as, Humans Explore the Unknown.
The statement must be factual.
Central Idea:
_______________________________________________________________
5
Questions We Have
Use this space to brainstorm and list questions you have related to your Central Idea.
Words to think about: Who, What, Why, When, Where, How
Central Idea: ___________________________________________________
_____________________________________________________________
6
PYP Concepts
After completing the Key Concept Poster, choose the 3 key concepts that relate best to your topic and central idea. Use this page to write at
least 3 examples under your 3 chosen key concepts. These 3 key concepts will inform/drive your lines of inquiry. Use these key concepts to
write your questions about your lines of inquiry that you will then answer through your research.
Form—What is it like?
Examine structure, similarities and differences,
patterns and properties.
Function—How does it work?
The understanding that everything has a purpose, a
role or a way of behaving that can be investigated.
Causation—Why is it like it is?
Look into the consequences, the impact, the sequences,
and the patterns that you may find.
Change—How is it changing?
Examine adaptations, cycles, and transformations. The
concept of change is inevitable.
Connection—How is it connected to other things?
Examine relationships and interdependencies. The
actions of individual elements affect others.
Perspective– What are the points of view?
Look for different beliefs, opinions, and truths of
individuals, groups, and/or societies.
Responsibility—What is our responsibility?
List your rights and initiatives that you can take to
make a difference.
Reflection—How do we know?
Reflect on your evidence, methods, and conclusions. Consider the
quality and reliability of the evidence that you have found.
7
Central Idea: _____________________________________________ Write questions about your issue that you will work to answer.
Remember, you must have 3 lines of inquiry (factual statements related to your issue).
Questions should relate to your curiosities, which you will then seek to answer during your research.
Line of Inquiry 1:
Questions (questions to research relating to your line of inquiry):
Line of Inquiry 2:
Questions:
Line of Inquiry 3:
Questions:
Lines of Inquiry and Question Examples from Explorers:
Motivation and Necessity of Exploration
o Why did people Explore? What were they looking for? What did they hope to gain? Why did they personally
feel the need to explore?
Benefits and Costs of Exploration
o What were the benefits? What were the costs? How did they know if the benefits outweighed the costs? Who
decided? Were the benefits/costs just material, or were other personal challenges involved?
Plans that Enable Successful Exploration
o What materials did they gather? What did they have to plan for? How did plans change?
8
Planning You need to brainstorm what resources you need to further
explore and develop your understanding of your central idea (issue)
and lines of inquiry.
Who might have useful
information?
What experiences might form our
inquiry?
Do we need to carry out an
experiment?
Do we need to prepare a
questionnaire or survey?
What kind of technology will we
need?
Other Notes:
9
Note-taking
Line of Inquiry 1: _______________________________________
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Note-taking
Line of Inquiry 2: _______________________________________
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Note-taking
Line of Inquiry 3: _______________________________________
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15
Sources ALWAYS write down your source for ALL note-taking, pictures, and other materials
gathered.
Use the examples to help you write down your own sources correctly.
EXAMPLES
Reference Type Citing Example
Printed Text Author(s), title, publisher and date of
publication
Eating Well for Kids, Gilda Yum, 2001
Website Website address www.eat5daily.com
Interview Name, address, role of person,
interview date
Juan Hernandez, 1214 Cornwall Ave.,
Child Food Nutritionist, 2-24-10
Experiment Record equipment, method used,
results and conclusion
Energy level documentation (scale 1-10),
2 different diets 2 weeks a piece,
veggie + fruit rich diet = more energy
Work of Art Title, artist and reference (museum,
recording)
Vegga Boogie, Tickle Tune Typhoon,
tape recording
TYPE OF RESOURCE (Book, Website, Article,
Video)
Title/Name of Book or Article, Video
or Web Address
16
TYPE OF RESOURCE (Book, Website, Article,
Video)
Title/Name of Book or Article, Video
or Web Address
17
A
A
A
B
B
B
C
C
C
1
2
3
Writing
Plann
er
Use
this
thin
king
map
to
orga
nize
you
r w
riti
ng.
Plac
e yo
ur c
entr
al idea
at
the
top.
Nex
t pl
ace
each
line
of
inqu
iry
on t
he
lines
num
ber
ed 1
-3.
Fin
ally
, pl
ace
your
ans
wer
s to
eac
h lin
e of
inq
uiry
(A
, B
, an
d C
) on
the
low
er lin
es o
f pl
anne
r
18
Action Plan
Student: ________________ Group Initials: ______________________ Mentor Initials: __________
Describe the problem your group is addressing:
Components of Action: (What are the things your group is going to do?)
Desired results: (How will you know if your actions have had a positive effect?)
Possible Actions:
Teaching Younger Students/Others
Writing a Letter
Volunteering
Original Publication to Share with Others: Article, Book, Pamphlet, Song, Poem, Artwork, Trading Cards…
Public Performance/Speech (other schools)
Video Distribution
Survey/Petition
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‘s Action Planner:
Our Action we are considering is:
The day and time we will take Action:
The place we will take Action:
Contact information for the place we will take Action (if applicable):
We need to bring:
Other ideas/concerns we need to consider:
Group Member Contacts:
Group Members Phone Number(s)
20
Evaluations
And
Reflections
21
WEEKLY REFLECTION – Week 1 (2 Parts)
Reflect and record about your exhibition project weekly.
New
Learning
Going
Well/Needs
Work
Next Steps
Parent
Signature
22
23
WEEKLY REFLECTION – Week 2 (2 parts)
Reflect and record about your exhibition project weekly.
New
Learning
Going
Well/Needs
Work
Next Steps
Parent
Signature
24
Attitudes I strive to be: Evidence that I showed this
Appreciation Appreciating the wonder and beauty of the world
and its people.
Enthusiasm Enjoying learning.
Respect Respecting myself, others and the world around
me.
Tolerance Being considerate towards differences and
diversity in the world and responsive to the needs
of others.
Cooperation Cooperating, collaborating and leading or following
as the situation demands.
Commitment Being committed to my learning, preserving and
showing self-discipline and responsibility.
Confidence Feeling confident in my ability as a learner, having
courage to take risks, applying what I learned and
making appropriate decisions and choices.
Creativity Being creative and imaginative in my thinking and in
my approach to problems and dilemmas.
Curiosity Being curious about the nature of learning and of
the world, its people and cultures.
Empathy Imaginatively putting myself into another person’s
situation in order to understand one’s thoughts,
reasoning and emotions.
Independence Thinking and acting independently, making my own
judgment based on reasonable principles and being
able to defend my judgments.
Integrity Having integrity and a firm sense of fairness and
honesty.
25
WEEKLY REFLECTION – Week 3 (2 parts)
Reflect and record about your exhibition project weekly.
New
Learning
Going
Well/Needs
Work
Next Steps
Parent
Signature
26
Learner Profile Self Evaluation- Week 3
I am learning to be: Ways I display these attributes are:
I can improve on these attributes by:
a Communicator •I listen to other’s ideas and seek to understand their point of view •I read, write, and talk so others understand me •I work effectively in collaboration with others
Knowledgeable • I explore meaningful concepts, issues, and ideas •I am conscious of when I gain new knowledge and I remember it •I use newfound knowledge and connect to old learning to construct new understanding
a Thinker •I make careful observations of people, objects, events, or behavior •I can solve complex problems and make reasonable decisions that are considerate of others
an Inquirer •I am curious and ask a variety of questions •I independently research answers to my questions •I don’t give up easily if I cannot quickly find answers to my questions •I love to learn new things because new learning is exciting
Balanced •I understand the importance of good physical, emotional, and mental health •I am organized and use time effectively •I know how to deal with stress and pressure and handle it appropriately
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WEEKLY REFLECTION – Week 4 (2parts)
Reflect and record about your exhibition project weekly.
New
Learning
Going
Well/Needs
Work
Next Steps
Parent
Signature
28
Transdisciplinary skills help you be successful. Reflect on your personal skills throughout this
project. Write a few sentences about your use of each skill half-way through your work, and
then again at the completion of the Exhibition.
Transdisciplinary Skills Reflection At the
End of Week 4
Thinking Skills:
Acquisition of Knowledge,
Comprehension, Application,
Analysis, Synthesis,
Evaluation, Thinking of More
than One Point of View,
Thinking about Your Thinking
Social Skills:
Accepting Responsibility,
Respecting Others,
Cooperating, Resolving
Conflict, Group Decision-
Making, Adopting Different
Group Roles
Communication Skills:
Listening, Speaking, Reading,
Writing, Viewing, Presenting,
Non-Verbal Communication
Self-Management Skills:
Spatial Awareness,
Organization, Time
Management, Safety, Codes
of Behavior, Informed
Choices
Research Skills:
Formulating Questions,
Observing, Planning Collecting,
Recording, Organizing, and
Interpreting Data, Presenting
Research Findings
29
WEEKLY REFLECTION – Week 5 (2 parts)
Reflect and record about your exhibition project weekly.
New
Learning
Going
Well/Needs
Work
Next Steps
Parent
Signature
30
Learner Profile Self Evaluation- Week 5
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WEEKLY REFLECTION – Week 6 (2 parts)
Reflect and record about your exhibition project weekly.
New
Learning
Going
Well/Needs
Work
Next Steps
Parent
Signature
32
Attitudes I strive to be: Evidence that I showed this
Appreciation Appreciating the wonder and beauty of the world
and its people.
Enthusiasm Enjoying learning.
Respect Respecting myself, others and the world around
me.
Tolerance Being considerate towards differences and
diversity in the world and responsive to the needs
of others.
Cooperation Cooperating, collaborating and leading or following
as the situation demands.
Commitment Being committed to my learning, preserving and
showing self-discipline and responsibility.
Confidence Feeling confident in my ability as a learner, having
courage to take risks, applying what I learned and
making appropriate decisions and choices.
Creativity Being creative and imaginative in my thinking and in
my approach to problems and dilemmas.
Curiosity Being curious about the nature of learning and of
the world, its people and cultures.
Empathy Imaginatively putting myself into another person’s
situation in order to understand one’s thoughts,
reasoning and emotions.
Independence Thinking and acting independently, making my own
judgment based on reasonable principles and being
able to defend my judgments.
Integrity Having integrity and a firm sense of fairness and
honesty.
33
WEEKLY REFLECTION – Week 7 (2 parts)
Reflect and record about your exhibition project weekly.
New
Learning
Going
Well/Needs
Work
Next Steps
Parent
Signature
34
Transdisciplinary skills help you be successful. Reflect on your personal skills throughout this
project. Write a few sentences about your use of each skill half-way through your work, and
then again at the completion of the Exhibition.
Transdisciplinary Skills Reflection At the
End of Week 4
Thinking Skills:
Acquisition of Knowledge,
Comprehension, Application,
Analysis, Synthesis,
Evaluation, Thinking of More
than One Point of View,
Thinking about Your Thinking
Social Skills:
Accepting Responsibility,
Respecting Others,
Cooperating, Resolving
Conflict, Group Decision-
Making, Adopting Different
Group Roles
Communication Skills:
Listening, Speaking, Reading,
Writing, Viewing, Presenting,
Non-Verbal Communication
Self-Management Skills:
Spatial Awareness,
Organization, Time
Management, Safety, Codes
of Behavior, Informed
Choices
Research Skills:
Formulating Questions,
Observing, Planning Collecting,
Recording, Organizing, and
Interpreting Data, Presenting
Research Findings
35
WEEKLY REFLECTION – Week 8 (2 parts)
Reflect and record about your exhibition project weekly.
New
Learning
Going
Well/Needs
Work
Next Steps
Parent
Signature
36
37
Rubrics
And
Resources
38
Project Rubric
Project
Requirements Outstanding
Proficient Satisfactory Developing
1. Central Idea
Clearly labeled in
large bold font near
the top of the tri-fold
display
Clearly labeled near
the top of the tri-fold
display
Labeled near the top
of the display
Not clearly labeled
or not labeled
2. Lines of Inquiry
All lines clearly
labeled in bold font
All lines clearly
labeled
All lines labeled Lines of inquiry not
labeled or difficult
to find
3. Inquiry
Understanding
All 3 questions
answered in detail (5
sentences minimum)
All 3 questions
answered with fair
amount of detail (3
sentences minimum)
2-3 Questions
answered
adequately
Less than 2
questions
answered or
answered
inadequately
4. Action taken
Exceptional level of
action taken in
response to the
issue –reaches large
public audience
(newspaper, news)
or targets smaller
audience and
prompts them to
take action
Appropriate action
taken in response to
the issue – reaches
large audience
(auditorium) or
targets smaller
audience with in-
depth knowledge
Action taken in
response to the
issue – targets
audience with
appropriate
knowledge
Action not
appropriate or not
taken in response
to the issue – yet to
take action or
action does not
follow central idea
5. 8-Key Concepts All Key Concepts
clearly listed and
addressed with 3
bullets.
All Key Concepts
clearly listed and
addressed with 2
bullets.
Missing one or less
of the Key
Concepts.
Missing two or
more key concepts,
or weak connection
with some of the
key concepts
6. Aesthetics Very appealing to all
audiences, creative
use of labeling (by
hand or computer)
and organized. Easy
to locate, follow, and
read important
information.
Appealing, creative
use of labeling (by
hand or computer)
and organized.
Fairly easy to locate,
follow, and read
important
information.
Appealing with some
creativity. Needs
more organization.
Aesthetics and
creativity need
work. Organization
hard to follow.
39
Rubric for Public Speaking
Elements of
Good Public
Speaking
Exceptional
4 On Target
3 Almost There
2 Needs Work
1
1. Volume/
Projection
of voice
I speak loudly enough
for everyone to hear by
using my diaphragm. I
am not too loud or too
quiet, and it is pleasant
to listen to my speech.
I speak loudly
enough for everyone
to hear most of the
time. I am sometimes
too loud or too soft,
and it is pleasant to
listen to my speech.
I speak too loudly or
too quietly
throughout the
presentation. Mr.
Cornelsen has to
prompt me to speak
louder or softer.
I am so loud that my
peers cover their ears
OR I speak so quietly
no one knows what I
am saying.
2. Rate of
speaking
I don’t speak too fast or
too slow. My pace is
comfortable for others
to listen to so they can
clearly understand my
ideas.
My pace is
comfortable and easy
to listen to, but
sometimes I speak
too fast or too slow.
My ideas are easy to
understand.
My pace is
uncomfortable to
listen to, so my
ideas are hard to
understand. I need a
more natural pace.
I speak so fast that it
is very difficult to
understand me OR I
speak so slowly that
Mr. Cornelsen has to
prompt me to move
onto my next idea.
3. Fluency
I use no “filling the gap”
words such as um, uh,
and, like, hmmm, well,
etc.
I use a few “filling the
gap” words. (3-5
words)
I use a lot of the
“filling the gap”
words. (5-10 words)
I use so many “filling
the gap” words that
the teacher counted
them! (10+ words)
4. Expressive
face and voice
I look and sound
excited about my topic.
I smile and fluctuate my
voice to add emphasis.
My voice is lively and
enthusiastic.
I look and sound
interested in my
topic. I usually smile
and add emphasis to
important ideas.
I look and sound
uninterested in my
topic. I don’t really
smile or add much
emphasis to
important ideas.
I look and sound
bored. I don’t smile or
having much facial
expression. My voice
is monotone.
5. Body
language/
Posture/ Eye
contact
I stand up straight with
my hands free to move
as I speak. I look
comfortable in front of
the room and move in
ways that add to the
presentation. I maintain
eye contact with my
audience. My eyes
comfortably move from
audience member to
audience member.
I stand up straight
with my hands
usually free to move
as I speak. I look
comfortable in front of
the room. Most of the
time, I move in ways
that add to the
presentation. I
maintain eye contact
with my audience
most of the time.
I slouch or sit on a
stool with hands free
to move as I speak. I
do not look very
comfortable in front
of the room and
move in ways that
distract from the
presentation at
times. I attempt to
maintain eye contact
with my audience.
I slouch or sit on a
stool. My hands are in
my pockets or
fidgeting. I do not look
comfortable in front of
the room and move in
ways that distract from
the presentation. I look
at the floor or avoid
eye contact with my
audience.
40
Group Work Rubric Circle the level of performance:
Outstanding Proficient Satisfactory Developing
1. Creativity
of presentation
Very creative.
Shows originality
and provides
great interest for
visitors.
Creative and
interesting. Holds
the attention of the
audience.
Shows some
creative aspects.
Lacking creativity
and engagement
of the audience.
2. Quality of
presentation
materials
Great care is
taken to prepared
high a quality
presentation. All
elements of good
design are used.
A quality
presentation with
most principles of
good design used.
Some attention has
been given to the
principles of good
design.
Little attention to
detail. Hastily put
together.
3. Knowledge of
issue
Displays a clear
and deep
understanding of
the major ideas
and concepts.
Displays a
knowledge of
major ideas and
concepts.
Displays limited
knowledge of major
ideas.
Displays gaps in
knowledge; major
ideas and
concepts.
4. Group
Collaboration
Communicates
clearly and
effectively to all
group members.
Accepts and
excels at the
group role they
are responsible
for.
Communicates to
all group
members.
Accomplishes the
group role they are
responsible for.
Communicates to
some group
members
effectively.
Accomplishes
some of the group
role they are
responsible for.
Does not
communicate
effectively. Does
not accomplish the
group role they are
responsible for.
Summary Comments:
41
Parent Evaluation – The Exhibition
In-Progress
Student Name:______________________________________ Room:_______
Thank you for sharing your work with me. I really liked…
I was surprised…
I didn’t know that…
I would like you to know that…
Signed: _________________________________Date:______________
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Parent Evaluation – The Exhibition
Student Name:______________________________________ Room:_______
What have you learned from your child’s exhibition?
What have you learned about your child and their participation in the
learning process?
Skills
Social Skills
Research Skills
Thinking Skills
Communication Skills
Self-management Skills
Select one of the skills listed. How do you think your child has developed this skill through the exhibition?
IB Learner Profile
Inquirers
Thinkers
Communicators
Risk-takers
Knowledgeable
Principled
Caring
Open-minded
Well-balanced
Reflective
Select one or two of the qualities listed. How do you think your child has developed this quality through the exhibition?
General Comments:
Signed: _________________________________Date:______________
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