Student Name:_____________________ Supervisor: ______________________

Travis Science Academy MYP

Community Project Guide
2021-2022
What is the MYP Community Project?

Congratulations! You are about to embark on the culminating activity of your IB

MYP education. The Community Project is your chance to demonstrate the
Approaches to Learning skills, the IB Learner Profiles,the Global Context and
most importantly to make a difference in your community.

During the course of this minimum 15 hour project (10 Mustang Periods
and 5 hours outside of school on your own time) you will independently
propose, plan, implement, and present a project that serves a need in a
community. The Community Project is an IBO requirement for students in
year three (8th grade) of the MYP program at Travis Science Academy.

The three main components of the project are:

​ Service as Action: The actual community service
​ Process Journal: Notes on planning and research
​ Oral Presentation: Videoed presentation
​
​
You may choose to work alone or in a group of up to three students. Every student is
responsible for your own process journal which is used to record your work and reflections
throughout the completion of the project. You will have a faculty supervisor that will serve as your
coach. Your advisors will be responsible for supervising the development of the project according to
the Assessment Criteria which is based on International Baccalaureate Organization guidelines. You
are responsible for reading the Community Project Student Handbook, reading the assessment
rubric, following the timeline, and completing your project.

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MYP Community Project Objectives: As with all MYP subjects, the community project has four
objectives and four related criteria that will be assessed.

Objective A: Investigating
i. define a goal to address a need within a community, based on personal interests
ii. identify prior learning and subject specific knowledge relevant to the project
iii. demonstrate research skills
Objective B: Planning
i. develop a proposal for action to serve the need in the community
ii. plan and record the development process of the project
iii. demonstrate self-management skills
Objective C: Taking Action
i. demonstrate service as action as a result of the project
ii. demonstrate thinking skills
iii. demonstrate communication and social skills
Objective D: Reflecting
i. evaluate the quality of the service as action against the proposal
ii. reflect on how completing the project has extended their knowledge and
understanding of service learning
iii. reflect on their development of ATL skills

(IB MYP Projects guide, 2014-2015)

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MYP Community Project Checklist

STEP 1: Investigating
page#
❏ _______2 Read “What is a Community Service Project” 11-8

❏ _______2 Discuss the three main components 11-8

❏ _______ Determine if working alone or with a group.(up to three) 11-8

❏ _______3 Discuss the four Objectives for the community service project. 11-8

❏ _______ Teachers at this time please have the students discuss what they saw at the gallery walk
and what ideas they got from the gallery walk. Students will begin to think about that
type of service they will perform. 11-8

❏ _______ Look at the 17 Global Goals and discuss the 17 choices. Select one, cursor down to the
Targets for ideas then cursor down more to Get Involved for Things to Do.11-8

❏ ______ What goal did you select?____________________________________11-8

❏ _______9 Read, discuss and complete the Investigation page. 11-15

______33 Look at the grading rubric for the project. This is a long project therefore it will
count as a summative grade for your Individuals and Societies class. 11-15

❏ ______10 Write your goal in the My goal is to box. 11-15

❏ _______ Conduct initial research and gather information You can write your research on the
pages at the back of your journal. Remember you have now selected your goal so start
researching what you need to do. 11-15

❏ _______ Look at the website: globalgoals.org for more help on your selected topic. 11-15

❏ _______11 Read the two pages on Global Context ( pay close attention to the examples of
community service projects under each) and complete the Global Context box 12-6

❏ _______13 Read the Approaches to Learning Skills Objectives. 12-6

❏ _______14 Take the Self assessment Reflection on Approaches to Learning 12-6

❏ _______15 Complete the Approaches to Learning Category page (Strongest & Weakest )12-6

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 ❏ _______16 Read the Process Journal page You will need to record evidence in your journal to
demonstrate development in all four objectives. (Investigating, Planning, Taking Action,
Reflecting) Title one Page for each objective and add notes to each page as you work
on the project.12-6

❏ _______33 Review assessment rubric ( at the back of the handbook) The assessment rates the
project on the four objectives: Investigating, Planning, Taking Action, Reflecting on levels
of mastery from 0, 1-2, 3-4, 5-6,7-8. This project will count as a major grade. 12-13

❏ _______17 Complete the Community Project Proposal for Investigation You already have your goal,
global context and approaches to learning skills for the project. Use this to help you fill
out the Proposal. . 12-13

STEP 2: Planning

❏ _______19 Read the PLANNING page . Continue your research and start listing sources for your
research on your journal pages.12-13

❏ _______20 Complete your Community Project Proposal for Action 1-10

STEP 3: Taking Action

❏ _______22 Complete the Taking Action Chart of steps you have taken and will take 1-10

❏ _______22 Meet with your Mustang Teacher to review and discuss the items listed on the Taking
Action Phase. ( Meeting #1) 1-10

❏ _______7 Record the meeting on your Academic Honesty Form 1-10

❏ _______ Make a plan to complete the steps you wrote on the Community Service Proposal for
Action form 1-10

❏ _______ Complete the service project 1-24

❏ _______ Record information on process journal pages 1-24

STEP 4: Preparing for Presentation

❏ _______23 Read the Oral Presentation and 10 tips for Public speaking.1-24

❏ _______ Write your presentation speech 1-24

❏ _______26 Read Works Cited/ Bibliography information 1-24

❏ _______27 Prepare Bibliography: Complete it today 1-24

❏ _______28 Read the Final Project Requirements and the Project Board Requirements 1-31

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 ❏ _______ Prepare project board 1-31

❏ _______29 Read Reflection Page 1-31

❏ _______ Evaluate your project against your Community Project Proposal for Action 1-31

❏ _______30 Complete the Reflection Report Draft pages 1-31

❏ _______ Meet with your Mustang Teacher to discuss your reflections( Meeting #2) 1-31

❏ _______7 Record the meeting on your Academic Honesty Form 1-31

STEP 5: Presentation

❏ _______27 Finalize process journal extracts and bibliography 2-7

❏ _______ Finalize Project board 2-7

❏ _______ Using the Final Project Paper, Meet with your Mustang Teacher to check
off all of your Final Project requirements. (Meeting #3) 2-7

❏ _______7 Record the meeting on your Academic Honesty Form 2-7

❏ _______ Your presentation will be recorded during Mustang Teams. 2-14

STEP 6: Celebrate and reflect upon your project and the impact it will have.
❏ _______33 Your Mustang Team teacher will complete the scoring rubric on your
project with reflection. 2-28
Each of the 4 parts will be worth 25% of your total project grade.
Investigating 25% Planning 25% Taking Action 25% Reflecting 25%
( Your project board and video presentation will count in the Taking Action part)
You will receive an IB score and a TSA Conversion Score
Mustang teachers will email all TSA Project Scores ( grade book ready scores) to both 8th grade
Individuals and Societies teachers.
❏ _______ You will complete a reflection piece on the potential impact of your project
and what current class topic sparked your interest to research it and
create your community project. 2-28

❏ _______ The project will be a summative grade.2-28

❏ _______ View the Community Projects Showcase online to see all of the
presentations. 2-28

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***The 15 hour IB requirement includes time meeting with your faculty advisor, meeting with group members, researching,
planning, taking action, reflecting in the process journal, preparing project board, oral presentation, and supporting documents.

MYP Community Project Academic Honesty Form

Student Name Supervisor
Name

Student ID Project Title

Number

Student: This document records your progress and the nature of your discussions with your supervisor. You
should aim to see your supervisor at least three times: at the start of the process to discuss your initial ideas,
then once you have completed a significant amount of your project, and finally once your completed
report/presentation has been submitted.

Supervisor: You are asked to have at least three supervision sessions with students, one at the start of the
process, an interim meeting and then the final meeting. Other sessions are permitted but do not need to be
recorded on this sheet. After each session, students should make a summary of what was discussed and you
should sign and date these comments.

Date Discussion Points Signature

Meeting 1

Meeting 2

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Meeting 3

Supervisor comment:
_____________________________________________________________________________________________
___________________________________________________________________
_____________________________________________________________________________________________
___________________________________________________________________
_____________________________________________________________________________________________
___________________________________________________________________
_____________________________________________________________________________________________
___________________________________________________________________

Student declaration

I confirm that this work is my own and this is the final version. I have acknowledged, in the body of my work,
each use of the words, work or ideas of another person, whether written, oral or visual (hard copy and/or
electronic materials).

Supervisor declaration

I confirm that, to the best of my knowledge, the material submitted is the authentic work of the student.

Student’s signature Date

Supervisor’s signature Date

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 A.Investigating
Before you begin your project, read the entire student handbook and pay special attention
to the assessment rubric. Use the assessment rubric to guide all you do in this project!

During this phase, you will need to identify the need within the community. Use
the chart below to brainstorm which community you will serve. Some needs are local while others
affect the whole world. Under each type of community, write down topics that you are interested in
investigating.

One good resource to help develop ideas is the following website.

globalgoals.org

Needs/Topics can be similar or different between the different communities.

Local/ County
Communities School State Nation (USA) Global
(TSA) (Temple/Bell (Texas) (World)
County)
Topics Ex. Ex. Local food banks, Ex. Ex. Ex. Lack
struggling closed businesses,Lack Environment Homelessness, of clean
students, of blood donations, unemployment, water,
student Waste management, world
attendance
recycling hunger

Once you have completed the chart, narrow your choices down to two or three topics.
1. __________________________________________ (Community:_______________)
2. __________________________________________ (Community:_______________)
3. __________________________________________ (Community:_______________)

Then ask yourself:

Which need do I feel most passionate about?
______________________________________________________________________________
______________________________________________________________________________
__
Why would addressing that need be considered doing the right thing?
______________________________________________________________________________________
____________________________________________________________________________
Why should others care about addressing this need?
______________________________________________________________________________________
____________________________________________________________________________

Identify prior Learning – What do you already know about your chosen community and the need?
___________________________________________________________________________

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___________________________________________________________________________
__Defining a goal to address a need in the community.
Your goal should be SMART (specific, measurable, attainable, relevant, and time-based). Some
examples of goals are:

● to raise awareness (creating a video on sustainable water solutions)

● to participate actively (tutoring, developing a garden, training rescued dogs)
● to research (collect information, analyze it and prepare a report that will influence others on
an issue such as the most effective means to reduce litter in public spaces)
● to inform others (performing a play to teach about one of the profiles)
● to create/innovate (redesign a website)
● to change behaviors
● to advocate
Example: My goal is to develop and establish a school food garden in order to grow produce
for local homeless shelter.

My goal is to:

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Identifying the global context for the project.

You will need to choose one of the six global contexts to define your goal. Your reflections and
decisions will include how your work connects to the chosen global context.
Project guide (2014) suggests that students ask these questions to help decide which context to choose:
1. What do you want to achieve through your project?
2. What do you want others to understand through your work?
3. What impact do you want your project to have?
4. How can a specific context give greater importance to your project

Global Contexts
● Identities and relationships: identity; beliefs and values; personal, physical, mental, social and
spiritual health; human relationships including families, friends, communities and cultures; what
it means to be human.
● Orientation in time and space: personal histories; homes and journeys; turning points in
humankind; discoveries; explorations and migrations of humankind; the relationships between
and the interconnectedness of individuals and civilizations from personal, local and global
perspectives.
● Personal and cultural expression: the ways we discover and express ideas, feelings, nature,
culture, beliefs and values, the ways in which we reflect on, extend and enjoy our creativity; our
appreciation of the aesthetic.
● Scientific and technical innovation: the natural world and its laws; the interaction between
people and the natural world; how humans use their understanding of scientific principles; the
impact of scientific and technological advances on communities and environments; the impact
of environments on human activity; how humans adapt environments to their needs.
● Globalization and sustainability: the interconnectedness of human-made systems and
communities; the relationship between local and global processes; how local experiences
mediate the global; the opportunities and tensions provided by world- interconnectedness;
the impact of decision-making on humankind and the environment.
● Fairness and development: rights and responsibilities; the relationship between
communities; sharing finite resources with other people and with other living things; access to
equal opportunities; peace and conflict resolution. [Projects guide. (2014)]
Example: (Goal) “My goal is to develop and establish a school food garden in order to grow produce
for local homeless shelters.” Global Context Connection: Sharing finite resources with other people
and with other living things. Therefore: My Global Context is Fairness and Development.

My Global context is:

Global context examples of community projects below at at globalgoals.org

Identities and relationships

• Laughter therapy campaign in children’s hospital or elder care home ( Virtual)

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• Tutoring classes providing additional or special instruction to primary school students(Virtual)
• Researching the effects of cola drinks on digestion and developing a campaign to promote healthy
choices available from vending machines
•The effect of mass media on teenage identity
•Keeping culinary traditions;a video series following family recipes with historical relevance

Orientation in space and time

• Joining a museum or historical society in the community to contribute to maintaining, restoring, and
recovering local history
• Making a plan for wheelchair accessibility
• Inspired by lack of facilities in the local community, seeking to improve the facilities for young
people by producing an article book for the school summarizing the problem and possible
solutions
•Explorers in search of a new world; immigration over the ages
•Charting a family history through archives and a representational statue

Personal and cultural expression

• Improving the environment in the local hospital by designing and creating a series of pictures to
hang in the corridors
• Performing a theatre play to raise awareness on student attendance or completion of work.
• Promoting intercultural understanding through an art contest
•Video games as a form of cultural expression; a short film using five video games that shows how
they are an expression of our culture

Scientific and technical innovation

• Helping a local community make an efficient, low-cost use of energy-powered devices
• Developing a program to promote the use of wind energy for domestic device
• Campaigning to reduce paper use and to promote recycling
• Campaigning to reduce water, electricity or fuel waste
•Can stem cells replace organ transplants; an investigative report.

Globalization and sustainability

• Campaigning to raise awareness and reduce plastic straw waste use
• Passing a plan to local authorities for tree planting in an area in need of re-greening
• Creating a school or community garden/ enhance the school garden and pond area
•The struggle for water in developing countries;an awareness campaign

Fairness and development

• Campaigning for fair-trade awareness
• Contributing to educational opportunities, for example, supporting a local nongovernmental
organization that works on literacy in our town

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• Addressing the concerns of immigrants and migrant populations
•Addressing the concerns and needs of the homeless population
Approaches to Learning Skills

ATL skills are the skills you use to “learn how to learn.” You have been practicing approaches
to learning skills through your MYP education. Think about how you are using these skills as
you go through your project.

Community project objectives MYP ATL skill

clusters
Objective A: Investigating
Collaboration Affective skills:
i. Define a goal to address a
Critical thinking mindfulness,
need within a community,
based on personal interests Creative thinking perseverance,
emotional
ii. Identify prior learning and subject-specific management,
knowledge relevant to the project Information literacy self-motivatio
Media literacy n and
iii. Demonstrate research skills
Transfer resilience
Objective B: Planning
Collaboration
i. Develop a proposal for action to serve Organization
the need in the community Critical thinking
Creative thinking

ii. Plan and record the development process Collaboration

of the project Organization
iii. Demonstrate self-management skills Reflection
Objective C: Taking action
Organization
i. Demonstrate service as action as a
result of the project Critical thinking
Creative thinking

Communication
ii. Demonstrate thinking skills
Collaboration
iii. Demonstrate communication and social
Critical thinking
skills
Creative thinking
Transfer
Objective D: Reflecting
A. Evaluate the quality of the service as Communication
action against the proposal Reflection
B. Reflect on how completing the
project has extended their
knowledge and understanding of
service learning
C. Reflect on their development of ATL skills

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 Self Assessment Reflection: Approaches to Learning (ATL) Skills
Reflection is a key component in strengthening student success. Based on your learning during the past grading period, please
REFLECT on how well you demonstrate each ATL Category based on the descriptions below. Circle the statements that are true for
you. Add 1 point for each box circled and total the amount per column (Category).

ATL Categories
1 Communication 2 Social 3 Self-Management 4 Research 5 Thinking

1 I give and receive I can be empathetic I can plan short/long I know how to collect I can identify
meaningful towards others term goals information through obstacles and
Feedback research challenges

2 I use writing for I use social media to I can get myself I can cite my I consider ideas from
different purposes build positive focused during sources multiple
relationships distractions perspectives

3 I can draw I help others to I do not give up I can find different I ask factual,
conclusions through succeed when things get hard perspectives from conceptual, and
inferences different sources debatable questions

4 I can paraphrase I can manage and I can self manage I know that social I create original
accurately resolve conflict my anger media interpret works and ideas
events differently

5 I can effectively take I can actively listen I reflect on my I make informed I brainstorm to come
notes to other ideas learning daily choices based on up with new ideas
my research

6 I can understand I can encourage I can deal with I use different media I use knowledge and
and use others to contribute change with limited to communicate skills to create
mathematical stress information solutions
notation

7 I can collaborate I can advocate for I can handle failing I know what primary I can use prior
with peers using a myself efficiently and use it as a and secondary knowledge in
variety of online chance to get better sources are unfamiliar situations
media

8 I can understand I can be a good I keep my supplies I understand what I observe first to
and use body leader in a group organized and am Copyrights and recognize problems
language to prepared for class plagiarism are
communicate

9 I can write I can take I keep a planner to I can use technology I make unexpected
summaries, essays, responsibility for my organize my to find information connections
and reports own actions academic & between ideas
personal life

10 I read for class and I can negotiate I can identify my I use different ways I make connections
for pleasure positively and strengths and to develop long term between class
effectively weaknesses memory subjects

Total

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 Approaches to Learning (ATL) Categories
Category 1: Communication
Description: How well a student exchanges thoughts, messages, and information effectively
through interaction, as well as, written and verbal communications.
Category 2: Social
Description: How well a student works effectively with others through collaboration.
Category 3: Self Management
Description: How well a student can manage their time, tasks, and state of mind, as well as,
how well they can self reflect.
Category 4: Research
Description: How well a student can find, interpret, judge, and create information by
interacting with various sources.
Category 5: Thinking
Description: How well a student can critically and creatively problem solve, as well as, how
well they can transfer skills and knowledge between subjects.

Which ATL Category is your strongest (highest score)? How will it help you as you work on
your project?
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________

Which ATL Category do you need to improve on (lowest score? How can you get support for
that category as you work on your project?
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________

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Process Journal
The process journal is an integral part of the project. It is similar to the process journal used
in art and design classes and similar to a science fair project journal. You are responsible for
producing evidence of addressing the four MYP Community Project Objectives to
demonstrate achievement.

You can use the notebook paper at the back of this folder for your journal extracts.

The process journal is: The process journal is not:

● used throughout the project to ● used on a daily basis (unless this is
document its development useful for the student)
● an evolving record of intents, ● written up after the process has been
processes, accomplishments completed
● a place to record initial thoughts and ● additional work on top of the project; it
developments, brainstorming, possible is part of and supports the project
lines of inquiry and further questions ● a diary with detailed writing about
raised what was done
● a place for recording interactions with ● a static document with only one format.
sources, for example teachers,
supervisors, external contributors
● a place to record selected, annotated
and/or edited research and to maintain a
bibliography
● a place for storing useful information, for
example quotations, pictures, ideas,
photographs
● a means of exploring ideas and solutions
● a place for evaluating work completed
● a place for reflecting on learning
● devised by the student in a format that suits
his or her needs
● a record of reflections and formative feedback
received.
(Projects guide, 2014)
Process Journal Extracts

You will need to select and submit evidence from your process journal to demonstrate
development in all four objectives. These will show how you have addressed each of the
objectives. You must submit the Checklist/Timeline, the Investigating page, the Proposal for
Investigation, the Proposal for Action, and a Resource Bibliography Page. Your final assessment
will be based on your process journal extracts, oral presentation, and reflection report.

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 Community Project Proposal for Investigation
Project Title:

Student Name(s): Supervisor Name:

NEED: Describe the need you intend to address. What is lacking/needing improvement?
Targeted Community:

Need:

Action Goal: What is the purpose of your Community Project? What do you hope to
achieve?
Circle type of goal: To participate actively To research To inform others

To raise awareness To change behaviors

To advocate To create/innovate
Action Goal:

Global Context: (circle one)

Identities and relationships Orientation in space and time Personal/cultural expression

Fairness and development Scientific and technical innovation Globalization & Sustainability

How is this Global Context relevant? Why?

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RESEARCH: What questions do you need to answer? Where will you look for the
answers? Remember to look for reliable sources of information. Keep track of ALL
resources used in your process journal as you must submit a Works Cited page with
your presentation.

The purpose of your initial research is to help you develop a proposal for action.
You cannot create a proposal for action until you have conducted research.

Questions? (who, what, when, where, and Possible resources: (Books, magazines,
why?) newspaper articles, websites, surveys,
interviews, videos, etc.)

You must use a variety of

resources!

Process Journal: How will you record the significant findings from beginning to end to
show the development of your community project? Remember to include
brainstorming, notes, actions, etc.

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B. Planning
When you are clear on what you want to achieve and have conducted some initial research, you
will need to propose an action plan. Think about what specific tasks or activities you can do to
develop your project. You can use checklists, timelines, flow charts or other strategies to prepare
your proposal.

Your proposal should include designing, problem-solving, decision-making or investigative activities.

Proposals should be achievable based on time and resources available. Do not choose a project
that will require too much time or overly complex procedures.

Think about the following:

● Is it a one day event? Will it take a few weeks?

● Where will the event take place?
● How will you get the word out?
● What supplies do you need?

See the Project Proposal for Action template.

Continue Research

Now it’s time to begin more specific research. You will need to use multiple sources to make
your project credible. When using Internet sources you will need to use the ABCD’s of Website
Evaluation for each website used. All sources that you use to investigate and plan must be
included in a bibliography. If you need help with your research, ask your school media specialist.

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 Community Project Proposal for Action

Need:

Community:

Global Context:

Action Goal:

Time Frame: Will you hold a one day event? Will your action take a few weeks?

Location: Where will the event take place?

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Specific tasks/activities to complete:

How will you get the word out?

What materials and resources are needed to achieve your product/outcome?

Cost: Is there a materials cost?

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C. Taking Action
The next step in your project will be to put your plan into action. Review your proposal for
action. Does it need adjustments? Continue writing in your process journal.

Activity/Action Due date to Who is Responsible? Completed

complete

Ex. Contact local garden Ex. 10/25 Ex. Myself Ex. Yes
stores for possible
donations

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Oral Presentation
At the end of the project, you will present your project in front of an audience. For an
individual presentation, the time allocated is 6-10 minutes. For a group presentation,
the time allocated is 10-14 minutes. Each group member should have the opportunity to
speak during the course of the presentation.
Remember, you will be assessed based on your process journal extracts (this folder) and your
oral presentation. Use the following guiding questions to write your presentation speech.

A. Investigating
● How you arrived at your goal.
● What did you already know about…..
● What did you need to learn about….
● How did you learn/research….
● Evidence of research skills – variety of sources, evaluation of sources, bibliography.
B. Planning
● What was your plan of action?
● Evidence of thinking skills – obstacles & challenges, creativity.
● Evidence of communication skills – giving & receiving appropriate feedback, using
appropriate. forms of writing for different purposes and audiences, collaborating with
peers.
● Evidence of social skills – considering and respecting different opinions, points of view.
C. Taking Action
● What purposeful choices did you make?
● How and with whom did you collaborate?
● What you did, how you did it, why…
● Evidence of thinking skills – did you change focus? Modify what you were doing?
● Evidence of communication skills – collaboration.
● Evidence of social skills – delegating and taking responsibility as appropriate, resolving
conflicts and working collaboratively.
D. Reflecting
● Evaluation of the quality of service as action against the proposal.
● How has the project extended your knowledge and understanding?
● How have you further developed your ATL skills as a result of this project?

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 HERE ARE 10 TIPS FOR PUBLIC SPEAKING:
1. Nervousness Is Normal. Practice and Prepare!
All people feel some physiological reactions like pounding hearts and trembling hands. Do not
associate these feelings with the sense that you will perform poorly or make a fool of yourself. Some
nerves are good. The adrenaline rush that makes you sweat also makes you more alert and ready to
give your best performance.
The best way to overcome anxiety is to prepare, prepare, and prepare some more. Take the time to
go over your notes several times. Once you have become comfortable with the material, practice—a
lot. Videotape yourself, or get a friend to critique your performance.
2. Know Your Audience. Your Speech Is About Them, Not You.
Before you begin to craft your message, consider who the message is intended for. Learn as much
about your listeners as you can. This will help you determine your choice of words, level of
information, organization pattern, and motivational statement.
3. Organize Your Material in the Most Effective Manner to Attain Your Purpose.
Create the framework for your speech. Write down the topic, general purpose, specific purpose,
central idea, and main points. Make sure to grab the audience’s attention in the first 30 seconds.
4. Watch for Feedback and Adapt to It.
Keep the focus on the audience. Gauge their reactions, adjust your message, and stay flexible.
Delivering a canned speech will guarantee that you lose the attention of or confuse even the most
devoted listeners.
5. Let Your Personality Come Through.
Be yourself, don’t become a talking head—in any type of communication. You will establish better
credibility if your personality shines through, and your audience will trust what you have to say if they
can see you as a real person.
6. Use Humor, Tell Stories, and Use Effective Language.
Inject a funny anecdote in your presentation, and you will certainly grab your audience’s attention.
Audiences generally like a personal touch in a speech. A story can provide that.
7. Don’t Read Unless You Have to. Work from an Outline.
Reading from a script or slide fractures the interpersonal connection. By maintaining eye contact with
the audience, you keep the focus on yourself and your message. A brief outline can serve to jog your

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memory and keep you on task.
8. Use Your Voice and Hands Effectively. Omit Nervous Gestures.
Nonverbal communication carries most of the message. Good delivery does not call attention to itself,
but instead conveys the speaker’s ideas clearly and without distraction.
9. Grab Attention at the Beginning, and Close with a Dynamic End.
Do you enjoy hearing a speech start with “Today I’m going to talk to you about X”? Most people don’t.
Instead, use a startling statistic, an interesting anecdote, or concise quotation. Conclude your speech
with a summary and a strong statement that your audience is sure to remember.
10. Use Audiovisual Aids Wisely.
Too many can break the direct connection to the audience, so use them sparingly. They should
enhance or clarify your content, or capture and maintain your audience’s attention.
Practice Does Not Make Perfect
Good communication is never perfect, and nobody expects you to be perfect. However, putting in the
requisite time to prepare will help you deliver a better speech. You may not be able to shake your
nerves entirely, but you can learn to minimize them.
https://www.extension.harvard.edu/professional-development/blog/10-tips-improving-your-public-spea
king-skills

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 Works Cited/Bibliography
What is a bibliography? A bibliography is a list of all the sources you have used in your research.
Below is a sample.

Bibliography

Felluga, Dino. Guide to Literary and Critical Theory. Purdue U, 28 Nov. 2003. Web. 10

May 2006. Jolie, Angelina. Phone interview. 11 Feb. 2009.

Jones, Patrick. “Studies in pop rocks and Coke.” Weird Science 12 (2009):

78-93. Print. Smith, John. “Homelessness.” Encyclopedia Britannica.

2009. Print.

There are tools you can use on the internet to help you format your bibliography such as
EasyBib www.easybib.com/ or Bibme www.bibme.org/ .
Use the examples below if you decide to manually create your bibliography.

Books:
Last Name, First Name. Book Title. Publisher City: Publisher Name, Year Published.
Medium. Smith, John. The Sample Book. Pittsburgh: BibMe, 2008. Print.

Magazines:
Last Name, First Name. “Article Title.” Journal Name Volume Number (Year Published): Page
Numbers. Medium.
Smith, John. “Studies in pop rocks and Coke.” Weird Science 12 (2009): 78-93. Print.

Websites:
Editor, author, or compiler name (if available). Name of Site. Version number. Name of
institution/organization affiliated with the site (sponsor or publisher), date of resource creation (if
available). Medium of publication. Date of access.
Felluga, Dino. Guide to Literary and Critical Theory. Purdue U, 28 Nov. 2003. Web. 10 May 2006.

Interviews:
Last Name, First Name. Type of interview. Date conducted. Jolie, Angelina. Phone interview. 11 Feb.
2009.

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Bibliography

Books:
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Magazines:
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Websites:
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Interviews:
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Final Project:
At the time of the presentation, you must submit:
● _____Process Journal ● _____Any extra process journal extracts
with all forms and charts
complete
● _____Project board ● _____completed academic honesty form for
each student
● _____any supporting visual aids used during the presentation
● _____bibliography documenting all research (this includes interviews, e-mail
correspondence, etc.)

Project board
In addition to the oral presentation, you will also be required to create a tri-fold project board to
showcase the project. This is your chance to be creative. You will need to include the following:

● your name(s) ● faculty advisor name

● project name ● global context
● description of project ● research
● bibliography ● visuals (photographs, graphs,
etc.)
● reflection

Assessment:
Assessment will be based on your project journal extracts and your oral report.

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 D. Reflecting
Congratulations, you made it! This is the final phase of your project. You should have
experienced and learned new things. It is important that you take the time to explore your
thoughts and feelings.

This phase includes:

● Evaluate the quality of service as action against the proposal

● Reflect on how completing the project has
extended your knowledge and understanding
of service learning
● Reflect on the development of your Approaches to Learning skills

Questions to reflect on:

● I think that the project made a difference because…
● My thoughts and feelings as I did the project were…
● Next time I would…
● I used the Approaches to Learning skills in the following ways…
● I would apply the skills that I learned from the project in this way…
● Overall I feel that the project…

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 Reflection Report Draft
Introduction to Project
(What was your goal? Explain in full sentences your proposal for investigation.)
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Action Experience (Describe the steps you took to complete your action plan.)
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ATL Uses (Which Approaches to Learning did you use throughout your project?)
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Strengths and Areas of Development
(What went well with the process? What was challenging and how did you overcome it?)
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Conclusions (What was the end result of your project? Did you complete your goal? What current
class topic sparked your interest to research it and create your community service project?)
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Assessment Rubric
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 A: Investigating B: Planning C: Taking Action D: Reflecting
0 The student does not reach a standard described by any of the descriptors
below
i. state a goal to i. develop a i. Demonstrate i. present a
address a need limited proposal limited service as limited evaluation of
within a community, for action to serve action as a result the quality of the
based on personal the need in the of the project service as action
interests, but this community ii.demonstrate limited against the proposal
1-2 may be limited in ii. present a thinking skills ii. present
depth or accessibility limited or partial iii. demonstrate limited reflections
ii. identify prior plan and record of limited on how completing
learning and the development communication the project has
subject-specific process of the and social skills extended their
knowledge, but this project knowledge and
may be limited in iii. demonstrate understanding of
occurrence or limited service learning
relevance self-management iii. present limited
iii demonstrate limited skills reflections
research skills on their development
of ATL skills
i. outline an i. develop an i. Demonstrate i. present an
adequate goal to adequate adequate service adequate
address a need proposal for action as action as a result evaluation of the
within a community, to serve the need of the project quality of the service
based on personal in the community ii.demonstrate as action against the
3-4 interests ii. present an adequate proposal
ii. identify basic adequate and thinking skills ii. present
prior learning and record of the iii. demonstrate adequate reflections
subject- specific development adequate on how completing
knowledge relevant process of the communication and the project has
to some areas of project social skills extended their
the project iii. demonstrate knowledge and
iii. demonstrate adequate understanding of
adequate self-management service learning
research skills skills iii. present
adequate
reflections on their
development of ATL
skills

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 i. define a i. develop a i. Demonstrate i. present a
clear and suitable proposal substantial service substantial
challenging goal for action to serve as action as a result evaluation of the
to address a need the need in the of the project quality of the service
within a community ii. demonstrate as action against the
5-6 community, based ii. present a substantial proposal
on personal substantial plan thinking skills ii. present
interests and record of the iii. demonstrat substantial
ii. identify prior development e substantial reflections on how
learning and process of the communication completing the
subject-specific project and social skills project has extended
knowledge iii. demonstra their knowledge and
generally te substantial understanding of
relevant to the self- service learning
project management iii. present
iii. demonstrate skills substantial
substantial reflections on their
research skills development of ATL
skills
i. define a clear i. develop a i. Demonstrate i. present an
and highly detailed, excellent service excellent evaluation
challenging goal to appropriate and as action as a result of the quality of the
address a need thoughtful proposal of the project service as action
within a community, for action to serve ii.demonstrate against the proposal
7-8 based on personal the need in the excellent ii. present
interests community thinking skills excellent reflections
ii. identify prior ii. present a iii. demonstrate on how completing
learning and detailed and excellent the project has
subject-specific accurate plan and communication and extended their
knowledge that is record of the social skills knowledge and
consistently development process understanding of
highly relevant to of the project service learning
the project iii. demonstrate iii. present
iii. demonstrate excellent excellent
excellent self-management reflections on their
research skills skills development of ATL
skills

Your ideal goal for your project is to receive a 7-8 score in each of the Criterias. However, the
5-6 scale is the standard score. You will be assessed by both the IB coordinator at the virtual
showcase as well as by your Mustang Team Supervisor.

Student Rubric IB Score_________ TSA Score Conversion___________

Teacher reflection on the student’s project development and impact

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