MYP Community Project

The Community Project is the culminating activity of an IB MYP education through 8th grade. The Community Project provides and opportunity to demonstrate the Approaches to Learning skills, the IB Learner Profile traits, the Global Context and most importantly to make a difference in your chosen community.

During the course of this minimum 15 hour project (minimum), students 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 Magellan.

The three main components of the project are:

Service as Action: The actual community service

Process Journal: Notes on planning and research

Oral Presentation: To both a scoring panel and the community

TIMELINE

The project started in September and will run through April.

It will be accomplished in phases with deadlines.

Phase 1: Introduction and Investigating (Sept 25- Nov 10)

Exploring our passions (2nd Step Program)
Identifying the definitions of community
Deciding on whether an individual or group project
- Group projects much have an agreement form signed by students and parents
Groups define and refine passions and goals
Identify a need

Phase 2: Planning (Nov 13-Dec 8)

Creating Process Journals in Toddle
Exploring the types of service
Defining responsibilities, if in a group
Selecting a topic
Initial topic research
Proposal of action

Phase 3: Taking Action (Dec 10--Feb 26)

Conduct the service as action with supervisors’ support and guidance.
Take pictures and collect any verification documentation.
Record information and development in journals.
Preparing script and presentation

Phase 4: Reflecting (Feb 26-Mar 8)

Reflecting on process

Academic Honesty Form - completed
Write Background – relevant information towards idea for project
Process Journal – including verification documentation
- (10 entries per individual; 15 entries per team)
Reflection Journal(s) (1 from each participant)
Present to supervisor for formative feedback; revise as needed

Phase 5: Final touches (Mar 8-Mar 29)

No projects will be accepted after March 29

➢ Final Product – all documentation uploaded to Toddle for review by Project Coordinator (Ms. Jennifer)
➢ Google Slides Presentation – submission/upload to Toddle with information of the service project’s entire process including pictures of the process. Students are able to submit in a variety of formats.

➢ Self Scoring Sheet- Students/Groups are to score themselves on each criteria, provide evidence for their score and determine a final score.

➢ Present to a judging panel for final score (April date to be determined)

An Evening With the Community

Gallery Walk

Bull Creek MPR April 30

MORE INFORMATION ABOUT THE COMMUNITY SERVICE PROJECT

Students will:

Define a goal to address a need in the community
Identify the global context
Develop a proposal for action
Implement action
Share process

Requirements

Individually or collaboratively, but no more than 3 students
15 hours of work outside of school, meeting with supervisors, conducting research, developing the project and reporting the project
Project must be aligned with a global context
Project must be recorded in a process journal in Toddle
Project will be presented to a scoring panel and the community

Service can be:

Direct: You will have interaction that involves people, the environment or animals. Examples include one-on-one tutoring, developing a garden alongside refugees, or teaching dogs behaviors to prepare them for adoption.
Indirect service: Although you do not see the recipients during indirect service, you have verified that your actions will benefit the community or environment. Examples include redesigning an organization’s website, writing original picture books to teach a language, or raising fish to restore a stream.
Advocacy: You speak on behalf of a cause or concern to promote action on an issue of public interest. Examples include initiating an awareness campaign on hunger in the community, performing a play on replacing bullying with respect, or creating a video on sustainable water solutions.
Research: You collect information through varied sources, analyze data and report on a topic of importance to influence policy or practice. Examples include conducting environmental surveys to influence your school, contributing to a study of animal migration patterns, or compiling the most effective means to reduce litter in public spaces.