Peter Hobart Elementary

Primary Years Programme

Exhibition Journal

Student Name: ___________________________________

Teacher: _______________________________________

Group Members:
_______________________________

_______________________________

_______________________________

_______________________________

Topic:

_______________________________

_______________________________

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 Table of Contents:

Major Features of the Exhibition ………………………………………………… 2

PYP Planner………………………………………………………………………………………….. 3
Project Guidelines……………………………………………………………………………… 7
Exhibition Checklist…………………………………………………………………………… 8
Group Essential Agreement……………………………………………………………… 9
My Job/Your Job……………………………………………………………………………….. 10
Exhibition Calendar……………………………………………………………………………. 11
What Do You Already Know About Your Topic? …………………………. 12
What Do You Want to Learn About Your Topic? ……………….………. 13
Developing the Lines of Inquiry……………………………………………….…….. 14
Learner Profile……………………………………………………………………………….….. 15
Attitudes……………………………………………………………………………………….……. 16
Transdisciplinary Skills……………………………………………………………….……. 17
Elements of Your Presentation……………………………………………………..… 18
Key Vocabulary for Our Exhibition Topic……………………………….…… 19
Research Notes………………………………………………………………………….……… 21
Interview Sheet………………………………………………………………………….…….. 22
Citing of Resources…………………………………………………………………….……. 25
What Action Can We Take? ……………………………………………………….…. 28
Action Plan …………………………………….……………………………………………..…… 29
Action Reflection Sheet………………………………………………………….….…… 31
Presentation Guidelines……………………………………………………………..……. 32
Presentation Student Feedback……………………………………………..…….. 33
Teacher Exhibition Rubric………………………………………………….….……….. 34
Student Exhibition Rubric………………………………………………….…………… 35

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 Essential Elements of IB/PYP
 Learner Profile – inquirers, risk-takers, thinkers, knowledgeable, communicators, caring,
open-minded, reflective, balanced and principled

 Attitudes – Appreciation, commitment, confidence, cooperation, creativity, curiosity,

empathy, enthusiasm, independence, integrity, respect and tolerance

 Key Concepts – Form – What is it like?

Function – How does it work?
Causation – Why is it like it is?
Change – How is it changing?
Connection – How is it connected to other things?
Perspective – What are the points of view?
Responsibility – What is our responsibility?
Reflection – How do we know?

 Transdiciplinary Skills –
Social Skills – Accepting responsibility, respecting others, cooperation, resolving conflict, group
decision making and adopting a variety of group roles
Communication Skills – listening, speaking, reading, writing and non-verbal communication
Thinking Skills – Acquisition of knowledge, comprehension, application, synthesis, evaluation,
dialectical thought and metacognition
Research Skills – formulating questions, observing, planning, collecting data, recording data,
organizing data, interpreting data, presenting research findings
Self-Management Skills – gross motor skills, fine motor skills, spatial awareness, organization,
time management, safety, healthy lifestyle, codes of behavior and informed choices

 Action – All students must complete an authentic and appropriate action project. This may
take place at school or away from school with supervision and parent permission. Students are
encouraged to think of a variety of ways to take action!
MN State Standards:
 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their
own clearly.
 Summarize the points a speaker makes and explain how each claim is supported by reasons and
evidence distinguishing between a speaker’s opinions and verifiable facts.
 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; and avoid plagiarism by
identifying sources; speak clearly at an understandable pace.
 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
 Distinguish among, understand, and use different types of print, digital, and multimodal media.
 Create an individual or shared multimedia work for a specific purpose.

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1. What is our purpose? Class/grade: Age group: 10-11
To inquire into the following:
School: Peter Hobart Elementary School code:
 transdisciplinary theme
How We Express Ourselves Title:
An inquiry into the ways in which we discover and express ideas, feelings, nature, PYP planner
culture, beliefs and values; the ways in which we reflect on, extend and enjoy our Teacher(s): Mr. Dyer, Dr. Krohn, Mr. Odermatt,, Ms. Slingluff, Ms. Runke-Jones
creativity; our appreciation of the aesthetic.
Date: May to June

Proposed duration: number of hours over number of weeks

 central idea
Media influences our behaviors, thinking, and/or, beliefs.

2. What do we want to learn?

Summative assessment task(s):
What are the key concepts (form, function, causation, change,
What are the possible ways of assessing students’ understanding of the connection, perspective, responsibility, reflection) to be emphasized
central idea? What evidence, including student-initiated actions, will we
look for? within this inquiry?
form
function
connection
responsibility

What lines of inquiry will define the scope of the inquiry into the central idea?

 Media comes in many forms.

 The purpose media has in society. (inform, influence, entertain, persuade,
sell)
 The influence of media.
 The response we have to media.

What teacher questions/provocations will drive these inquiries?

 What are the different types of media? (form)
 What are the purpose media? (function)
 How does media influence people? (connection)
 What is our response to media? (responsibility)

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 Planning the inquiry

3. How might we know what we have learned? 4. How best might we learn?
This column should be used in conjunction with “How best might we learn?” What are the learning experiences suggested by the teacher and/or
What are the possible ways of assessing students’ prior knowledge students to encourage the students to engage with the inquiries and
and skills? What evidence will we look for? address the driving questions?
Graphic Organizer: What are the different types of media? Immerse
• Power point to introduce to students.
• Go through student handbook.
• List different types of media (tv, radio, internet, print, social networks, movies,
What are the possible ways of assessing student learning in the music, etc.)
context of the lines of inquiry? What evidence will we look for?
Investigate
• Student journal • Students will analyze various pieces of media using the Center for Media Literacy’s
• Final presentation “Five Key Questions That Can Change the World”
Who created this message?
What creative techniques are used to attract my attention?
How might different people understand this message differently?
What values, lifestyles and points of view are represented in, or omitted
from, this message?
Why is this message being sent?
Coalesce
• Student develop their questions. (Students will be grouped (3-5) in the classroom.)
• Framework for Inquir

What opportunities will occur for transdisciplinary skills development

and for the development of the attributes of the learner profile?

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Power point: Parent, Student, and Staff
• medialit.org (Five Key Questions That Change the World)
• newspapers, magazines, web-sites, advertisements

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

© International Baccalaureate Organization 2007

4
 Reflecting on the inquiry

6. To what extent did we achieve our purpose? 7. To what extent did we include the elements of the PYP?

Assess the outcome of the inquiry by providing evidence of students’
understanding of the central idea. The reflections of all teachers
involved in the planning and teaching of the inquiry should be
included.
What were the learning experiences that enabled students to:
 develop an understanding of the concepts identified in “What do we want to
learn?”
 demonstrate the learning and application of particular transdisciplinary skills?
 develop particular attributes of the learner profile and/or attitudes?
In each case, explain your selection.

How you could improve on the assessment task(s) so that you would

have a more accurate picture of each student’s understanding of the

central idea.

What was the evidence that connections were made between the

central idea and the transdisciplinary theme?

© International Baccalaureate Organization 2007

5
 Reflecting on the inquiry

8. What student-initiated inquiries arose from the learning? 9. Teacher notes

Record a range of student-initiated inquiries and student
questions and highlight any that were incorporated into the
teaching and learning.

At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher
questions/provocations that were most effective in driving the inquiries.

What student-initiated actions arose from the learning?

Record student-initiated actions taken by individuals or

groups showing their ability to reflect, to choose and to
act.

© International Baccalaureate Organization 2007

6
 Exhibition Guidelines

In this project you will:

 Cooperate in a team
 Use the knowledge and skills that you have acquired throughout your PYP
career to investigate an issue that your team decides is important
 Collect and organize information from a variety of sources
 Think carefully about what you have learned and plan your action and influence
on others
 Present your data creatively and clearly
 Reflect on your achievements

Your Presentation should include:

 A list of questions to guide your inquiry
 Central idea
 Lines of inquiry
 2 Profiles*
 2 Attitudes*
 2 Key concepts*
 Transdisciplinary skills*
 Who you interviewed and knowledge gained from them
 Action(s) and reflection on that action
 Bibliography
*Explain why you chose these and how it relates to your topic

Who will help us with this project?

 Teachers
 Mentors
 Parents

Who will assess our projects?

 You!
 Your group members
 Teachers/staff members

How will we be assessed?

 Rubrics
 Self-Reflections

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 Exhibition Checklist
General
- Encourage group effort, everyone carries the load
- Make sure students can read and comprehend the information
- Encourage students to ask intriguing questions
- Students need to cite their resources
- Find multiple resources
- Students need to take notes

Action
- Reasonable and realistic
- Creative
- Preferably non-fund raiser type
- Encourage off-site (not at school) action
- Visit to action site

Presentation
- Eye contact - Speak clearly
- Good posture - Pronounce all words correctly
- Engage audience - Know & understand all info.
- Well rehearsed, polished - Few/no mistakes
- Confident - Use note cards
- Refer to visual throughout presentation

Electronic Visual
- Easy to read (letter and background color visibility)
- Use bullets of information, no full sentences
- Pictures/illustrations required
- No sound effects, minimal transitions
- Neat, organized
- Colorful

Poster or Board Visual

- Word processed, no hand written text
- Can be easily seen from a distance. Watch size of text/graphics.
- Central idea/lines of inquiry included in display
- Pictures/illustrations required (with captions)
- Neat/organized/colorful

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 Group Essential Agreement
My group members:
1. ________________ 2. ________________
3. ________________ 4. ________________

This is what I can contribute to my group:

I am good at …
_________________________________________
_________________________________________
_________________________________________

Essential Agreements for the Group

As a group, develop three to five of essential agreements that will guide your group
interactions.
1. _____________________________________
_____________________________________
2. _____________________________________
_____________________________________
3. _____________________________________
_____________________________________
4. _____________________________________
_____________________________________
5. _____________________________________
_____________________________________

Student signature ___________________________________

Teacher signature ___________________________________

9
My Job/Your Job
Student Job Teacher/Mentor Job
 Work cooperatively with their group  Guide the research process
members and mentor teacher  Assist with reading/note taking
 Conduct research addressing their central  Support student inquiry
idea and inquiry into topics  Monitor group work and behavior
 Demonstrate the IB profile and attitudes  Check deadlines
at all times  Complete reflections and evaluations
 Follow research process including an
accurate bibliography
 Be responsible for knowing and keeping all
due dates
 Be responsible for keeping track of
materials and research
 Set up extra work time as needed
 Complete presentation with written, visual,
and oral components
 Complete reflections and group evaluation

o Student Signature _________________________

If I do not follow the student expectations, I will need to earn my way

back in with my group. My ticket in will be:

Ticket to rejoin my group!

3 tasks I will complete to rejoin my group!
1. _____________________________________________________
2. _____________________________________________________
3. _____________________________________________________

One thing I will do to be a better group member!

______________________________________________________

o Student Signature ______________________________________

o Teacher Signature ______________________________________
o Group Member Signature(s) ________________________________

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 Exhibition Calendar
Monday Tuesday Wednesday Thursday Friday

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 What Do You Already Know About Your Topic?

Topic: ____________________________________________________

We already know the following about our topic:

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What Do You Want To Learn About Your Topic?
Write 1-2 questions for each Key Concept.
Key Concepts:
Form What is it like?

Function How does it work?

Causation Why is it the way it is?

Change How does it change?

Connection How is it connected to

other things?

Responsibility What is our

responsibility?

Reflection How do we know?

Perspective What are the points of

view?

Teacher signature ________________________________________________

13
 Developing the Lines of Inquiry
Topic ______________________

What are the 3-5 aspects of your topic that you are most curious about? Refer to page 13 of
your journal to guide your lines of inquiry.

1. _____________________________________________________________________________

_____________________________________________________________________________

2. ____________________________________________________________________________

_____________________________________________________________________________

3. ____________________________________________________________________________

_____________________________________________________________________________

4. ____________________________________________________________________________

_____________________________________________________________________________

5. ____________________________________________________________________________

_____________________________________________________________________________

Lines of Inquiry
Take the questions above and make each into a statement.

1. _____________________________________________________________________

2. ____________________________________________________________________

3. ____________________________________________________________________

4. ____________________________________________________________________

5. ____________________________________________________________________

Teacher signature ________________________________________________

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 Learner Profile
Select 2 learner profiles your group would like to focus on through the Exhibition
project. Be prepared to explain why you have chosen them and how they relate to
your topic in your presentation.

o Balanced - I am able to stay on time and meet deadlines. I have fun.

o Caring - I work well with my classmates.

o Communicators - I am able to communicate my findings with the group.

o Inquirers - I ask a lot of questions about the research and gather as much information
as possible.

o Knowledgeable - I use the knowledge I already have to understand the research I

am finding. I am learning a lot about the topic.

o Open-minded - I respect different opinions and suggestions.

o Principled - I stay focused on the task and use the materials and computer in an
appropriate manner. I do not plagiarize any materials.

o Reflective - I am able to reflect on my role in the group and assess my role.

o Risk-takers - I express my opinions and am not scared to speak up.

o Thinkers - I use only the most important information I have found to write my written
report and to create the visual product.

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 Attitudes

Select 2 attitudes your group would like to focus on through the Exhibition
project. Be prepared to explain why you have chosen them and how they relate to
your topic in your presentation.

o Appreciation – Appreciating the wonder and beauty of the world and its people.

o Commitment – Being committed to your learning, persevering and showing self discipline and
responsibility.

o Confidence – Feeling confident in your ability as a learner, having the courage to take risks,
applying what you have learned, and making appropriate decisions and choices.

o Cooperation – Cooperating, collaborating, and leading and following as the situation demands.

o Creativity – Being creative and imaginative in your thinking and in your approach to problems
and dilemmas.

o Curiosity – Being curious about the nature of learning, of the world, its people and culture.

o Empathy - Imaginatively projecting yourself into another’s situation, in order to understand

their thoughts and emotions.

o Enthusiasm – Enjoying learning.

o Independence – Thinking and acting independently, making your own judgments based on
reasoned principles, and being able to defend your judgments.

o Integrity – Having integrity, a firm sense of fairness and honesty.

o Respect – Respecting yourself, others and the world around you.

o Tolerance – Feeling sensitivity toward differences and diversity in the world, and being
responsive to the needs of others.

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 Transdisciplinary Skills
Select 2 transdisciplinary skills your group will focus on during the Exhibition. Be prepared to
explain why you have chosen them and how they relate to your topic in your presentation.
Transdisciplinary Skills Explanation
Social skills
Accepting responsibility
Respecting others
Cooperating
Resolving conflict
Group decision making
Adopting a variety of group roles
Thinking skills
Acquisition of knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Dialectical thought
Metacognition
Communication skills
Listening
Speaking
Reading
Writing
Non-verbal communication
Self-management skills
Gross motor skills
Fine motor skills
Spatial awareness
Organization
Safety
Healthy lifestyle
Codes of behavior
Informal choices
Research skills
Formulating questions
Observing
Planning
Collecting data
Recording data
Organizing data
Interpreting data
Presenting research findings

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 PYP Elements of Your Presentation
The following elements need to guide you through the exhibition process and BE
STATED IN BOTH PRESENTATIONS. Share how these elements related to your
topic and how they influenced your actions.

 TWO PROFILES

1.
2.

 TWO ATTITUDES

1.
2.

 TWO TRANSDICIPLINARY SKILLS

1.
2.

 TWO KEY CONCEPTS

1.
2.

Teacher signature ___________________________

18
 Key Vocabulary for Our Exhibition Topic

Vocabulary Word What it means…

Teacher signature ________________________________________________

19
 Key Vocabulary for Our Exhibition Topic

Vocabulary Word What it means…

Teacher signature ________________________________________________

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 Research Notes
When researching and note taking, remember
RADCAB.

Note taking reminders:

Include a heading (this could be a question or a
topic).
Paraphrase the information. Use your own words.
No copying information that is plagiarism.
Site the source.

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Use note cards, notebook, or graphic organizer to
store and organize your notes.

22
 Interview Sheet

Name of Interviewee _______________________________

Job Title ________________________________________
Place of Business or Location of Interview _______________
_______________________________________________
Phone Number or Address ___________________________
Date ___________________________________________

- Begin writing your questions and answers in the space below.

- You should have AT least 8 questions for your interview.
- Use additional sheets of paper for the remainder of your
questions.

Q 1:____________________________________________

A 1:____________________________________________
_______________________________________________

_______________________________________________

Q 2:____________________________________________

A 2:____________________________________________

_______________________________________________

_______________________________________________

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Q 3:____________________________________________

A 3:____________________________________________

_______________________________________________

_______________________________________________

Q 4:____________________________________________

A 4:____________________________________________

_______________________________________________

_______________________________________________

Q 5:____________________________________________

A 5:____________________________________________

_______________________________________________

_______________________________________________

Q 6:____________________________________________

A 6:____________________________________________

_______________________________________________

_______________________________________________

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Q 7:____________________________________________

A 7:____________________________________________

_______________________________________________

_______________________________________________

Q 8:____________________________________________

A 8:____________________________________________

_______________________________________________

_______________________________________________

Q 9:____________________________________________

A 9:____________________________________________

_______________________________________________

_______________________________________________

Q 10:____________________________________________

A 10:____________________________________________

_______________________________________________

_______________________________________________

Teacher signature ____________________________________

25
 Citing Of Resources
Use www.noodletools.com/login.php to help create your
bibliography.

Source 1: Book
Author’s name (Last, First) _____________________________________
Title ______________________________________________________
Publication City ______________________________________________
Publication Company ___________________________________________
Publication Date ______________________________________________

Source 2: Book
Author’s name (Last, First) _____________________________________
Title ______________________________________________________
Publication City ______________________________________________
Publication Company ___________________________________________
Publication Date ______________________________________________

Source 3: Book
Author’s name (Last, First) _____________________________________
Title ______________________________________________________
Publication City ______________________________________________
Publication Company ___________________________________________
Publication Date ______________________________________________

26
Source 4: Website
Author’s name (Last, First) _____________________________________
Title of article ______________________________________________
Publication date ______________________________________________
Publication page ______________________________________________
Site owner __________________________________________________
Date of visit _________________________________________________
Website address _____________________________________________

Source 5: Website
Author’s name (Last, First) _____________________________________
Title of article ______________________________________________
Publication date ______________________________________________
Publication page ______________________________________________
Site owner __________________________________________________
Date of visit _________________________________________________
Website address _____________________________________________

Source 6: Website
Author’s name (Last, First) _____________________________________
Title of article ______________________________________________
Publication date ______________________________________________
Publication page ______________________________________________
Site owner __________________________________________________
Date of visit _________________________________________________
Website address _____________________________________________

Source 7: Website
Author’s name (Last, First) _____________________________________
Title of article ______________________________________________
Publication date ______________________________________________
Publication page ______________________________________________
Site owner __________________________________________________
Date of visit _________________________________________________
Website address _____________________________________________

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Source 8: Website
Author’s name (Last, First) _____________________________________
Title of article ______________________________________________
Publication date ______________________________________________
Publication page ______________________________________________
Site owner __________________________________________________
Date of visit _________________________________________________
Website address _____________________________________________

Source 9: Movie
Author’s name (Last, First) _______________________________________
Film Title ___________________________________________________
Director/Filmmaker/Producer ____________________________________
Key Actors/Performers _________________________________________

Source 10: Movie

Author’s name (Last, First) _______________________________________
Film Title ___________________________________________________
Director/Filmmaker/Producer ____________________________________
Key Actors/Performers _________________________________________

Source 11: Magazine/Journal Article

Author’s name (Last, First) _______________________________________
Title of article ________________________________________________
Magazine ____________________________________________________
Publication Date _______________________________________________
Volume ______________________________________________________
Page Number __________________________________________________

Source 12: Magazine/Journal Article

Author’s name (Last, First) _______________________________________
Title of article ________________________________________________
Magazine ____________________________________________________
Publication Date _______________________________________________
Volume ______________________________________________________

28
 What Action Can We Take?

1. Brainstorm Action You Can Take

Here is your chance to be creative. Write down all of the ideas you have
for action you can take to help. Even if an idea seems a bit silly or
impractical, add it to your list because it might start you thinking about
other actions. S-T-R-E-T-C-H your imagination and write as many
unusual, fanciful, practical, and obvious solutions as possible.
Awareness Advocacy Aide
Awareness is having or showing Advocacy is the act of Aide is the act of providing a
understanding or knowledge. supporting. This type of service or financial support.
This type of action would action would provide support This type of action would
provide knowledge to others. by doing an action. require helping through
providing a service or the
raising of money.

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 Action Plan
Our action is ______________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

 What needs to be done?

 What might their objections be?

 How can we overcome objections?

30
 What resources will we need?

 Who can help us?

 How can we best present our solution?

 Where should we begin?

 What should our next steps be?

Teacher signature ________________________________________________

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 ACTION REFLECTION SHEET
Reflect on the following questions after completing your action project. Did
you find that your action project was not successful or could be improved?

1. How can I make this project better?

2. Is there more we can do, or can something be done differently to

improve this action project?

3. How did the action project affect me? Did my attitude change because
of this action project?

4. How did I change because of that action?

5. Where do I see this action project taking me in the future?

Teacher signature ________________________________________________

32
 Presentation Guidelines

 You will make your first presentation to your homeroom. In

this presentation you will share your central idea, lines of
inquiry, transdisciplinary themes, profiles, attitudes, key
concepts, names and positions if interviewed expert,
research gathered, plan for action, and top TWO
bibliographic sources.

 Create a visual for this presentation. Such as…

o Electronic presentation
o Blog
o Photograph
o Poster board
o Skit/song
o Video

 Your classmates and teacher will be giving you feedback on

your first presentation (see next page). Use this feedback
to focus your final presentation.

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 Presentation Student Feedback
Group Name __________________________________________

Topic _______________________________________________

1. How knowledgeable is the group about their topic? (circle one)

1 - Not at all
2 - A little, needs a lot of work
3 – Good, have a good start, keep researching
4 - Very good, great information
5 – Excellent, very informational

2. What was the best part of the presentation?

3. What part of this presentation needs to be fixed before the

final presentation?

4. Presentation Skills:
(circle one in each column 5=AMAZING, 1=NO WAY)

Eye Contact Preparedness Voice/Volume Equal Participation

___________ 12345 12345 12345 12345

___________ 12345 12345 12345 12345

___________ 12345 12345 12345 12345

___________ 12345 12345 12345 12345

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Name _______________________________________

Teacher Exhibition Rubric: Celebration Of Our Learning Through PYP

Group Member Names & Score

E S P N
Exceeding Standard Meeting Standard Minimal Progress Little Evidence
Toward Standard of Achievement

Informed and able to Informed and able to discuss Limited information Little to no
Knowledge discuss topic in depth topic intelligently. about topic. information
(Content) and intelligently. about the topic.
Acknowledged multiple
perspectives.

Organized and clear Organized and clear Organization is limited Organization is

Communication presentation. High presentation. in presentation. lacking in
(Presentation) quality visual that Spoke clearly and had eye Some difficulties in presentation.
enhances project. contact. understanding Slouches,
Creative. Engaged the presentation. mumbles or
audience. Used hand cannot be
gestures and body understood.
movement. Hides behind
display.
Quality action completed Completed an action project. Partially completed Incomplete
Action outside of school. Action completed in school. action. action.
Quality action
reflection.

All IB elements included Included essential elements: SOME IB elements Lacking many IB
IB Elements in presentation AND - Central Idea included in elements
shows evidence of - Lines of Inquiry presentation. included in
“taking to heart” - 2 profiles presentation.
- 2 attitudes
- 2 key concepts
- 2 transdisciplinary skills
- Action
- Bibliography

35
36
Name _______________________________________

Student Exhibition Rubric: Celebration Of Our Learning Through PYP

Group Member Names & Score
E S P N
Exceeding Standard Meeting Standard Minimal Progress Little Evidence
Toward Standard of Achievement

Informed and able to Informed and able to discuss Limited information Little to no
Knowledge discuss topic in depth topic intelligently. about topic. information
(Content) and intelligently. about the topic.
Acknowledged multiple
perspectives.

Organized and clear Organized and clear Organization is limited Organization is

Communication presentation. High presentation. in presentation. lacking in
(Presentation) quality visual that Spoke clearly and had eye Some difficulties in presentation.
enhances project. contact. understanding Slouches,
Creative. Engaged the presentation. mumbles or
audience. Used hand cannot be
gestures and body understood.
movement. Hides behind
display.
Quality action completed Completed an action project. Partially completed Incomplete
Action outside of school. Action completed in school. action. action.
Quality action
reflection.

All IB elements included Included essential elements: SOME IB elements Lacking many IB
IB Elements in presentation AND - Central Idea included in elements
shows evidence of - Lines of Inquiry presentation. included in
“taking to heart” - 2 profiles presentation.
- 2 attitudes
- 2 key concepts
- 2 transdisciplinary skills
- Action
- Bibliography

37