ACS EGHAM INTERNATIONAL SCHOOL

GRADE 5
EXHIBITION 2012

ACTIONS AFFECT
O TH E R S
STUDENT HANDBOOK
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CONTENTS
Exhibition Overview
Essential Elements
Exhibition Calendar
Teacher-Manager Schedules
Journal
IB Learner Profile
Attitudes
Inquiry Plan for Exhibition
Question Clarification
Sources of Information Plan
Graphic Organizers
Plagiarism/Bibliography
Resource Evaluation
Presentation Plan
Action Plan
Reflective Essay Guidelines
How to Request Information
How to Conduct an Interview
Meeting Minutes

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Adapted by Cary Hart, Sara Faulkner and Marcus van Denham

2011, ACS Egham International School
compiled using documents created by Munich International School,
ACS Egham International School, International School of Amsterdam,
the Exhibition Guidelines and the Making the PYP Happen.

EXHIBITION OVERVIEW
The grade 5 PYP exhibition is a culminating experience where you synthesize the
essential elements of the PYP and share them with the whole school community.
The exhibition is a collaborative open-ended inquiry that begins from personal
interests and expands into a real-life issue or problem.
You will demonstrate an understanding of the essential elements of the PYP and
will take action as a result of your learning. You will be guided by your teachers,
parents and mentors. You will demonstrate understandings of the IB learner
profile, attitudes, transdisciplinary skills and the key concepts. The emphasis is on
the process, and all the stages are equally important.
The exhibition process includes the following:
1.
2.
3.
4.
5.
6.

Discussing issues/problems to be investigated

Deciding on the central idea and lines of inquiry
Planning the exhibition
Gathering the necessary materials
Recording and reflecting
Presenting the exhibition

You will need to:

be balanced
keep a journal of the exhibition process where you regularly record your
ideas, decisions, actions, emotions and progress
use a range of primary and secondary sources
distribute the responsibilities for tasks
use an exhibition handbook to guide and document the process
communicate regularly with your group, parents, teacher-manager and
mentor
maintain a bibliography of resources used
negotiate ways to share your findings
assess and reflect on your progress
Your parents will
regularly discuss your progress and work ethic with you (e.g. you will share
your journal with them)
support and encourage you
communicate regularly with your teacher-manager
NOTE there may be parents who can act as advisors. You can work with
them to develop an aspect of the process
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Your teacher-manager will:

work with your group and with you individually during all stages of the
process
regularly discuss your progress and work ethic with you
support and encourage you
communicate regularly with you, your mentor, your parents and other
teachers
assess you and your group
Your mentor will:
meet with you regularly
work with your group and with you individually during all stages of the
process
regularly discuss your progress and work ethic with you
support and encourage you
communicate regularly with you and your teacher-manager
NOTE there will be other adults in school that will act as advisors. You can
work with them to brainstorm and develop ideas, edit your work, discuss a
personal or social problem, get feedback/resources or to utilize their
strengths (e.g. a disciplinary subject area such as music, art or IT, or specific
skills they have)
You will be assessed on how well you have demonstrated your understandings of
the central idea, lines of inquiry, essential and the key concepts. The student
handbook, a journal, rubrics, a bibliography and a reflective essay will be used as
assessments.
You will still have assigned homework, though the amount and content may vary
depending on the week. The inquiry homework will be related to the exhibition.
You will attend regular single subject lessons as usual, though IT will be
scheduled around teacher-manager groups and will have a focus on the
exhibition.

ESSENTIAL ELEMENTS
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?

ATTITUDES

ACTION

ACT
CHOOSE
REFLECT

IB LEARNER PROFILE

Appreciation
Commitment
Curiosity
Confidence
Cooperation
Creativity

Empathy
Enthusiasm
Independence
Integrity
Respect
Tolerance

Inquirers
Knowledgeable
Thinkers
Communicators
Risk-takers

Principled
Caring
Open-minded
Reflective
Balanced

TRANSDISCIPLINARY SKILLS
Thinking
Acquisition of knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Dialectical thinking
Metacognition

Social

Accepting responsibility
Respecting others
Cooperating
Resolving conflict
Group decision-making
Adopting a variety of group roles

Communication
Listening
Speaking
Reading
Writing
Viewing
Presenting
Non-verbal communication

Self-management
Gross motor skills
Fine motor skills
Spatial Awareness
Organization
Time management
Safety
Healthy lifestyle
Codes of behaviour
Informed choices

Research
Formulating questions
Observing
Planning
Collecting data
Recording data
Organizing data
Interpreting data
Presenting research findings

EXHIBITION CALENDAR
MONDAY

Discussing
issues/problems to
be investigated
Deciding on the
central idea and
lines of inquiry

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

February 21

22

23

24

25

28

March 1

4
TEACHER IN-SERVICE

STUDENT LED
CONFERENCES
10

14

15

16

17

18

21

22

23

24

25

28

29

30

31

April 1

11

12

13
Presentations to the
school community
(celebration of learning)

14

15

11

Planning the
exhibition

Gathering the
necessary
materials
Gathering the
necessary
materials
Recording and
reflecting

Recording and
reflecting

Presenting the
exhibition

Presentations to parents
(celebration of learning)

MR. VAN DENHAMS TEACHER-MANAGER SCHEDULE

Monday
Tuesday
Wednesday
Thursday
8:30-9:20
9:20-10:00
10:00-10:20
10:20-11:00

Exhibition

Exhibition

Exhibition

Exhibition

Exhibition

Recess

Recess

Recess

Recess

Recess

Mathematics

MUSIC

Mathematics

IA

Mathematics

ART

Mathematics

LIBRARY

Mathematics

11:00-11:40
11:40-12:05
12:05-1:10

Duty

1:10-1:50
1:50-2:45
2:45-3:15

Recess

Duty

Recess

Lunch

Duty

PE

ML/EAL

PE

Exhibition

IT

Exhibition

MS. HARTS TEACHER-MANAGER SCHEDULE

Monday
Tuesday
Wednesday
8:30-9:20
9:20-10:00
10:00-10:20
10:20-11:00
11:00-11:40
11:40-12:05
12:05-1:10
1:10-1:50
1:50-2:45
2:45-3:15

9:20-10:00
10:00-10:20
10:20-11:00
11:00-11:40
11:40-12:05
12:05-1:10
1:10-1:50
1:50-2:45
2:45-3:15

MUSIC
Mathematics

Lunch/Recess

Lunch/Recess

ML/EAL
Exhibition

Reflection

ML/EAL

Assembly

Reflection

Thursday

Friday

Exhibition

Exhibition

Exhibition

Exhibition

Exhibition

Recess

Recess

Recess

Recess

Recess

MUSIC

Mathematics

IA

Mathematics

LIBRARY

ART

Lunch/Recess

Lunch/Recess

Lunch/Recess

PE

ML/EAL

PE

Exhibition

Exhibition

IT

ML/EAL
Exhibition

ML/EAL

Assembly

Reflection

Thursday

Friday

MUSIC
Mathematics
Lunch

Duty

Mathematics

MS. FAULKNERS TEACHER-MANAGER SCHEDULE

Monday
Tuesday
Wednesday
8:30-9:20

Friday

Lunch

Duty

Reflection

Exhibition

Exhibition

Exhibition

Exhibition

Exhibition

Recess

Recess

Recess

Recess

Recess

Mathematics

IA

Mathematics

MUSIC

MUSIC

LIBRARY

Mathematics

ART

Mathematics

Mathematics

Lunch/Recess

Lunch/Recess

PE

ML/EAL

PE

IT

Exhibition

Exhibition

Duty

Recess

Duty

Recess

Lunch/Recess

ML/EAL
Exhibition

ML/EAL

Assembly

Reflection

Reflection

THE IB LEARNER PROFILE

Learner profile

What might it look/sound/feel like?

Inquirers:
They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy
learning and this love of learning will be sustained throughout their lives.

Knowledgeable:
They explore concepts, ideas and issues that have local and global significance. In
so doing, they acquire in-depth knowledge and develop understanding across a
broad and balanced range of disciplines.

Thinkers:
They exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical
decisions.

Communicators:
They understand and express ideas and information confidently and creatively in
more than one language and in a variety of modes of communication. They work
effectively and willingly in collaboration with others.

Principled:
They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that accompany them.

Open-minded:
They understand and appreciate their own cultures and personal histories, and
are open to the perspectives, values and traditions of other individuals and
communities. They are accustomed to seeking and evaluating a range of points
of view, and are willing to grow from the experience.

Caring:
They show empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.

Risk-takers:
They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles, ideas,
and strategies. They are brave and articulate in defending their beliefs.

Balanced:
They understand the importance of intellectual, physical and emotional balance
to achieve personal well-being for themselves and others.

Reflective:
They give thoughtful consideration to their own learning and experience. They
are able to assess and understand their strengths and limitations in order to
support their learning and personal development.
2008 Exhibition Guidelines

ATTITUDES
Attitude

What might it look/sound/feel like?

Appreciation:
Appreciating the wonder and beauty of the world and its people.

Commitment:
Being committed to their learning, persevering and showing self-discipline and
responsibility.

Confidence:
Feeling confident in their ability as learners, having the courage to take risks,
applying what they have learned and making appropriate decisions and choices.

Cooperation:
Cooperating, collaborating, and leading or following as the situation demands.

Creativity:
Being creative and imaginative in their thinking and in their approach to problems
and dilemmas.

Curiosity:
Being curious about the nature of learning, about the world, its people and
cultures.

Empathy:
Imagining themselves in anothers situation in order to understand his or her,
reasoning and emotions, so as to be open-minded and reflective about the
perspectives of others.

Enthusiasm:
Enjoying learning and willingly putting the effort into the process.

Independence:
Thinking and acting independently, making their own judgments based on
reasoned argument, and being able to defend their judgments.

Integrity:
Being honest and demonstrating a considered sense of fairness.

Respect:
Respecting themselves, others and the world around them.

Tolerance:
Being sensitive about differences and diversity in the world and being responsive
to the needs of others.

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INQUIRY PLAN FOR EXHIBITION

Group Members: ___________________________________________________
Group Members contact details: ________________________________________

________________________________________________________________
________________________________________________________________
Teacher-manager: _________________________________________________
Mentor: ________________________________________________________
Place and time for mentor meeting: ______________________________________
Central Idea:

Lines of Inquiry:

Why we want to inquire into this central idea:

What we know about this central idea:

What we want to find out about this central idea:

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QUESTION CLARIFICATION
Key Concepts

Related Questions

Form
What is it like?

Function
How does it work?

Causation
Why is it like it is?

Change
How does it change?

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?

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SOURCES OF INFORMATION PLAN

Brainstorm ideas about the primary and secondary sources you could use to gather
information about the central idea; with your group, teacher-manager and mentor.

Interviews and Field Trips:

Activities:

Books, Reference Materials, Magazines/Newspapers:

Audiovisual/Online Sources:

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PLAGIARISM
Plagiarism is when you take someone elses work or ideas without using quotation marks or
referencing the source.
Paraphrasing is when you summarize a text in your own works. Quoting is when you cut and paste
someone elses work or ideas.
Information that is common knowledge such as historical dates (Einsteins theory of special relativity
was published in 1905) or facts (all insects must have three body parts, six jointed legs, two antennae
and an exoskeleton) do not need to be referenced, but ideas or work that someone else has had or
created need to be referenced.
Pretending someone elses work is your own or not referencing properly means you are plagiarising.
One good strategy for gathering and recording information is to read a text, then put it aside/close
it/turn away, think about the information and then write what you understood in your own words
(paraphrasing).

BIBLIOGRAPHY
You are responsible for keeping a bibliography using Noodle Tools to show the primary and secondary
sources you used (www.noodletools.com). We use the MLA format when referencing at our school.
Blyton, Enid. The Secret Seven. London: Hodder Children's, 2006. Print.
Schwartz, Ariel. "Starta Tower: First building to have wind turbines incorporated into its design." Fast
Company. Fast Co. magazine, 15 Mar. 2010. Web. 1 Feb. 2011. <http://www.fastcompany.com/
1583813/strata-tower-the-first-building-with-wind-turbines-incorporated-into-its-design>.
Cox, Nicky. "Space tourists." First news 15 Oct. 2010, 229th ed.: 10. Print.

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RESOURCE EVALUATION
Description of resource (give the bibliographical details and a brief description):

Consider

Name of source:

the author (can you find information

about his/her qualifications?)

the publisher/organization behind the

resource (is this from a government or
non-profit organization or does the
organization have a commercial
interest/bias in the subject?)
plagiarism (does this resource cite
other resources?)

consistency (does the resource

present information and different
perspectives on a subject accurately
and in line with other resources you
used?)
appropriateness (is the text at your
level of understanding? How relevant is
it to your inquiry?)

the date of publication (is the

information current?)

whether it is a primary or secondary

source (does this ensure you have
looked for information from a variety
of places and sought information in
different ways? Can you make a
connection to another source?)

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PRESENTATION PLAN
Your presentation needs to include the answers to the key concepts.
The presentation will be a verbal explanation about the process. It must include a
presentation board with your central idea and lines of inquiry, your reflective essays,
examples of your work throughout the process, and your bibliography. Each person
must have a role in the presentation.
The presentation can include a:

Written Presentation (petition, interview, report, essay, letter, poem, newspaper, game,
advertisement, fairy tale, story, script, crossword, slogans, diary, rebus story, survey, fact file,
book, advice column, anagram, anecdote, biography, annual report, case study, code,
community action, cook book, handbook, glossary, job description, magazine, quiz, review,
scrapbook, procedure, travel guide)

Audio Presentation (debate, radio program, song, press conference, oral report, role play,
demonstration, soundscape, conference, orchestration)

Visual Presentation (experiment, video production, puppet show, movie, play, skit, mask,
parody, simulation)

Pictorial Presentation (models, drawings, pictures, diagram, map, illustration, pamphlet,

collage, timeline, painting, art gallery, costume, graphs, photo essay, bulletin board, mural,
diorama, poster, sculpture, etching, brochure, comic, mobile, paper mache, graphic organizer,
drawing, woodwork)

Computer Presentation (animated movie, chart/graph, spreadsheet, power point,

multimedia presentation)

Artefact Presentation (invention, article of clothing, musical instrument, needlework,

furniture, tools, museum exhibit)

If you have other ideas for a presentation or would like assistance with your
presentation, discuss this with your teacher-manager or mentor

ACTION PLAN
Think about your new understandings about the central idea.
What are the enduring understandings you have developed as a result of your
findings?
Do you have any ideas for action related to your central idea?
What action will you take?
What are the enduring understandings you would like others to have after
considering your findings?
What action would you like others to take?
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REFLECTIVE ESSAY GUIDELINES

The reflective essay enables you to consider what understandings and skills you have
developed during all stages of the exhibition process.
Below are some headings that you can use as a guide to structure your essay. NOTE
you may include other things that are relevant to your learning journey.
INTRODUCTION:

Define important terminology and describe the purpose of exhibition.

Describe the purpose of your essay.
Describe the central idea and lines of inquiry and explain what you can infer as a
result of your inquiry.
INITIAL UNDERSTANDINGS:

Refer back to your initial thoughts and understandings about your central idea and
lines of inquiry.
Explain why you were interested in the issue/topic and how you developed the
central idea and lines of inquiry.
THE PROCESS:

Provide examples from some of the stages of the process that demonstrate how
you developed your understandings.
Describe the collaborative aspects of the process how you worked with your
mentor, teacher-manager, parents and group (refer to the PYP essential
elements).
YOUR WORK ETHIC:

Consider your work ethic during group work and when working independently.
Describe how you contributed to your groups success, problems you encountered
and how you solved them, and what you have learned about yourself as a learner.
Consider how your work demonstrates the things you are prepared for or need to
focus on as you leave the PYP and enter the MYP.
CONCLUSION:

Sum up what you have learned about yourself during the exhibition process and
the implications for you as a learner.
Describe what conclusions you can draw about your central idea and what actions
you have taken and will take in the future.
Restate information from previous paragraphs that helped you draw your
conclusion
NOTE get feedback from your teacher-manager, mentor and group about the content
and language used in your reflective essay.
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HOW TO REQUEST INFORMATION

PLAN
Decide what information you need to find out and who you could contact in order to answer your
questions.
WRITE
To: The email address of the person you are sending it to
Subject: the
Paragraph 1
State the purpose and subject.
e.g. We are Grade 5 students at ACS Egham International School in Egham, Surrey. The
programme that we are following (the International Baccalaureate Primary Years Programme)
includes a unit known as the exhibition. Our grade level is inquiring into the idea [insert your
central idea].
Paragraph 2
Ask for specific flyers, reports, maps or other information. Ask if there is a cost for any of these
materials.
e.g. We are looking for some information about [ _____ ] and [ _____ ] .Specifically we are looking
to answer these questions; [insert your questions].
Paragraph 3
Thank the person for his or her time and effort and encourage them to contact you if they need
further information.
Sincerely/Best Regards/Faithfully,
Write your first name, middle initial and last name.
EDIT
Read the letter aloud and listen for missing words, awkward construction, vague sentences and
places where more details would be helpful.
Check your spelling.
Read the letter aloud to make sure that there is punctuation wherever you pause.
PUBLISH
Print your letter then send it. Ensure that you put your return address on the back of the envelope and
write "attention to" and the persons name on the front of the envelope.

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HOW TO CONDUCT AN INTERVIEW

PLAN
Consider who might know about the central idea.
Do some background research on the person, organization and the central idea.
Develop a list of questions to ask remember you will get the best information from openended questions.
Set up an appointment with the person by email or phone. Suggest possible dates, times and a
location that will work for everyone.
Be sure to have the supplies you will need during the interview with you. These could include a
tape recorder, video camera, journal/paper, pen/pencil.
Practice introducing yourself, explaining what the central idea is, asking the questions and
asking to make an appointment.
DURING THE INTERVIEW
Be punctual, have your supplies ready, make sure your equipment is set up, and wear
appropriate clothing.
Be sure to be polite and respectful at all times.
Record the persons name, the date, time and location of the interview for your bibliography
The interviewee may answer more than one question at a time. Pay attention to what they are
saying so that you do not repeat questions.
If you didnt understand or hear something, ask the interviewee to repeat what they said.
Take notes remember to write down any important information, including anything unfamiliar.
Remember not to get so involved in note taking that you forget to listen.
Remember that you are there to do more listening than talking.
AFTER THE INTERVIEW
Write down any notes or thoughts that you have not already written immediately following the
interview so that you do not forget.
If you have recorded the interview you need to write/type it up word for word (this is called a
transcript).
Write a thank you note to the interviewee. Remember to say that you appreciated the time
he/she took to answer your questions and you might want to tell them the understandings that
you gained/developed.
REFLECT
Think about what you have learned and write down any understandings that you have
gained/developed.
Consider how the content discussed is connected to other information you have gathered.
Decide as a group what parts of the interview you will use or whether you need to conduct
further interviews.

* You must have any emails/thank you notes proofread before you
send them.
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