EXHIBITION

GRADE 5 EXHIBITION

PERSPECTIVE

1. WHO WE ARE 2. HOW WE EXPRESS OURSELVES 3. HOW WE ORGANIZE OURSELVES 4. HOW THE WORLD WORKS 5. SHARING THE PLANET 6. WHERE WE ARE IN PLACE & TIME

WHERE WE ARE IN PLACE & TIME

An inquiry into orientation in place and time; personal histories; homes and journeys; THE DISCOVERIES, EXPLORATIONS AND MIGRATIONS OF HUMANKIND; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives. WHERE WE ARE IN PLACE & TIME

HUMANKIND IMPACT THE WORLD AND ITS COMMUNITIES. THE CENTRAL IDEA

THE EXHIBITION IS…  …a culmination project from the PYP.  …a group inquiry starting with personal interest.  …an inquiry that requires students to apply their learning from previous years.  …a community event.

STUDENT ROLE  Participate in the selection of a current issue  Develop the inquiry and investigate the issue  Work collaboratively in a group  Reflect on the process of the Exhibition  Carry out self assessment  Demonstrate independence and responsibility  Interpret, organise and present learning to the school community

TEACHER ROLE  “Guides on the Side”  Provide support through encouragement and advice  Ensure the participation of all students  Monitor student progress  Assess the Exhibition process  Encourage and join in with the students to celebrate their learning

PARENT ROLE  Facilitator/ Mentor  “Guide on the Side”  Be informed – read newsletters, attend meetings, talk with your child  Support and encourage student and teacher throughout the process of inquiry  Assist your child by asking guiding questions  help to access resources  Encourage independence and responsibility  Celebrate with the students and teachers by attending the Exhibition presentations

WHERE WE ARE IN PLACE & TIME Thursday, November 19 th Morning Presentations (for students and staff) Evening Presentations (for family members) …more information coming soon.

WHAT DO YOU STILL NEED/WANT TO KNOW ABOUT EXHIBITION?

THE PROCESS Developing a central idea

DEVELOPING A CENTRAL IDEA  The first week of the unit  After much discussion, and with the transdisciplinary theme in mind, students are encouraged to brainstorm possible central ideas  The central idea will be published for the community  Discussion and analysis will occur before a final decision is made about the central idea

THE PROCESS Developing a central idea Formulating ideas

FORMULATING IDEAS  Teachers prompt investigative thinking by focusing on various issues related to the central idea. They will provide as many perspectives as possible  Students pose questions to define the central idea and decide lines of inquiry

THE PROCESS Developing a central idea Formulating ideas Personal and group inquiries

PERSONAL & GROUP INQUIRIES  This will take several weeks  Groups will be given a mentor to work with  Students work with a teacher and group members to develop an area of interest to explore  Teachers set guiding questions to help students stay on track and find the information they need  Students gather information from various sources  Students will wander and wonder…

THE PROCESS Developing a central idea Formulating ideas Personal and group inquiries Organising inquiry findings

ORGANISING INQUIRY FINDINGS  Students will plan how they will exhibit and present their findings, choose appropriate materials and methods and ‘sift through’ the information they have gathered  Students organise and collate their inquiry findings, deciding what information is useful to share

THE PROCESS Developing a central idea Formulating ideas Personal and group inquiries Organising inquiry findings Presenting inquiry findings

PRESENTING INQUIRY FINDINGS  This is the public part of the unit (open to the school and wider communities from Wednesday 13 th – Friday 15 th )  Students are encouraged to use a variety of ways to present their inquiry findings: poetry, models, multi-media, literature, art, music, demonstrations, experiments etc.  Students are required to include *written work (poems, reports, essays) *oral presentations (individually or in groups) *technology use (working models, designs, science experiments)

THE PROCESS Developing a central idea Formulating ideas Personal and group inquiries Reflection Organising inquiry findings Presenting inquiry findings

REFLECTION  The last week of the unit  Students reflect on the process, the presentation and their attitudes throughout the unit  Students assess their own achievements and that of other students  Teachers reflect and assess the involvement, responsibility and overall quality of work for each student