HMS Quick Reference Guide

IB Responsible IB Respectful IB Ready

Howard Middle School “Where All Learners are IB Students”

Table of Contents IB Mission Statement Design Cycle Approaches to Learning Key Concepts Learner Profiles Global Contexts Command Terms Arts Design Individuals and Societies Language and Literature Mathematics Physical and Health Sciences MYP Community Project 8th Grade 6th & 7th Service as Action Log Sheet Academic Honesty Policy IB-MYP Achievement Levels

Page Number

1 2 3–6 7 8 9 – 10 11 12 13 14 15 16 17 – 18 19 20 – 21 22 23

IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

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Identify and prioritize the research

Analyse existing products Develop a design brief

Explain and justify the need

Inquiring and Analysing

Explain the impact of the solution

Explain how the solution could be improved

Develop a design specification

Develop design ideas

Developing Ideas

Evaluating

Present the chosen design

Evaluate the success of the solution

Creating the Solution

Design testing methods

Justify changes made to the design

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Develop planning drawings/diagrams

Construct a logical plan Follow the plan to make the solution

Demonstrate technical skills

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underlying structure of an entity or piece of work, including its organization, essential nature and external appearance.

from which we observe situations, objects, facts, ideas and opinions. Perspective may be associated with individuals, groups, cultures or disciplines. Different perspectives often lead to multiple representations and interpretations.

Perspective is the position

associations between properties, objects, people and ideas – including the human community’s connections with the world in which we live. Any change in relations brings consequences – some of which may occur on a small scale, while others may be far-reaching, affecting large networks and systems such as human societies and the planetary ecosystem.

Relationships are connections and

Global interactions are connections

Form is the shape and

Connections are the links,

bonds, and relationships among people, objects, organisms, or ideas.

Creativity is the process of generating

or movement from one form, state, or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.

Change is the conversion, transformation,

novel ideas and considering existing ideas from new perspectives, Creativity includes the ability to recognize the value of ideas when developing innovative responses to problems; it may be evident in process as well as outcomes, products or solutions.

characteristics, creation, meaning and perception of beauty and taste. The study of aesthetics develops skills for the critical appreciation and analysis of art, culture, and nature.

Aesthetics are the

absolute or relative position of people, objects, and ideas. Time, place, and space focuses on how we construct and use our understanding of location (where and when).

Time, place, and space are the

same. It refers to the particular features that define individuals, groups, things, eras, places, symbols, and styles. Identity can be observed, or it can be constructed, asserted, and shaped by external and internal influences.

Identity is the state or fact of being the

learned and shared beliefs, values, interests, attitudes, products, ways of knowing, and patterns of behavior created by human communities. The concept of culture is dynamic and organic.

Culture encompasses a range of

transfer of signals, facts ideas and symbols. It requires a sender, a message, and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common language (written, spoken, or non-verbal).

Communication is the exchange or

or interdependent components. Systems provide structure and order in human, natural, and built environments. Systems can be static or dynamic, simple or complex.

Systems are sets of interacting

reasoning and a system of principles used to build arguments and reach conclusions.

Logic is the method of

process of growth, progress or evolution, sometimes through iterative improvements.

Development is the act or

that exist in proximity defined by space, time or relationships. Communities include groups of people sharing particular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat.

Communities are groups

Key Concepts

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MYP command terms for sciences continued

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MYP Community Project 8 Grade Checklist & Timeline th

STEP 1: Investigating (August - September)

___ Determine if working alone or with a group. Choose faculty advisor on 8/31/16. ___ Determine a need within a community and a goal to address the need (project handbook page 8) ___ Conduct initial research and gather information (Proposal for Investigation page 12) ___ Record information in process journal (read page 11) ____ * Review assessment rubric (page 20) ___ Complete the Community Project Proposal for Investigation (pages 12) ___ Meet with your faculty advisor on 9/28/16 to review and discuss the items listed in the Investigating Phase. Submit Project Proposal for Investigation to faculty advisor. Discuss Step 2 Planning. (Record meeting in Academic Honesty form). Once this is complete, continue into the Planning Phase.

STEP 2: Planning (September - October)

___ Develop a plan of action ___ Record information in process journal ___ Continue research ___ Complete the Community Project Proposal for Action (page 16) ___ Work on the preparation for the service ___ Meet with your faculty advisor on 11/2/16 to review and discuss the items listed in the Planning Phase. Submit Project Proposal for Action to faculty advisor. Discuss Step 3 Taking Action. Record meeting in Academic Honesty form. Once this is complete, continue into the Taking Action Phase.

STEP 3: Taking Action (October – January)

___ Carry out the service project ___ Record information in process journal ___ Meet with your faculty advisor on 11/16/16 to review and discuss the items listed in the Taking Action Phase. Record meeting in Academic Honesty form (page 22). ___ Meet with your faculty advisor on 12/7/16 to further review and discuss the items listed in the Taking Action Phase. Discuss problems and solutions. Record meeting in Academic Honesty form.

STEP 4: Reflecting (January)

___ Evaluate your project against your proposal criteria and reflect on your learning ___ Complete Academic Honesty form ___ Prepare Bibliography ___ Prepare Process Journal extracts ___ Prepare project board ___ Prepare oral presentation ___ Meet with your faculty advisor on 1/25/17 to review and discuss the items listed in the Reflecting Phase. Discuss oral presentation, project board, and items to be submitted in February. Record meeting in Academic Honesty form.

STEP 5: Presentation (February) ___ Meet with your faculty advisor on 2/8/17 to present project, submit process journal extracts, project board, and academic honesty policy.

STEP 6: Celebrate!

___ Attend Community Project Showcase event!

***The Community Project is not to be an all-consuming project! The 15 hour IB requirement includes time meeting with faculty advisor, meeting with group members, researching, planning, taking action, reflecting in process journal, preparing project board, oral presentation, and supporting documents. Emphasis should be placed on the learning process and on giving back to the community. Students will learn skills that will assist them in high school, college, and beyond!

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HMS 6th and 7th Grade Service as Action Log Sheet 1.

2. 3. 4. 5.

Sixth grade students are encouraged to complete a minimum of 2 hours and Seventh grade students a minimum of 4 hours. Please see the HMS website for th 8 grade information and documents. Please record the date, hours, agency’s name and phone number, as well as the supervisor’s printed name and signature in the table below. Service for each school year may be completed between the first day of summer break until the second Friday the following May. Service cannot be awarded for club meetings. Students must submit completed forms to the guidance clerk in the guidance department by the last day of school year.

___________________________________________________ __________________ _______ (Student’s Last Name, First Name)

Activity

Date

(Student ID#)

Agency’s Name & Phone Number

Hours

(Grade)

Supervisor’s Name Printed & Signed

name

print

phone

sign

name

print

phone

sign

name

print

phone

sign

name

print

phone

sign

name

print

phone

Sign

#1

#2

#3

#4

#5

Total Hours

Student’s Signature

Sign

Please Note: Blank Service as Action Log Sheets are available on our school’s website. The front and back of this form must be completed or it will be returned. Incomplete or illegible forms will be rejected.

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For each activity, please give a brief description of your responsibilities. Please also include a summary of what you liked and/or did not like about this activity, what you learned, and if you have any suggestions for anyone wanting to perform this service activity. If you need additional space, please attach a separate sheet of paper. Activity #1:_______________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Activity #2:_______________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Activity #3:_______________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Activity #4:_______________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Activity #5:_______________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________

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Academic Honesty Policy The International Baccalaureate Programme requires students to submit original assignments and/or projects. Cheating/Plagiarism is recognized as a serious academic honesty offense and is not acceptable at Howard Middle School. Any student suspected of this behavior will be investigated by the Teacher, IB Coordinator, and/or Administration. Howard Bulls are principled students who act with integrity and honesty, with a strong sense of fairness, justice, and respect. They take responsibility for their own actions, and the consequences that accompany them, to maintain the highest standards of academic honesty. Cheating and/or Plagiarism includes, but is not limited to: 

  

Cell Phone or Electronic Device: any cell phone and/or electronic device in a student’s possession during a test, quiz, or other testing environment as designated by the teacher or supervisor. Collusion: allowing work to be copied or submitted by another and/or releasing information about an assessment (test) to another person. Falsification: purchasing and/or submitting pieces of written work by someone else, misrepresenting action on the community service hours log, or forgery of a parent signature Plagiarism: representing ideas or work of another person as his/her own; including but not limited to excessive repetition or poor paraphrasing, improper citation, and/or improper idea borrowing.

****************************************************************************** Consequences:  

First and Second* Offense will result in a zero for the assignment, parent notification, and a discipline referral. Third and Additional Offenses will result in the above consequences and Decelerate Behavior And Improve Students (DBAIS) or Out of School Suspension (OSS). *AAIT (magnet) students may be dismissed from the program after the second offense.

************************************************************************************* Student Academic Honesty Pledge I, declare that all assignments that I submit will be my own. If I am unsure about whether something is cheating or plagiarism, I will consult my teacher before turning in the work. Student Signature: ___________________________________________ Date: _________________

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IB-MYP Achievement Levels As an IB World School, Howard Middle has the responsibility to ensure that learners are assessed according to their own, individual achievement against the assessment criteria. The teacher decides which level best represents your child’s final standard of achievement. Students will be issued a HMS IB-MYP report card at the conclusion of each semester along with the MCPS report card. This will show a student’s Achievement Level for Semester 1, Semester 2, and for the End of the Year. Achievement Level

Achievement Level Descriptors

1

Minimal achievement in terms of the objectives.

2

Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support.

3

Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.

4

A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis, and evaluation.

5

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis, and evaluation where appropriate and occasionally demonstrates originality and insight.

6

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis, and evaluation is shown where appropriate. The student generally demonstrates originality and insight.

7

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis, and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.

These Achievement Levels do not represent passing or failing grades. Parent Signature: ___________________________________________ Date: _________________ - 23 - | P a g e

The MYP: 

Holistically addresses students’ intellectual, social, emotional, and physical well-being.



Provides students with opportunities to develop the knowledge, attitudes, and skills they need in order to manage complexity and take responsible action for the future.



Ensures breadth and depth of understanding through study in eight subject groups.



Requires the study of at least two languages to support students in understanding their own cultures and those of others.



Empowers students to participate in service with the community.



Helps to prepare students for further education, the workplace, and a lifetime of learning.

Howard Middle School 1655 NW 10th Street Ocala, FL 34475 352-671-7225 http://www.marionschools.net/hms

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