A Capstone Project The MYP Community Project: Provides students an - - PowerPoint PPT Presentation

About the TJMS Community Project

A Capstone Project

The MYP Community Project:

 Provides students an opportunity to develop awareness of needs in various communities and address those needs through service learning  Encourages students to explore their rights and responsibilities to take action  As a consolidation of learning, engages students in a sustained, in-depth inquiry  Helps students develop the attributes of the IB learner profile, provides an opportunity to demonstrate Approaches to Learning skills, and fosters the development of independent lifelong learners.

From IBMYP Projects Guide, 2016

Ways students can take Action

(Not all projects require direct service)

Types of Actions and Examples

Indirect service: Though students do not see the recipients during indirect service, they have verified that their actions will benefit the community or environment. Example: Redesigning an organization’s website, writing original picture books to teach a language, or raising fish to restore a stream. Advocacy: Students speak on behalf of a cause or concern to promote action on an issue of public interest. Example: Initiating an awareness campaign

• n hunger in the community, performing

a play on replacing bullying with respect,

• r creating a video on sustainable water

solutions. Research: Students collect information through varied sources, analyze data and report on a topic of importance to influence policy or practice. Example: Conducting environmental surveys to influence their school, contributing to a study of animal migration patterns, or compiling the most effective means to reduce litter in public spaces. Direct service: Interaction involves people, the environment or animals. Example: One-on-one tutoring, developing a garden alongside refugees, or teaching dogs behaviors to prepare them for adoption.

Community Project: Think Global

Global Context Examples

Identity and relationships

(identify formation)

Examine the question, “Why does rap speak to me?” Orientation in space and time

displacement)

Investigate the impact of the Syrian refugee crisis on Syrian youth and sponsor a clothing drive in the community Scientific and technical innovation (adaptation and

ingenuity)

Construct a working a water filtration device for homes in Haiti and fundraise in the community for supplies to build several devices Globalization and sustainability (urban planning) Investigate the concept of “Tiny Homes” as a solution to homeless and draft a report for policy makers Fairness and Development

(Human impact on the environment)

Investigate the issue of “Climate Refugees” and propose actions students can take Personal and cultural expression (artistry; analysis and

argument)

Sponsor a “Spoken Word” event around a particular topic and include a question and answer session

How much of the student’s time is needed?

 m  

How do we support students?

Each student is assigned a supervisor who will support the student throughout the process TJMS provides guidelines, a timetable with deadlines, and in- school lessons and activities  Academic honesty is discussed at the beginning of every school year

Project Presentation and Assessment

 Students present their projects in May.

 Students present in their best or preferred language.  Students receive feedback in the way of award levels ranging from 1 through 7 in the following categories:

• Investigation
• Planning
• Taking Action
• Reflection
• The project is not part of a course so no grade is given.

  

By eighth grade students will:

Sample service interest areas

□ Providing food, clothing and companionship for people in need

□ Protecting the environment/Going Green □ Promoting healthy eating and living/gardening □ Beautifying the environment through Art (visual, music, drama etc.) □ Promoting peace and resolving conflict □ Fighting global and local illnesses □ Helping communities impacted by natural disasters

Example: Student informs the Arlington community of the needs of homeless veterans in Arlington and writes county board to suggest building a facility. Letter details costs, similar facilities, etc.

6th and 7th grade service in particular areas potentially lead to Community Project goals

Project Titles (click the title to view or hear the sample presentation) Community Global context Student(s) Recycling plastic at school (video) School community Globalization and sustainability Individual Raising funds for charity (audio) National charity

• rganization

Fairness and development Group