MIRAS

 International  School  
Astana  
Ferbuary  2014  

Central  Idea   Area  of  Inquiry:  

Career decisions impact
human lives.

Lines  of  Inquiry:  

1. How do decide which career to choose?
2. Different skills and attitudes are required for different
careers.
3. Cultures, backgrounds and education help make informed
decisions.
 
 

EXHIBITION JOURNAL
Name:________________________________                                                          Class:_______________        
Group  members:_________________________________________________________        

 
  
Miras  International  School-­‐Astana    
Grade  5  PYP  Exhibition  
February  2014  
 

 
Adopted  from  the  IB  Exhibition  Guidelines    
 
       
  The exhibition represents a significant event in the life of a PYP school and student,
synthesizing the essential elements of the PYP, and sharing them with the whole school
community. As a culminating experience, this is an opportunity for students to exhibit the
attributes of the International Baccalaureate (IB) learner profile that they
have been developing throughout their career as a PYP student, no matter if they’ve been here one
year or seven years.

Students will be required to engage in a collaborative, trans-disciplinary inquiry process that

involves identifying, investigating and offering solutions to real---­‐life issues or problems.

The PYP exhibition has a number of key purposes:

 To provide students with an opportunity to demonstrate independence

and responsibility for their own learning;
 To provide students with an opportunity to explore multiple perspectives;
 For them to synthesize and apply their learning of previous years and to reflect upon
their journey through the PYP;
 To demonstrate how they can take action as a result of their learning;
 To unite the students, teachers, parents and other members of the school community in a
collaborative experience that incorporates the essential elements of the PYP;
 To celebrate their transition from primary to secondary education.
 Inquiry is...
Exploring,  wondering  and  questioning    
 
Experimenting  and  playing  with  possibilities  
 
Making  connections  between  previous  learning  and  current  learning  
 
Making  predictions  and  acting  purposefully  to  see  what  happens  
 
Collecting  data  and  reporting  findings    
 
Clarifying  existing  ideas  and  reappraising  perceptions  of  events    
 
Deepening  understanding  through  the  application  of  a  concept      
 
Making  and  testing  theories  
 
Researching  and  seeking  information  
 
Taking  and  defending  a  position  
 
Solving  problems  in  a  variety  of  ways  
 
 
 
 
 
 
 
 How We Organize Ourselves
When and where will it be held?
The Exhibition Unit of Inquiry will cover 6 weeks of learning. It will commence on
______________ and will culminate in the Exhibition, which will be held on February
27th. The venue for the Exhibition is ___________________.

Incorporating Elements of the PYP

The inquiry process must incorporate the five essential elements of the PYP:

Knowledgeable: The knowledge being explored is to be

significant and relevant. Whilst this unit is
being developed within theme of “How we
Organize Ourselves”, the inquiry synthesizes
aspects from all six transdisciplinary themes.

Concepts: An understanding of the key concepts is to be

demonstrated by the application of key
questions.

Transdisciplinary Students must use skills from all five sets of

Skills: transdisciplinary skills.

Attitudes: The PYP attitudes are to be displayed during the

inquiry process
Action: Students need to reflect on their learning and
apply it through an appropriate course of action.

Students will also be required to reflect on their progress towards achieving

the aim of the PYP, which is to develop learner who strive to fulfil the attributes
described in the Learner Profile.

What will The Exhibition Look Like?

It is expected that the Exhibition will include elements of the following:

* Examples of written work in a variety of formats and styles: poetry, reports,

surveys, graphs, and essays.

* Oral presentations, individually or in groups, to the school community

 
 
   
* Uses of technology, such as working models, ICT designs, science experiments, i-
movies, or PowerPoint presentations

* Performances of dance, music, drama, visual arts, film, or mixed media

Organizing Steps

Understand the process in presenting the results of your inquiry at the Exhibition

Understand the central idea. This is a very broad central idea, and you will need to
identify some aspects of this that you are interested in learning about. It needs to
be a relevant problem or a real-life issue.

From work groups, typically with 4 students per group. The groups will be
arranged on the basis of interest. Teachers must approve the work groups.

Each group will need to approach a mentor from a list provided. The role of the
mentor will be to provide guidance and suggestions on completing your inquiry.
Check with your teacher first before approaching a potential mentor.

Each group will develop its lines of Inquiry- one per group member. Each group
member will be responsible for investigating one Line of Inquiry.

During the inquiry process the group needs to work collaboratively, and meet
regularly with their mentor.

The Exhibition is the culmination of the inquiry process, whereby you will
demonstrate your learning to the school community.
 Exhibition Timeline
Week & Date Task Requirements
Week 1 Tuning in - Discuss Central Idea
- Understand requirements
----/--/2014
-Listen to ideas, issues, problems
Week 1 Decision Making - Form groups based on interest
- Formulate group central Idea
----/--/2014
- Write lines of inquiry, questions
- Select a mentor
Week 2 Finding out -Find the relevant information
----/--/2014 (Selecting)
Week 3 Sorting out -Continue finding the relevant
….. /…./2014 information
Week 4 Sorting out/ Sorting out your information
…../…../2014 Organizing + What action will you take?
creating
Week 5 Creating Preparing your presentation
…../…../2014 Complete your presentation
Week 5 Practice Present your findings to your peers
…../…../2014 Presentations Use constructive feedback to refine
your work
Week 6 Presenting The Exhibition is on 
…../…../2014

At the Exhibition, you will be united with your fellow students,

teachers and other members of the school community to
celebrate your completion of the Primary Years Program of the
International Baccalaureate!
 Exhibition Essential Agreements

Team members:________________, ___________________, and

_________

We agree to

1._____________________________________________________________

_______________________________________________________________

2._____________________________________________________________

_______________________________________________________________

3._____________________________________________________________

_______________________________________________________________

4._____________________________________________________________

_______________________________________________________________

5._____________________________________________________________

_______________________________________________________________

 
           Signed  ____________________________________________________________  Date_______________________________  
 
 
 
 
 
 
 
 My Roles and Responsibilities  
 

Tick  the  box  if  you  think  you  understand  the  following  and  are  committed  
to  doing  what  is  expected:      
 
  Explain  why  we  are  presenting  an  Exhibition      
  Show  an  understanding  of  the  five  essential  elements  of  the  PYP:    concepts,  
knowledge,  skills,  attitudes  and  action        
  Demonstrate  the  PYP  attitudes  in  my  work:      
Appreciation   Commitment   Confidence  

Cooperation   Creativity   Curiosity  

Empathy   Enthusiasm   Independence  

Integrity   Respect   Tolerance  

 
  With  my  group,  prepare  my  own  lines  of  inquiry  and  questions        
  Work  collaboratively  with  my  group,  and  always  be  aware  what  each  person  is  
doing    
  Carry  out  an  in-­‐depth  inquiry      
  Use  at  east  one  primary  source  of  information  if  possible      
  Keep  an  honest  bibliography      
  Communicate  with  others  to  the  best  of  my  ability      
  Keep  a  journal  or  portfolio  of  our  planning,  drafts,  sketches  and  photographs      of  
  work  as  well  as  the  final  product      
  Carry  out  self-­‐assessment  and  peer-­‐assessment      
  Seek  guidance  from  my  mentor        
  Celebrate  learning  by  presenting  the  exhibition  to  an  audience    
 Individual Declaration of Academic
Honesty
 
This  must  be  read  at  the  beginning  of  the  unit  of  inquiry  and  signed  when  it  is  completed.  
 
By  Signing  this  declaration  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   students’   work,   or   from   any   other   source  
(example,  published  books,  websites)  without  due  acknowledgment.  
 
 
 
I  ______________________________________________________________declare  that  for  this  submitted  
work:  
 
 
 
I   did   not   cut   and   paste   information   from   others   without   appropriate   use   of  
quotation  marks  and  direct  reference  to  their  work;    
 
I   did   not   re-­‐word   the   ideas   of   others   without   proper   and   clear  
acknowledgment  
 
I   did   not   write   ideas   or   suggestions   that   originated   from   others   and   claim  
them  as  my  own;  
 
I  did  not  include  words  from  other  students’  work  without  permission.  
 
 
 
 
 
 
 
 
                         Signed:___________________________________        Date:________________________________  
 
 
 
 
 
  
 
Theme:________________________________________________________Unit  of  Inquiry:  Careers  
 
 
What  would  you  like  to  learn  about?  
 
 
     
Ideas I would Like to Ideas from Others in My
Consider:   group:  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Our  big  idea  (this  is  the  refinement  of  the  central  idea,  and  more  specific  to  your  
interests):  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
Theme:________________________________________________________Unit  of  Inquiry:  Careers  
 
Concepts & Lines of Inquiry

Each  Line  of  inquiry  is  to  be  related  to  a  different  key  concept    
Lines  of  inquiry  are  statements,  not  questions.  
You  need  one  for  each  group  member
 
1. Concept:_________________________  :_________________________________________________________________________  
 
____________________________________________________________________________________________________________________  
 
 
2. Concept:________________________  :_________________________________________________________________________  
 
____________________________________________________________________________________________________________________  
 
3. Concept:________________________  :  _________________________________________________________________________  
 
____________________________________________________________________________________________________________________  
 
 
4. Concept:_________________________  :_________________________________________________________________________  
 
____________________________________________________________________________________________________________________  
 
 

Key  questions    
 
Prepare  one  question  for  each  line  of  Inquiry:    
 
1.__________________________________________________________________________________________________________________  
 
____________________________________________________________________________________________________________________  
 

 
2:  
__________________________________________________________________________________________________________________  
 
____________________________________________________________________________________________________________________  
 

 
3.__________________________________________________________________________________________________________________  
 
____________________________________________________________________________________________________________________  
 
 

4.__________________________________________________________________________________________________________________  
 
____________________________________________________________________________________________________________________
_  
  

Exhibition Checklist
Use  the  following  checklist  to  help  you  get  through  the  exhibition  process  and  to  ensure  you  have  all  
your  work  completed  on  time.  Make  sure  your  teacher  signs  off  each  task  before  you.  

Item Date Teacher’s

Signature
Choose  the  focus  area  to  inquire  into   DONE
Write  team  essential  agreements  
Write  lines  of  Inquiry  (max.3)  
Write  your  key  concepts  
Brainstorm   research   questions   related   to   the  
key  concepts  
Select   the   best   5   best   research   questions   for  
the  group   OUT:   What   do   you   already   know  
FINDING  
about  question  one’s  topic?  What  sources  will  
you  use  to  find  out  more?  
Research,  plan  and  respond  to  Question  1  
Research,  plan  and  respond  to  Question  2  
Consider  your  action  plan  and  develop  it  
Complete  the  SEARCH  model  
Take  Action!  
Familiarize   yourself   with   the   summative  
assessment  task  
Complete  yourself  the  display  board  checklist  
with  your  class  and  teacher  
Organize  and  set  up  exhibition  table  
Present  exhibition  to  class  and  teacher  
Hand   Exhibition   Journal   in   to   your   teacher   for  
assessment  
Celebrate  your  learning  &  Exhibition!  
 
Remember    
- At  the  end  of  each  week  highlight  what  you’ve  completed  in  your  rubric  
- Regularly  conference  with  your  teacher    
- Work  cooperatively,  share,  delegate  group  
- Regularly  hand  your  Exhibition  Journal  in  to  your  teacher  
- When  you  see  this  symbol  

Conference  with  your  teacher  before  going  any  further.  Signed  ________________________  

 
 

 
 Transdisciplinary Skills  
Each  week  make  a  note  in  your  Unit  of  Inquiry  notebook  to  show  how  you  developed  or  applied  the  
various  Transdisciplinary  skills.  Then  record  below  the  date  you  made  the  entry.    
 

 
 
Attitudes  
 
Each  week  make  a  note  in  your  Unit  of  Inquiry  notebook  to  show  how  you  have  developed  or  applied  
the  various  attitudes.  Then  record  below  the  date  you  made  the  entry.  
 

 
 Action
 
All  students  are  expected  to  take  responsible  action  as  a  result  of  their  learning.    One  way  to  think  
about  the  types  of  action  is  by  considering  the  following  four  categories:  
 
-­‐ Direct  Action-­‐  personally  solving  a  problem  
-­‐ Indirect  Action-­‐  channeling  resources  to  solve  a  problem    
-­‐ Advocacy  for  Action-­‐  Creating  awareness  to  eliminate  the  cause  of  a  problem    
-­‐ Research  for  Action-­‐  finding  out  more  about  an  issue  
 
 
For  the  issue  that  you  are  investigating,  brainstorm  some  practical  ideas  with  members  of  your  
group.  Make  sure  you  choose  an  action  that  is  practical  and  achievable.    
 
 
Ideas for Action

List  here  ideas  for  consideration:  

 
 
 
____________________________________________________________________________________________________________________
__  
 

Selected Action

 
Describe  here  the  action  that  you  have  chosen  to  take  
 
 
 
____________________________________________________________________________________________________________________
 
What  steps  do  you  need  to  take  to  achieve  this?  
 
 

 
 
 MENTOR
   
Our  Mentor  is  _______________________________________________________________________________  
 
Our  weekly  meeting  day  and  time  is  ______________________________________________________  
 
Our  weekly  meeting  place  is:______________________________________________________________  
 
Use  this  page  to  record  any  instructions  from  your  mentor.    
 
 

 
 
 
 
 
 
Week Two (2) Planning & Review

 
 
Week Three (3) Planning & Review
 
 

 
 
Week Four (4) Planning & Review
 

 
 
 
Week Five (5) Planning & Review
 

 
 
Week Six (6) :Week of the Exhibition
 

 
  
Presentation- Display Checklist  
 
We  will  develop  this  checklist  to  ensure  that  you  have  prepared  everything  that  you  
need  for  a  fun  and  interesting  Exhibition.    

 
 Group Assessment- The Learner Profile  
The  aim  of  the  PYP  is  for  you  to  demonstrate  personal  characteristics  as  described  in  
the  Learner  Profile.  For  each  of  the  characteristics,  discuss  with  your  mentor  who  
did  this  well  and  then  rate  your  team.    
 

 
 
 
 
  
Peer Assessment

 
  
Teacher Assessment  
 
 

 
 

 
 
 Parent Evaluation