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    Piedmont IBMiddle MYPCommunity Project

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    Christopher Clark
    The document summarizes the requirements for an 8th grade Community Project at Piedmont Middle School as part of the International Baccalaureate (IB) program. Students are challenged to identify a need in their community and design a project to address that need. They must investigate the issue, create an action plan, connect it to an IB global context, document their work in a process journal, execute their plan, and present their project. The project aims to teach skills like collaboration, self-management, and reflection through community service.

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    Piedmont IBMiddle MYPCommunity Project

    Uploaded by

    Christopher Clark
    1K views7 pages
    The document summarizes the requirements for an 8th grade Community Project at Piedmont Middle School as part of the International Baccalaureate (IB) program. Students are challenged to identify a need in their community and design a project to address that need. They must investigate the issue, create an action plan, connect it to an IB global context, document their work in a process journal, execute their plan, and present their project. The project aims to teach skills like collaboration, self-management, and reflection through community service.

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    Piedmont IB Middle MYP Community Project Outline

    Original Title

    PiedmontIBMiddleMYPCommunityProject

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    The document summarizes the requirements for an 8th grade Community Project at Piedmont Middle School as part of the International Baccalaureate (IB) program. Students are challenged to identify a need in their community and design a project to address that need. They must investigate the issue, create an action plan, connect it to an IB global context, document their work in a process journal, execute their plan, and present their project. The project aims to teach skills like collaboration, self-management, and reflection through community service.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    1K views7 pages

    Piedmont IBMiddle MYPCommunity Project

    Uploaded by

    Christopher Clark
    The document summarizes the requirements for an 8th grade Community Project at Piedmont Middle School as part of the International Baccalaureate (IB) program. Students are challenged to identify a need in their community and design a project to address that need. They must investigate the issue, create an action plan, connect it to an IB global context, document their work in a process journal, execute their plan, and present their project. The project aims to teach skills like collaboration, self-management, and reflection through community service.

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    © All Rights Reserved
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    Piedmont IB Middle MYP Community Project

    Piedmont Middle School - an IB world school- is a place where students are challenged to display
    a sense of social responsibility and global awareness. Piedmont students are challenged to
    become well-rounded citizens who are aware of their surrounding world and give back to their
    community. One of the requirements of the International Baccalaureate program is for students
    to complete Community and Service. The inspiration of Community and Service is the belief that
    each student can contribute to the community and will ask themselves, How can I make a
    difference? To fulfill the MYP IB requirement, 8th grade students are required to complete a
    Community Project.
    The Community Project is an ongoing community service activity where students focus on one
    area of interest in which they can make a positive impact. Students should choose an area of
    society in which they have a particular passion to make a difference. Through this MYP
    community project, students experience the responsibility of completing a significant piece of
    work over an extended period of time, as well as the need to reflect on their learning and the
    outcomes of their workkey skills that prepare students for success in further study, the
    workplace and the community. Community and service projects can be completed
    individually or in a group of up to three students.
    Using the design cycle, students will:
    identify a need within the community where they would love to make a difference
    investigate and create an action plan on how they can contribute
    make a connection to the IB global context
    create a process journal that documents and reflects upon their experience
    meet with teacher/mentors to review project
    execute their action plan
    present their service project
    What is My Community?
    A community is a group of people living, working, or playing together. Some communities are
    small and others large. Examples of communities are: your neighborhood, your class, your
    school, your city, your state, your region, your country, OUR WORLD!

    Revised 3/9/2016

    Why Should I Care About My Community?


    Since you are part of your community, you are actually helping yourself when you work to
    maintain and preserve your community. Unfortunately, it is true that many people do not care
    about their community, but you do not have to think that way. It is important that students learn to
    care about their community in order to improve the quality of life for themselves and others.
    Sometimes it is easy to be selfish and to think about oneself. We all do it some of the time, but
    just imagine what the world would be like if we did it all the time! The fact is, we are all members
    of many communities and as members we have to share in the responsibility of making sure that
    they are the best possible communities in which to live.

    What is service?
    Serving the community is an opportunity to participate in activities based upon your personal
    talents and interests. The main focus of community and service is to instill an awareness of
    yourself and the role you play in your community and the world.

    Service to others is the rent you pay for your room here on earth. - Muhammad Ali

    MYP Community Project


    MYP Aims
    The aims of the MYP projects are to encourage and enable students to:
    participate in a sustained, self-directed inquiry within a global context
    generate creative new insights and develop deeper understandings through in-depth
    investigation
    demonstrate the skills, attitudes and knowledge required to complete a project over
    an extended period of time
    communicate effectively in a variety of situations
    demonstrate responsible action through, or as a result of, learning
    appreciate the process of learning and take pride in their accomplishments

    Revised 3/9/2016

    MYP Objectives
    Students must address all strands of all four objectives in the MYP
    community project.
    Objective A: Investigating
    I.
    II.
    III.

    Define a goal to address a need within a community, based on personal


    interests
    Identify prior learning and subject-specific knowledge relevant to the project
    Demonstrate research skills

    Objective B: Planning
    I.
    II.
    III.

    Develop a proposal for action to serve the need in the community


    Plan and record the development process of the project
    Demonstrate self-management skills

    Objective C: Taking Action


    I.
    II.
    III.

    Demonstrate service as action as a result of the project


    Demonstrate thinking skills
    Demonstrate communication and social skills

    Objective D: Reflecting
    I.
    II.
    III.

    Evaluate the quality of the service as action against the proposal


    Reflect on how completing the project has extended their knowledge and
    understanding of service learning
    Reflect on their development of IB Approaches to Learning skills

    Revised 3/9/2016

    MYP Community Project: Global Context


    The global context chosen by the students provides a context for inquiry and research in the
    project. Students choose only one global context to define their goal.
    GLOBAL
    CONTEXT

    IDENTITIES
    AND
    RELATIONSHIPS

    ORIENTATION
    IN
    SPACE AND TIME

    PERSONAL
    AND
    CULTURAL
    EXPRESSION

    SCIENTIFIC
    AND
    TECHNICAL
    INNOVATION

    GLOBALIZATION
    AND
    SUSTAINABILITY

    FAIRNESS
    AND
    DEVELOPMENT

    DESCRIPTION

    PROJECT EXAMPLES

    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.

    - Laughter therapy campaign in childrens hospital or elder care


    home
    - Tutoring classes providing additional or special instruction to
    primary school students
    - Researching the effects of cola drinks on digestion and
    developing a campaign to promote healthy choices available
    from school vending machines

    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.

    - Joining a museum or historical society in the community to


    contribute to maintaining, restoring, and recovering local history
    - Making a plan for wheelchair accessibility
    - Seeking to improve the facilities for young people by producing
    an article for the school magazine summarizing the problem and
    possible solutions

    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.

    - Improving the environment in the local hospital by designing


    and creating a series of pictures to hang in the corridors
    - Performing a theatre play to raise awareness on bullying
    - Promoting intercultural understanding through a graffiti contest

    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.

    - Helping a local community make an efficient, low-cost use of


    energy-powered devices
    - Developing a program to promote the use of wind energy for
    domestic devices
    - Campaigning to reduce paper use and to promote recycling
    - Campaigning to reduce water, electricity or fuel waste

    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 worldinterconnectedness; the impact of decisionmaking on humankind and the environment.

    - Campaigning to raise awareness and reduce plastic straw


    waste use
    - Passing a plan to local authorities for tree planting in an area in
    need of re-greening
    - Creating a school or community garden

    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.

    - Campaigning for fair-trade awareness


    - Contributing to educational opportunities, for example,
    supporting a local non-governmental organization that works on
    literacy in our town
    - Addressing the concerns of immigrants and migrant
    populations

    Revised 3/9/2016

    Your Community Project will involve completing the following steps.


    Step 1: Brainstorm to identify a need within your community.
    Step 2: Decide on your goal and how you can achieve your goal.
    Step 3: Connect your goal to an IB Global Context.
    Step 4: Research and plan your service project.
    Step 5: Execute your service project.
    Step 6: Create a product to present your project.
    Step 7: Present your project.

    As you complete these steps, you will be recording your information using the design cycle
    journals listed on the following pages. All of your design cycle journal entries should be
    completed on ONE electronic document for your mentor to review.
    TIPS:
    Recruit others to help 6th and 7th graders still need hours, so they can make great
    helpers.
    Go for something GREAT! THINK BIG! BE AMAZING! We want your project to make
    local or national news. Think of how great this will look on your resume and college
    applications. This is also a project that can be used to develop your senior exit
    project.
    www.tolerance.org/youth-united - This website has 3 videos that are great examples of
    students that created and executed community service projects. Also check out these
    as resources to help with ideas and show amazing teenagers making a difference in
    their community:
    http://www.everyday-democracy.org/
    http://serves.cmslearns.org
    http://www.cnn.com/SPECIALS/cnn.heroes
    http://www.theguardian.com/world/2013/oct/18/teenagers-changing-world-malala-yousafzai
    http://www.familycircle.com/family-fun/volunteering/teens-who-are-making-a-difference/
    http://www.columbusparent.com/content/stories/2010/01/31/teens-making-a-difference.html
    http://www.huffingtonpost.com/2011/12/07/top-kids-making-difference_n_1133564.html
    http://www.huffingtonpost.com/2011/12/15/amazing-teens-who-broke-b_n_1152386.html

    Revised 3/9/2016

    Timeline for Community Project


    Student Activity

    Teacher Activity

    Date to be Completed

    Process Journal Phase ONE


    Journal Entry 1

    Mentor Feedback #1

    Friday, September 23rd

    Process Journal Phase TWO


    Journal Entries 2-4

    Mentor Feedback #2

    Friday, October 7th

    Process Journal Phase THREE


    Journal Entries 5-7

    Mentor Feedback #3

    Friday, November 4th

    Process Journal Phase FOUR


    Journal Entries 8-10

    Mentor Feedback #4

    Monday, April 3rd

    Final Assessment

    Presentation Dates
    Wednesday, April 26th

    Presentation of Final Product


    Process Journal

    Revised 3/9/2016

    You are going to be executing a community and service project that identifies a
    specific need for a specific community with a specific goal in mind.
    Use the table below to help you begin your thought process.

    A NEED

    THE
    GOAL

    A
    COMMUNITY

    GLOBAL
    CONTEXT

    EXAMPLES

    freedom of
    expression

    to raise
    awareness

    the elderly in a
    nursing home

    Personal and
    Cultural
    Expression

    teach art classes at a


    nursing home

    trained working
    dogs

    to
    participate
    actively

    special needs
    community

    Identities and
    Relationships

    volunteer at a seeing eye


    dog center

    access to clean
    drinking water

    to help
    provide
    access

    Malawi

    Orientation in
    Space and Time

    create a fundraiser to help


    raise money to build
    community wells

    (access to)
    medical
    provisions

    to inform
    others

    economically
    disadvantaged

    Fairness and
    Development

    assist at a free dental


    clinic

    medical advances

    to create/
    innovate

    cancer patients

    Scientific and
    Technical
    Innovation

    create an online support


    group for patients with
    similarities

    social acceptance

    to change
    behaviors

    the school
    community of
    teachers and
    students

    Identities and
    Relationships

    performing a theatre play


    to raise awareness on
    bullying

    the local population

    Globalization
    and
    Sustainability

    campaigning to reduce
    paper use and to promote
    recycling and/or to reduce
    water, electricity or fuel
    waste

    modernization of
    local methods of
    waste
    management

    to advocate

    Revised 3/9/2016

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