The explorer’s project
- 1. The Explorer Project Spedding Grade 5 PYP The International School of Monterey ASSIGNMENT Investigate the life of your chosen explorer from the following three points of view (corresponding to each of the three lines of inquiry for this unit): Influences in the explorer’s life including their childhood and family life; performance in school; childhood interests, skills and talents; their personality; inspirations; etc. The process & experience of exploration focusing on the details of their exploration: what, where, when, why, and how How the exploration changed the world (or our view of the world) The student is responsible for making steady progress over the course of this 4-week project, consulting with Mr. Spedding whenever uncertainty arises. Students are strongly encouraged to make this their best project for the school year, applying all the skills acquired thus far. All work is due on Monday, February 11th. A bibliography is required for the final project. Students will use the MLA (Modern Language Association) format for writing their bibliography, used by many middle and high school students. We will review how to do this in class over the next couple of weeks. As in the past, students have the freedom to choose how their project will be presented. The final display will be assessed using the following rubric:
- 2. Depth of Inquiry 5+ The students’ investigation goes well beyond the three assigned areas described above. They thoroughly explore new questions that arise during their inquiry. Alternatively, students may deepen their research by meeting with experts, whether by skype/email/telephone, or in person. 5 The students thoroughly investigate each of the three assigned areas. They respond to each area accurately and in depth. 4 The students investigate each of the three assigned areas, though there are isolated areas that deserve greater depth of investigation. 3 The students investigate each of the three assigned areas, though there are a number of areas that clearly deserve greater depth of investigation. 1/2 Students do not investigate each of the three assigned areas, or their responses are brief and superficial, well below expectations. Organization 5 The students’ project, as presented, is very well organized, and very well rehearsed. They clearly demonstrate an awareness of their audience, opening with a “hook” designed to draw interest. Students introduce the topic and three assigned areas, then respond to each area in depth. The presentation closes with a summary of main points, and the audience is invited to ask questions. All text is presented in general bullet points, with the presenters explaining each in their own words. The presenters do not read text, either from their notes or presentation slides. Wherever possible, ideas are supported with images/video. 4 Students include all the elements above, though they are less well planned or practiced, such as an awareness of the audience, the use of a hook, an introduction, or closing. 3 The project is missing one of the elements listed in 5, and the strength of the presentation is clearly affected. 1/2 The project lacks focus and organization, as described in level 5. The presentation seems to wanders and/or feels made up on the spot without prior planning or rehearsal. Editing 5 All written work is carefully edited for spelling, punctuation, capitalization, and grammar. The written work is error-free. 4 Written work is edited with few errors that do not interfere with understanding the text. 3 Errors in written text interfere with understanding/following the text. 1/2 Written work is either not edited, or the number of errors significantly interfere with understanding/following the text. Demonstration of Understanding 5+ Students clearly go beyond the score of 5 by demonstrating an understanding of their explorer at a level much deeper than generally expected for their age/grade level. Their understanding is a reflection of their extensive research and high level of interest/inquiry. 5 Students demonstrate a thorough understanding of their explorer and the three assigned areas of investigation. They respond to each clearly, simply, and in their own words. Students invite audience questions, and respond to them accurately. 4 Students demonstrate a general understanding of their explorer and the three assigned areas
- 3. of investigation, though seem to struggle in isolated areas. 3 Students demonstrate a general understanding of their explorer and the three assigned areas of investigation, though seem to struggle in a number of areas. 1/2 Students lack even a basic understanding of their explorer and the three assigned areas of investigation, or information presented is clearly inaccurate. Efficient Use of Time 5+ Students exceed the score of 5 by completing all research and project preparations well ahead of deadlines. Students then look for ways of adding an additional level of depth to their project. 5 Students routinely log in their progress to BOT (5 or more times/week). They set specific goals and report progress toward those goals. Students are clearly planful (they have a plan), as demonstrated through their posts to BOT. Students meet with MSped as questions/uncertainties arise. 4 Students routinely log in their progress to BOT (4-5 times/week). They set specific goals and report progress toward those goals. Students meet with MSped as questions/uncertainties arise. 3 Students routinely log in their progress to BOT (at least 3 times/week). They set specific goals and report progress toward those goals. Students meet with MSped as questions/uncertainties arise. 1/2 Students rarely post their goals and progress toward those goals to BOT, indicating that homework is not being completed, and that they are falling well behind.