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G6 Student

Exhibition Manual

2014

Name: ____________________

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Table of Contents

What are the PYP Essential Elements p. 3

PYP Exhibition Guidelines p. 7

Declaration of Academic Honesty p.11

Assessment p.12

Stage 1: Discussing Real Life Issues p.19

Stage 2: Posing Questions, Central Idea, Lines of Inquiry p. 27

Stage 3: Planning the Exhibition p. 33

Stage 4: Gather the necessary materials p. 43

Stage 5: Record your findings p. 53

Stage 6: Presenting the Exhibition p. 55

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PYP

ATTITUDES AND DESCRIPTIONS

APPRECIATION Admiring the wonder and beauty of the world and its people

COMMITMENT Persevering and showing self-discipline; responsibility to your own

learning

CONFIDENCE Having the courage to take risks, applying what you have learned

and making appropriate decisions and choices

COOPERATION Collaborating, and leading or following as the situation demands

CREATIVITY Being imaginative in your thinking and in your approach to

problems and dilemmas

CURIOSITY Wondering about the nature of learning, about the world, its people

and cultures

EMPATHY Imagining yourself in another’s situation in order to understand his

or her reasoning and emotions, so as to be open-minded and

reflective about the perspectives of others

ENTHUSIASM Enjoying learning and willingly putting the effort into the process

INDEPENDENCE Thinking and acting by yourself, making their own judgments based

on reasoned argument, and being able to defend their judgments

INTEGRITY Being honest and demonstrating a considered sense of fairness

RESPECT Be considerate of yourself, others and the world around you

TOLERANCE Being sensitive about differences and diversity in the world and

being responsive to the needs of others.

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PYP KEY CONCEPTS

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PYP EXHIBITION: STUDENT GUIDELINES

The exhibition holds a place of special importance in the PYP, and you will be working on it for some

time. Participating in the exhibition will demonstrate your learning in the PYP. The exhibition will

involve others (for example, you may work in a small group or become involved with an organisation

outside the school), and your participation and your work will be assessed. Your teacher will assess

your planning and learning, including your reflections, the methods you use, the way you link your

exhibition to the transdisciplinary themes and any forms of action that you engage in as a result.

Your teacher or mentor will share with you the criteria for this assessment.

The development of the exhibition at Mulgrave may include the following stages:

1. Discussing possible real-life issues or problems to be investigated

Issues could be directly connected to your school or local area, and they may also be relevant

to children in other parts of the world. In your group, consider everyone's ideas carefully

before making a final decision.

Who? First individually and then maybe in small groups, brainstorm issues that could be investigated and think about what issues you might be passionate about taking on.

What? Identifying issues affect children around the world.

When? Beginning now

Where? Looking at your personal life, in the community, the city, the country and in the world.

Why? By discussing possible issues and finding significant ones to tackle

How? By being open-minded to listen to others’ suggestions, by being observant and by reflecting on your thoughts

2. Posing questions that help to define the central idea and to decide upon the lines of

inquiry:

When the issue has been selected, you will need to have a basic understanding of the issue

and be able to explain why it is important in order to investigate it in more depth. You could

explore the issue further by:

discussing your ideas with different people, both inside and outside school

visiting a local site

identifying and looking at available resources

considering how the issue connects to the transdisciplinary themes.

Once you have a better understanding of the issue, develop a central idea to explain the

significance of your inquiry. Thinking about PYP concepts (form, function, causation, change,

connection, perspective, responsibility and reflection) that are related to this issue could help

you construct questions to guide your inquiries. It is useful to identify the lines of inquiry you

will follow in order to explore your questions and develop your understanding of the central

idea. The central idea, lines of inquiry and questions will help you to stay focused during this

investigation and help you find out about your exhibition issue.

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Who? You, your group, speaking with your parents, visiting outside

organisations

What? Asking question, investigating

When? After you picked an issue you are interested in ..

Where? Inside school - books, magazines, newspapers, people; outside school -

library, places

Why? To know more about your issue, to understand it so that you can present it

to teach your audience about your issue, you need to be and try to make a difference

How? Asking questions and then find answers

3. Planning the exhibition

Write down ideas for how you will explore and develop your understanding of your central idea

and questions within the defined of inquiry.

In your group, ask questions such as:

Where do we find the materials and resources we need?

Who might have useful information?

What kind of experiences might inform our inquiries?

Do we need to carry out any experiments?

Do we need to prepare a questionnaire or survey?

What kind of technology will we need to have access to?

Choose sources and resource materials carefully; by looking at a variety of different sources, you

can improve the quality of your exhibition. When you have found a source of information, it is

important to consider the possible bias of this information and how useful it is going to be.

Who? Students, teachers, mentors and parents

What? To think about the tasks that need to be done, plan a timeline so that you

know what needs to be done by a certain date

When? Starting now, more at the beginning and revisiting plans and make

changes along the way

Where? At home, with your group at school, and by yourself

Why? So that you know what you have to do to prepare for your exhibition and so

that the whole task becomes more manageable

How? Continue to revisit issues and to ask questions

4. Gathering the necessary material

Always write down the sources of your material. This information will vary according to

the type of source consulted

A printed text: record the author(s), title, publisher and date of publication

A website: record the website address

(e.g. http://www.un.org/Pubs/CyberSchoolBus/index.html)

An interview: record the name, address, role of the person and date of the interview

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An experiment: record the equipment and method used, the results and conclusions

A work of art: record the title, artist and reference (museum, recording) if appropriate

Who? All students

What? Create a bibliography of primary and secondary resources

When? On a daily basis and whenever you have collected information from

different sources

Where? Keep everything in one spot, create a bibliography

Why? Important to reference and acknowledge other people s ideas

How? See guidelines on how to create a bibliography

5. Recording and reflecting

Making regular entries in a journal of all your ideas, decisions and actions to record your

progress as you work on the exhibition can clearly show the work you have been engaged in

as well as how your understanding of the issue is developing. It should be filled in regularly to

show you how your exhibition is progressing. A journal can also be used to show your mentor

the progress being made. These reflections should be supported by recorded evidence of the

process. This evidence could include photographic and video evidence, interview notes,

feedback and comments from your peers, teachers and/or mentors and parents.

Who? Individual students

What? Record ideas and thoughts, and reflect on your own thinking

When? Regularly, throughout the whole process

Where? In class, in school, at home, whenever you work on every part of the

exhibition

Why? To have a record of your work, show your thinking and progress, and to

reflect on your feelings

How? Written, typed or video reflection

6. Presenting the Exhibition

Towards the end of exhibition, you will need to think carefully about how you wish to present the results of your inquiries. You must always consider your presentation from other people’s perspectives.

Be informed about the material you choose to present. You will need to be able to

answer any questions about it confidently

Discuss the presentation with your teacher and/or your mentor before you start working

on it

Use diagrams, drawings and/or photographs to add to the clarity of your presentation

Look at the examples of exhibitions that other students have done in your school in the

past. In particular, the formats they have used to present their ideas.

Make sure your presentation is clear, informative and appropriate for a range of

audiences

And finally, you should celebrate your learning

Who? Presenting to students, teachers, parents, and visitors from elsewhere

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What? Presenting and showcasing everything you have done

When? March 4th-in the morning to students and Faculty and in the evening to

parents and the community

Where? At school: theatre, library, black-box, atrium ....

Why? To help others learn and to show others what the PYP is about and to

How? Using posters, PowerPoint presentations, speech, movements, etc.

celebrate the end of your PYP education

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Individual declaration of

Academic Honesty

By signing this declaration I am confirming that I understand the meaning of plagiarism.

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

whole or in part from another student s work, or from any other source (eg. published books,

periodicals, or the web) without due acknowledgement in the text.

I, __________________________________________ declare that for this submitted work:

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

marks and direct reference to their work;

I will not re-word the ideas of others without proper and clear acknowledgement;

I will not write ideas or suggestions that originated from others and claim these as my

own;

I will not include words from other students work without permission.

Signed:________________________________________ Date:_________________________

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EXHIBITION 2014 Formative Assessment

Group Name:

Group Members:

Achievement Levels: E=Expert P=Practitioner A= Apprentice N=Novice

CRITERIA LEVEL

Written Component - individual Comprehension Paragraph Analysis Paragraph Action Paragraph

Transdisciplinary Skills (Group Dynamics, Time Management, Communication,

Research Skills, Independence)

Group Dynamics (cooperating, respecting others, group decision making,

resolving conflict)

Independence (Thinking and acting independently, taking on and

completing tasks in an appropriate manner)

Formative EXHIBITION LEVEL

Comments:

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EXHIBITION 2014 Overall Assessment:

Group

Name:___________________________________________________________

Group Members:

_______________________________________________________

Achievement Levels: E=Expert P=Practitioner A= Apprentice N=Novice

CRITERIA LEVEL

PRESENTATION SUMMATIVE (assessed by Mr. RJ, Mrs. Ferguson, Ms. Yakachuk or Mrs.

Jolley)

WRITTEN COMPONENT Lines of Inquiry Conclusions, Analysis and Actions

WEEK FOUR FORMATIVE (Group Dynamics, Time Management, Communication,

Research Skills, Independence)

GROUP DYNAMICS (cooperating, respecting others, group decision making,

resolving conflict)

INDEPENDENCE (Thinking and acting independently, taking on and

completing tasks in an appropriate manner)

FINAL EXHIBITION LEVEL

Comments:

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Stage 1: Discussing possible real-life issues or

problems to be investigated

Transdisplinary Theme:

How we organise ourselves An inquiry into the interconnectedness of human-made

systems and communities; the structure and function of

organizations; societal decision-making; economic

activities and their impact on humankind and the

environment

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The Inquiry Cycle

What does it look like?

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Brainstorm Begin recording all the possible issues you would like to

explore

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Stage 2: Posing questions that help define the

central idea and to decide upon the lines of

inquiry

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TEACHER QUESTIONS FORM: What is the issue?

FUNCTION: How will you address the issue?

Causation: What is/are the cause(s) of the issue?

Change: What needs to change in order to resolve the issue?

Perspective: What are the different points of view or sides to the issue?

Responsibility #1: Why is it important that this issue be addressed?

Responsibility #2: What is our responsibility to the issue?

Connection: How does your issue link to “How we organise ourselves?

Reflection: How do you know if you truly understand your issue?

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Stage 3: Planning the Exhibition

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Stage 4: Gather the necessary materials

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SAMPLE EMAIL for Communication with a potential speaker/expert

Dear (try to find the name of the manager or person in charge),

My name is ____________________ and I am a Grade 6 student at Mulgrave School in West Vancouver, BC.

My classmates and I are working hard to research a topic that is of great interest to us, (insert topic here).

We understand that you would have first-hand knowledge of this topic so we wonder if you might be able to

assist us by answering a few questions (speaking with one of us on the phone, meeting with us in person,

or answering some questions for us via email).

In order to give you more information about what we are doing, I have included some of our inquiries:

(list lines of inquiry here)

In addition to this, we would like to provide you with some of our burning questions:

(list questions here)

If you think you might be able to spare some time to work with us, we would greatly appreciate your help.

Please contact me, or my teacher if you would feel more comfortable (insert teacher’s name and email

address here).

Sincerely,

(Insert your FULL name here)

Grade 6 Student

Mulgrave School

2330 Cypress Lane

West Vancouver, BC V7S 3H9

Phone: 604-922-3223

SAMPLE PHONE CONVERSATION for Communication with a potential speaker/expert

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Hello, may I please speak to (try to find the name of the manager or person in charge)?

My name is ____________________ and I am a Grade 6 student at Mulgrave School in West Vancouver, BC.

My classmates and I are working hard to research a topic that is of great interest to us, (insert topic here).

We understand that you would have first-hand knowledge of this topic so we wonder if you might be able to

assist us with our questions by (speaking with one of us on the phone, meeting with us in person, or

answering some questions for us via email). Do you have a few minutes to spare right now?

Wait for a response… have the rest of the information ready to share when the conversation leads to it.

In order to give you more information about what we are doing, I have some questions to ask you:

(list questions here)

If you think you might be able to spare some time to work with us, we would greatly appreciate your help.

Please contact me or my teacher if you would feel more comfortable (insert teacher’s name and email

address here).

Thank you for your time.

School Address & Phone number: Teachers’ email addresses:

Mulgrave School nferguson@mulgrave.com

2330 Cypress Lane GRonald-Jones@mulgrave.com

West Vancouver, BC V7S 3H9 cyakachuk@mulgrave.com

Phone: 604-922-3223 tjolley@mulgrave.com

Have a pen handy and be ready to write down information!

Be EXTRA polite and remember to say THANK YOU!

Speak clearly on the phone.

Leave a detailed message that includes all the above information if your call goes to a voice mail box or

answering machine. Make sure you give them a way to reach you in return!

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Stage 5: Recording your findings

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Stage 6: Presenting the Exhibition

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EXHIBITION NIGHT SCRIPT 2014

Student 1 Welcome to this year’s Grade 6 Exhibition!

Student 2 I am sure many of you here today will already know a lot about exhibition, but for those

of you who don’t, this is the culmination of the Primary Years Programme.

Student 3 This is the time when we synthesize all of our knowledge and experiences from our

PYP years.

Student 1 Our inquiries were under the umbrella of the transdisciplinary theme Sharing the Planet.

Student 2 Sharing the planet is an inquiry into rights and responsibilities and the struggle to share

finite resources with other people and with living things, communities and the

relationships within and between them; access to equal opportunities, peace and

conflict resolution.

Student 3 That was a lot to think about!

Student 1 It sure was!

Student 2 In order to get our heads around these big ideas, we started by reflecting on the five

essential elements of the PYP during our Student Led Conferences

Student 3 We have also created visual representations of how the essential elements work

together to help us demonstrate our deeper learning through responsible and

meaningful action.

Student 1 As you walk around the school tonight, you will see models, and posters that describe

the PYP essential elements.

Student 2 To gain more background knowledge on the theme of Sharing the planet, we also

brought in and shared newspaper articles related to topics such as oil, global warming,

water issues, forestry, logging and animal rights and conservation.

Student: 3 We also had a day of exploration of West Vancouver to discover how humans impact

the environment in both positive and negative ways. At each of the three locations, we

were able to actively engage in improving the local natural environment.

Student: 1 During the day, each class went to Ambleside Beach for a session to recognize the impacts our garbage has on an aquatic environment. We conducted a beach clean-up and sorted the collected “garbage” from the beach into: compostable, recycling or garbage.

Student 2: We also went to Dale Park, near Lighthouse Park and pulled Ivy, an invasive species to

the area. As a group, we filled over 75 bags of ivy. It was a challenging feat, but making a

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Inspiring Excellence in

EDUCATION and LIFE

Mulgrave School

Grade 6 PYP Exhibition