Community Project

What is the IB MYP Community Project?

The 8th Grade Community Project is a year-long, independent project.

It is a requirement of the International Baccalaureate Organization.

Purpose: Students will apply, and evaluate, the skills and knowledge they have acquired throughout their years at Stemmers Run Middle School by engaging with their community to make it a better place. Students will generate new insights and develop deeper understandings of the world in which they live through an in-depth investigation and communicate their findings to peers.

Participants: All 8th graders are expected to participate in the project. Students may work individually, or in groups of up to three.

Supervisor: All projects must be overseen by a supervisor which will be assigned to you. 

Process Journal

As you go through the process of the community project, you will need to maintain a record of your progress. It is your choice as to how you will do this. Every 8th grader must keep his/her own process journal, even if working with a group.

What is included in the process journal?

  • ●Reflections of your understanding of the topic, global context and ATL skills
  • ●Drawings, diagrams, pictures, charts that illustrate your project
  • ●Record the sources/notes from research
  • ●Planning information: materials, contact names and numbers, dates, times, locations of meetings and events
  • ●Intentions, next steps, brainstorming, accomplishments, and reflections on your personal growth

What will you use to record your thoughts?

  • ●Personal notebook/scrapbook
  • ●Video or audio recordings
  • ●Word or OneNote document 

Understanding Global Contexts

 

Whichever topic you choose, you must also choose a Global Context through which to understand it. Global Contexts give background (explain the situation, people the topic impacts) to the topic.

Global Context

Topic Examples

Identities and Relationships

 

Explore: identities; beliefs and values; personal, physical, mental, social and spiritual health; relationships including families, friends, communities and cultures; what it means to be human
  • ●Cyberbullying
  • ●Traditions
  • ●Violence
  • ●Exercise
  • ●Nutrition
  • ●Tutoring
  • ●Media
  • ●Social Networking
  • ●Hospitals/Nursing Homes

Orientation in Space and Time

 

Explore: personal histories; historical events/turning points; discoveries; explorations and migrations of humans; interactions of people with civilizations from local, regional, and global perspectives
  • ●Immigration/refugees
  • ●Inventions/discoveries
  • ●Museum/historical societies
  • ●Disability accessibility

Personal and Cultural Expression

 

Explore: the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity;
  • ●Visual art
  • ●Architecture
  • ●Performance art
  • ●Multimedia
  • ●Games
  • ●Fashion

Scientific and Technical Innovation

 

Explore: the natural world and its laws; the interaction between people and the natural world; impact of science and technology on communities and environments; impact of environments on humans; human adaptations and innovation; how humans use their understanding of the natural world

  • ●Engineering
  • ●Climate change
  • ●Renewable fuels
  • ●Recycling
  • ●Construction
  • ●Medical advances

 

Globalization and Sustainability

 

Explore: interconnectedness of human-made systems and communities; relationship between local and global economies; opportunities and tension created by globalization; impact of globalization on the environment and communities

  • ●Garden
  • ●Education policies
  • ●Energy renewal
  • ●Waste management
  • ●Natural disaster

 

Fairness and Development

 

Explore: rights and responsibilities; sharing finite resources; access to opportunities; privilege; peace and conflict resolution

  • ●Fair trade
  • ●Pollution
  • ●Conflict resolution
  • ●Equality
  • ●Disabilities
  • ●Healthcare

Approaches to Learning 

IB Approaches to Learning are skills that help you learn. If you practice, and apply these skills in the real world, you will become a life-long learner. 

IB Learner Profile 

The IB program aims to develop internationally minded people who, recognizing their shared humanity and shared guardianship of the planet, help to create a better and more peaceful world.

Timeline

Sept 27, Oct 26

Nov 20, Dec 18

Jan 8

Feb 12, March 5

April 8

Sessions 1 and 2

Session 3 and 4

Session 5

Session 6 and 7

Session 8

Investigating

-Decide to work in group or individually

-Meet supervisor

-Pre-project reflection

-Define a goal to address the need within the local or global community

-Align project to global context, ATLs and learner profile

-Record in process journal

Planning

-Initial research (select relevant resources)

-Develop action plan

-Prepare for "taking action"

-Contact organizations/experts as needed

-Record in process journal

 

Taking Action

-Check in with supervisor with timeline

-Update process journal

Reflection Paper

-Evaluate the quality of the action taken compared to the plan

-Reflect on your understanding of your topic through the Global Context you chose, ATLs and the IB Learner Profile

-Select the extracts from the process journal to include in final paper

-Complete the bibliography

-Complete the academic honesty form

Presentation

-Create materials for presentation