Inquiry into the natural world and its laws, the interaction bet ween the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
PYPX HOW THE WORLD WORKS REFLECTION JOURNAL
No.
Content
1
Introduction
2
Academic Honesty Contract
3
Exhibition Timeline
4
Learner Profile and Attitudes pre-assessment
5
Central idea and lines of inquiry
6
Exhibition Checklist
7
Exhibition Rubric
8
Team Essential Agreements
9
Key Concept Questions
10
Weekly plans and reflections
11
Mentor meetings
12
People we learnt from ( Interview/ Guest speakers)
13
Learner Profile and Attitudes mid-assessment
14
Planning for Action
15
Taking Action
Check off when done
16
Action report and reflection
17
Learner Profile and Attitudes final assessment
18
Transdisciplinary Skills Self Assessment
19
Bibliography
Tuning In
Reflecting on Action
Finding Out
Taking Action
Our Team:
 ................................. ................................. ................................. ................................. ................................. .................................
Going Further
Sorting Out
Academic Honesty ISA International School of Guangzhou Academic honesty stems from the IB requirements. As an IB school we are committed to be academically honest. The student profile reminds us to be principled, balanced, knowledgeable, caring, reflective, open-minded, communicators, and inquiring thinkers. The attitudes of the PYP encourage us to be committed to: learning, feeling confident as a learner, enjoying learning, thinking and acting independently, having a firm sense of fairness and honesty and respect towards ourselves and others.
Being a PYP student is being academically honest! Being a PYP teacher is being academically honest! It is important for ISA ISG school community to be aware that we should be honest and respectful of intellectual property. As members of the school community we should support each other. • Respect the author’s rights and quote Student’s role your findings • Write a proper Bibliography • Put work into your own words • Make sure you do your fair share if you work in a group Teacher’s role
• • • •
Teach students to cite sources properly Teach students to use their own words to explain ideas Set clear goals with the students on expectations for academic honesty Model academic honesty at all grade levels
Parent’s role
• • • •
__________________ Student’s signature
___________________ Teacher’s signature
Talk to your child about being honest/ dishonest Discuss with your child about what they are learning at school Encourage your child to use their own words Be aware of what your child is reading
____________________ Parent’s signature
Exhibition Timeline Stage
Activity
Tuning In planning
Introduction of Central Idea Allocation of teams and mentors Forming questions based on concepts Declaration of Academic Honesty Personal Reflection 1 Mentor Meeting 1
Finding Out People we learnt from ( Interview/ Guest Gathering speakers) Information Surveys Internet Research
Books and Printed Resources Audio and Visual Resources Visitation – Places Personal Reflection 2 Mentor Meeting 2 Sorting out: - Layout and Design of exhibitio n
Research continues
Deadline
Complet ed ( Tick)
Going further Draft version
Data and research gathered and recorded Personal Reflection 3 Mentor Meeting 3 Midway checklist Provide draft plan to teacher and mentor Get feedback for improvement Personal Reflection 4 Changes and updates applied Mentor Meeting 4 Personal Reflection 5 Mentor Meeting 5 Latest findings recorded Personal Reflection 6 Mentor Meeting 6
Making Prepare exhibition displays conclusions and taking Set up exhibition booths Action Presentation Student reflection
LEARNER PROFILE PRE-ASSESSMENT Need to work on it! INQUIRERS courageous, know how to research and love learning COMMUNICATORS get and give ideas and information confidently RISK-TAKERS willing to try new things and stand up for own beliefs KNOWLEDGEABLE know a lot about important issues PRINCIPLED honest, fair, just, take learning seriously CARING care about others at work, want to do good things and help others OPEN-MINDED consider other people’s ideas and listen to what others have to say BALANCED enjoy doing lots of different things, have a good balance between study and play REFLECTIVE look back on their work and try to improve where they need to THINKERS think before acting and before solving problems
Getting there!
Pretty good!
Out of sight!
Reflection:
PYP ATTITUDES PRE-ASSESSMENT Need to work on it! APPRECIATION Appreciating the wonder and beauty of the world and its people. ENTHUSIASM Enjoying learning. RESPECT Respecting myself, others and the world around me 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.
Getting there!
Pretty good!
Out of sight!
Reflection:
CENTRAL IDEA
Keywords and their meaning
Lines of Inquiry •
_______________________________________________
•
_______________________________________________
•
_______________________________________________
PYPX 2017 Checklist Inform ation
Criteria The exhibition includes a clear theme appropriate to the concepts presented. Central Idea and Lines of Inquiry are evident Student questions clearly connected with PYP Key Concepts Development of Visuals (Pictures / photos used reflect information being focused upon) Displays and other visual aids in the exhibition are well coordinated with the theme. The written descriptions are clear and accurate concepts. Notes are organized and written in students’ language The issue and the reasons why it was chosen Writing sample(Persuasive writing) Article based on an interview or a questionnaire/survey Diagrams/Graphs/Charts are evident and explained. Bibliography The journal is neat, organized, and complete.
Selfassessment
Teacher’s assessment
Visual aids such as symbols, words, phrases, colors, styles and designs help to understand the topic. Presen tation
Show an understanding of the Central Idea. Uses accessories efficiently Uses time efficiently Documents the inquiry process Demonstrates Transdisciplinary Skills Demonstrates Attitudes and Learner Profile Shares Action Uses minimum 2 languages Keeps the audience actively engaged Answers questions originally posed
Ways of sharing the findings and solution s (choose 3 or more)
Media presentation (e.g. Documentary, movie, Adobe Spark, etc.) ART work Dance Drama Music 3D model/installation Experiment Poem Other
Team Essential Agreements Create a list of Team Essential Agreements for your group for this Exhibition:
What do we want to learn? KEY CONCEPTS Form What is it like?
Function How does it work? Causation Why is like it is? Change How is it changing? Connection How is it connected with other things? Responsibility What is our responsibility? Perspective What are the points of view? Reflection How do we know?
HOW DO WE BEST LEARN? Our Weekly
 PLAN Personal Reflection Ideas La st What did you we want to do? ek ref lec tio n
Th What do you is want to do? we ek pla n
Research
Resources
Challenges
How did you do it?
What resources did you use?
What challenges did you face? How did you solve them?
How will you do it?
What resources will you use?
What challenges might you face? How can you solve them?
Burning issues
WEEKLY CHECKLIST WEEK 1
Mon. Daily Goals:
Tasks:
Resour ces:
Tue.
Wed.
Thurs. Fri.
Sat/ Sun
Mon. Pple:
Places :
Achiev ments
Extens ion/ Home work
Tue.
Wed.
Thurs. Fri.
Sat/ Sun
WEEKLY CHECKLIST WEEK 2
Mon. Tasks:
Resour ces:
Pple:
Places:
Tue.
Wed.
Thurs. Fri.
Sat/ Sun
Mon. Achiev ments
Extensi on/ Home work
Tasks:
Tue.
Wed.
Thurs. Fri.
Sat/ Sun
WEEKLY CHECKLIST WEEK 3
Tasks:
Resour ces:
Pple:
Places:
Achiev ments
Extensi on/ Home work
WEEKLY CHECKLIST WEEK 4
Tasks:
Resour ces:
Pple:
Places:
Achiev ments
Extensi on/ Home work
WEEKLY CHECKLIST WEEK 5
Tasks:
Resour ces:
Pple:
Places:
Achiev ments
Extensi on/ Home work
WEEKLY CHECKLIST WEEK 6
Tasks:
Resource s:
Pple:
Places:
Achievm ents
Extensio n/Home work
Mentor Meeting
Date of Meeting: ______
Meeting Notes 
 (What did we discuss?)
Next To Do
Task
Responsible Person
List
Mentor Comments
Kindly comment on progress, issues, difficulties raised and profiles, attitudes or skills demonstrated by the students during the meeting.
Mentor's Signature__________
Mentor Meeting
Date of Meeting: ______
Mentor Meeting
Date of Meeting: ______
Mentor Meeting
Date of Meeting: ______
Mentor Meeting
Date of Meeting: ______


Mentor Meeting
Date of Meeting: ______
PYP Exhibition “Mentor’s” Reflections Mentor:_________________ Student/s: ______________ Criteria
Excellent
Good
Satisfactory
Needing Improvement
Student is Regular and Prompt with meetings Student shows signs of progress with each meeting Student is open to suggestions Student is directing inquiry with questions Student is planning and following through with plans Student is being quite pro-active with inquiry Student shows knowledge of the inquiry process Student shows progressing knowledge of the central idea he/ she is inquiring into
Interview / Guest Speaker
Date: _______________
We learn from other people!
Questions and Answer:
Interesting things I learnt: ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________
Name: _____________________
 Position:____________________
 Organization:________________
LEARNER PROFILE MID-ASSESSMENT Need to work on it! INQUIRERS courageous, know how to research and love learning COMMUNICATORS get and give ideas and information confidently RISK-TAKERS willing to try new things and stand up for own beliefs KNOWLEDGEABLE know a lot about important issues PRINCIPLED honest, fair, just, take learning seriously CARING care about others at work, want to do good things and help others OPEN-MINDED consider other people’s ideas and listen to what others have to say BALANCED enjoy doing lots of different things, have a good balance between study and play
Gettin Prett Out g y of there! good! sight !
Evidence
REFLECTIVE look back on their work and try to improve where they need to THINKERS think before acting and before solving problems
PYP ATTITUDES MID-ASSESSMENT Need to work on it! APPRECIATION Appreciating the wonder and beauty of the world and its people. ENTHUSIASM Enjoying learning. RESPECT Respecting myself, others and the world around me 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 selfdiscipline 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. CURIOUSITY 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.
Getti Prett Out ng y of there! good sight ! !
Evidence
Our Action
Finding Out
Tuning In
Our Ideas 

________________ ________________ ________ Taking Action
________________ ________________ __
Going Further
Sorting Out
Action Report and Reflection 
 Our Action Difficulties we faced
New ideas :
How we overcame Difficulties
Next steps
LEARNER PROFILE FINAL-ASSESSMENT Need to work on it!
INQUIRERS courageous, know how to research and love learning COMMUNICATORS get and give ideas and information confidently RISK-TAKERS willing to try new things and stand up for own beliefs KNOWLEDGEABLE know a lot about important issues PRINCIPLED honest, fair, just, take learning seriously CARING care about others at work, want to do good things and help others OPEN-MINDED consider other people’s ideas and listen to what others have to say BALANCED enjoy doing lots of different things, have a good balance between study and play REFLECTIVE look back on their work and try to improve where they need to THINKERS think before acting and before solving problems
Getting there!
Pretty good!
Out of sight!
Evidence
PYP ATTITUDES FINAL-ASSESSMENT Need to work on it! APPRECIATION Appreciating the wonder and beauty of the world and its people. ENTHUSIASM Enjoying learning. RESPECT Respecting myself, others and the world around me 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. CURIOUSITY Being curious about the nature of learning and of the world, its people and cultures.
Getti Pret Out ng ty of there good sight ! ! !
Evidence
EMPATHY Imaginatively putting myself into another person’s situation in order to understand one’s thoughts, reasoning and emotions.
My reflections:
Self Assessment Transdisciplinary Skills
Research Skills Formulating Questions: I ask and frame open-ended questions that can be researched. Observing: I observe everything, use all my senses and I am aware of details.
Planning: I can think of ways to get the information that I need. Collecting Data: I can get information from different sources like making and carrying out surveys, observing, using resource books, using the internet, using CD-roms, watching films, interviewing and asking people and going to exhibitions. Recording Data: I can describe and record my observations by making drawings, taking notes, making charts, making tallies and writing statements. Organizing Data: I can sort information. I can use written descriptions and explanations, tables, timelines, graphs and diagrams to organize data. Interpreting Data: I can identify patterns in my data. I can make conclusions based on data. Presenting Research Findings: I can select an appropriate way to show what I have found. I can communicate what I have learnt
V
Evidence
Self Assessment Transdisciplinary Skills Thinking Skills Acquisition of Knowledge: I can find out facts, learn about new ideas, understand and use vocabulary and remember what I have learnt. Comprehension: I understand what I have learnt; understand the information found from different sources. I can explain to others what I have learnt. Application: I can use my skill and knowledge in different situations, to solve a problem and can use my skills and knowledge in a practical way. Analysis: I can break knowledge and ideas into smaller parts and look for patterns, similarities and differences and I can identify unique features. Synthesis: I can take information from different places and put it together. I can combine ideas and knowledge to answer questions. Evaluation: I can use criteria to make decisions about work, behaviour, attitudes, knowledge or action. Dialectal Thought: I can think about different points of view at the same time. I can understand the different points of view. I can make arguments for the different points of view.
V
Evidence
Self Assessment Transdisciplinary Skills Self-Management Skills Gross Motor Skills: I can do things that involve strength. I can complete tasks that involve using large muscles. Fine Motor Skills: I can do things that take precision and care. I can complete delicate tasks. Spatial Awareness: I am aware that other people need their own space. I am aware of my own space. I am aware of my environment and objects that are in the environment. Organization: I plan, carry out and complete activities. I keep my work in order. I keep my belongings tidy. I know where my belongings are. Time Management: I can complete my work on time. I hand in my work on time. I am always in the right place at the right time. I plan my time so that I can do everything that I need to do. Safety: My behaviour choices keep me safe, others safe. I keep myself and others out of danger. Healthy Lifestyle: I eat a balanced diet. I make sure I have time to rest and relax. I exercise, take care of myself and have good personal hygiene. Codes of Behaviour: I know how to behave in different situations. I know the rules and I stick to them. I think before I act. Informed Choices: I can choose a suitable course of action. I base my choices on facts and opinions. I reflect before I make my choices
V
Evidence
Self Assessment Transdisciplinary Skills Social Skills Accepting Responsibility: I complete a task that I have started. I do my part. I take on and share responsibility.
Respecting Others: I am a caring listener. I make fair decisions. I know that other people may have different ideas, opinions and perspectives
Cooperating: I work well in groups. I am polite and kind to the other members of the group. I share with others and I take turns.
Group Decision Making: I listen to others. I discuss ideas. I ask questions. I work towards a group agreement.
Adopting a Variety of Group Roles: Sometimes I lead the group. Sometimes I follow the lead of somebody else. I know how to act when I lead and when I follow.
V
Evidence
Self Assessment Transdisciplinary Skills Communication Skills Listening: I listen to directions and instructions, listen to others and the information.
Speaking: I speak clearly, expressing sharing and presenting the ideas clearly, to small and large groups.
Reading: I read a range of sources for information, enjoy reading texts, understand texts, reflect upon the reading and make conclusions.
Writing: I record information, observations, take notes, rewrite the information in my own words and keep a reflection journal.
Non-Verbal Communication: I know that my body language, facial expressions and actions can give others a lot of information. I understand body language of others, facial expressions and actions and know that these things can mean different things in different countries.
Evidence
Bibliography Books Author/ Editor(s) Year Title Publisher Page number Author/ Editor(s) Year Title Publisher Page number Author/ Editor(s) Year Title Publisher Page number Author/ Editor(s)
Year Title Publisher Page number
Newspapers or magazines Author Title of article Date Name of publication Page number Author Title of article Date Name of publication Page number Author Title of article Date Name of publication Page number
Websites Author Date of access Title URL
Author Date of access Title URL Author Date of access Title URL Author Date of access Title URL
CD/DVD/Video Author Year of publication Title
Publisher Author Year of publication Title Publisher Author Year of publication Title Publisher
Author Year of publication Title Publisher
Pictures, Graphs or Charts Author or editor Title of picture, graph or chart Year URL or book source
Author or editor Title of picture, graph or chart Year URL or book source Author or editor Title of picture, graph or chart Year URL or book source
Author or editor Title of picture, graph or chart Year URL or book source
People or Places Name Date Expertise
Name Date Expertise Name Date Expertise
Name Date Expertise Name Date Expertise Name Date Expertise