2017-18 Gulliver Middle Years Programme: Community

Project

Your name: Jason Fieler, Diego Community Project Folder Link

Torres-Platt, Ren Goto

This worksheet will help you outline and document your work on your Community Project. Pay
attention to the Project Timeline and Checklist below for important dates. Complete each
section; be sure to have Mr. Garcia, Mrs. Gonzalez and your Project Coach give their approval
on the sections where approval is required.

The MYP Community Project consists of three components:

● Service projec​t: Assessed through the ​presentation
● Process journal​: Assessed through a ​selection of material included in the final
report
● Presentation​: Assessed using all ​four criteria\

You may choose to work on your Community Project independently or in a small group (no
more than 3 students).

You will also be keeping a​ process journal​ to record ideas and notes about your project. This
information will ​be ​kept in a​ Google folder shared with Mr. Garcia, Mrs. Gonzalez, and your
project coach. ​Place the “share” link to your ​Community Project Folder​ in the space below.
All materials related to your Community Project will be kept in this folder (documents, photos,
videos, etc).
Click here to learn more about the requirements for the process journal.

PROJECT PROFILE
Enter the information about your project in the areas below.

Areas throughout the worksheet that are colored gray require some type of information
to entered and will expand as you add text.

Student name: Diego Torres-Platt, Jason Project title: Concerts for Kids
Fieler, Ren Goto

Project Coach: Shane Fieler Project Advisor: Mr. Juan Carlos Garcia; Mrs. Maria Gonzalez
 Item

The goal of Concerts For Kids is to provide instruments to a Title I school to promote music instruction,
music performance, and passion.

Team name:(if applicable) The Gulliver Trio

Team Captain: (if applicable) Jason Fieler

Team members: (if applicable) Ren Goto, Jason Fieler, Diego Torres-Platt

Community Project Timeline

Date Item

August 24, 2017 Community Project topic must be submitted

August 24, 2017 List of team members (if applicable) submitted

September 7, 2017 Students must submit name of coach for Community Project

September 17, 2017 – March Students work on and complete their Community Projects
21, 2018

January 30, 2018 Community Project Mentoring session

February 1, 2018 Community Project Mentoring session

March 20, 2018 Community Project Mentoring session

April 5, 2018 Community Project Mentoring session – presentation requirements will be

reviewed

March 16, 2018 All Community Projects must be completed

April 9- April 20, 2018 Community Project presentation rehearsals (required)

April 24, 2018 Community Project presentations in front of committee

May 9 or May 11, 2018 Final 8​th​ grade mentoring session – debrief on Community project process
and recommendations for next year from students

Objective A: Investigating
Before you begin your MYP Community Project, you will need to ​investigate and research​ the
needs of your community in order to ​identify a goal​ for your project.

Some examples of goals are:

to raise awareness to research to inform others to create or innovate

to change behaviors to advocate to participate actively

Look at the Approaches to Learning (ATL) skill clusters below and be aware of how you use
these skills as you develop your project. You will include a reflection about your learning and
these skills after you complete the Investigating phase of your Community Project.

Objective A: Investigating Approaches to Learning Skill Clusters

1. Define a goal to address a need within Collaboration

your community, based on personal Critical thinking
interests. Creative thinking

2. Identify prior knowledge and Information literacy

subject-specific knowledge relevant to Media literacy
the project Transfer

3. Demonstrate research skills Information literacy

Media literacy
Transfer

Objective A1
You will want to consider your personal interests as you select the goal for your project. Think
about some of your personal interests. What do you feel passionate about in your
community? What type of project would pair your interests with the needs of your community?

In the space below,​ enter your project goal.​ This should be a short statement ( 1-3
sentences) that clearly indicates what you hope to achieve by completing the Community
Project.

Mr. Garcia and your Project Coach will need to approve your project goal. The approval date
will be entered by your Coach in your Project Profile once the goal has been approved by Mr.
Garcia and your Coach.

PROJECT GOAL: ​The goal of Concerts For Kids is to provide instruments to a Title I school
to promote music instruction, music performance, and passion.
You will also need to ​research​ and learn more about the topics you are thinking about for your
project. think about ​knowledge that you already have​ and also what you need to learn more
about.

What do you already know about your topic? How can you use this knowledge as you develop
your Community Project?

What do you need to learn more about? How will you find the information you will need?

Objective A2
In this space. write a​ short description of your existing knowledg​e of your topic. Include
information about how you know what you already know about your topic:
● We know that we can play music
● We know that people could be really talented but since they are not too fortunate they
do not know it
● We also know that there are going to be people at the restaurant who will most likely
donate money to us
● There are people who want to learn but are not naturally gifted

In this space, write a ​short description of what you need to learn more about​ and how you
plan to find and document your information:
● We need to know the extent of the kids’ musical knowledge
● We need to learn which places would let us perform
● We need to learn what types of music people would like to hear at the venue
● We need to learn what time is when the performance venue is busiest
● We need to learn what music center would let us donate to them
● We need to know at what times public lessons are available at our desired music
center
We found that the restaurant (Sports Grill) is busy on Fridays at around 9 P.M. The manager
of our desired Sports Grill will allow us to perform as long as we contact her in advance to set
up the tables and such. We also found out that there is two Crescendo Music Centers we
could set up our public lessons at.

Objective A3
Research is important as you develop your Community Project. How will you find information
that will be helpful as you develop your project?

In the space below, write a ​short description of how you will find the information you
need ​for your project. What resources will you use? Who will you talk to to gather
information? List all of the resources that might be helpful to you.
 We will use the internet to find some answers about our music center, such as if the area
around it is a populated area. To find answers about our venue, we will set up a call with
some restaurants’ managers to find out how we will get them to allow us. This call or meeting
will also allow us to find out at what times the restaurants are busiest. To find out what the
attendees of our music lesson are capable of we will ask them questions about their
experience in school or in general.

Reflection: Objective A: Investigating

Think about the things you have learned as you worked through the process of developing
and researching the goal for your Community Project. Look at the Approaches to Learning
skill clusters for Objective A: Research and in the space below ​write a short reflection about
your learning in each of those ATL areas​. Provide specific examples of your learning.

Skills we use:
● Thinking skills
○ Critical thinking: We used critical thinking when we thought of what to do for
the project and how we are going to do it.
○ Creative Thinking
○ Transfer: We had to transfer our knowledge of research gained from other
classes to the CPR class.
● Social skills
○ Collaboration: We had to collaborate with a restaurant to be able to perform
our project. We also have to collaborate with the music center and work with
them to carry out our plan.
● Communication skills
○ Communication: We had to communicate with the owner of the Sports Grill that
we plan to perform at to make sure it was okay to perform and to find out when
we would perform.
● Research skills
○ Media Literacy: We found info such as where we could perform to make money
for kids, and we also searched where we could buy lessons for students who
are interested into making music.

Global Context
It is important that your project has a global context. With your team, read through the global
context descriptions below and discuss which context best relates to your project goal.

Global Context Examples of Community Projects

Identities and relationships: Who am I?
Who are we?
Students will explore 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 Space and time: What is the
meaning of “when” and where”?
Students will explore 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: What is
the nature and purpose of creative
expression?
Students will 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;
our appreciation of the aesthetic.
Scientific and technical innovation​: ​How
do we understand the worlds in which we
live?
Students will explore 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: How is
everything connected?
Students will explore the interconnectedness
of human-made systems and communities;
the relationship between local and global
processes; how local experiences mediate
the global; reflect on the opportunities and
● Tutoring providing additional or
special instruction to primary school
students
● Laughter therapy campaign in
children's hospital or elder care home
● Joining a museum or historical society
in the community to contribute to
maintaining, restoring and recovering
local history
● Improving the environment in the
local hospital by designing and
creating a series of pictures to hang in
the corridors
● Performing a theater play to raise
awareness on bullying
● Promoting intercultural understanding
through a graffiti contest
● Campaigning to reduce paper use and
to promote recycling
● Develop a program to promote the
use of wind energy for domestic
devices
● Campaigning to reduce water,
electricity or fuel waste
● Campaigning to raise awareness and
reduce plastic straw waste
● Creating a plan for local authorities for
tree planting in an area that needs
re-greening
● Creating a school or community
garden
 tensions provided by world
interconnectedness; the impact of decision-
making on humankind and the environment.

Fairness and development: What are the
consequences of our common humanity?
Students will explore the 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.
● Campaigning for fair trade awareness
● Contributing to educational
opportunities (literacy, tutoring)
● Addressing the needs of immigrants
and migrant populations

Global Context Selection

In the space below, enter the ​global context​ that you have decided fits best with the focus of
your Community Project. Discuss this selection with your Project Coach, and once they have
approved your selection, it will be entered in to therson Project Profile at the top of this
document.

We have decided to choose the global context of Personal and Cultural Expression. We
chose this because music is a way to express yourself while including your personal
preference of music along with maybe your cultural background.

Objective B: Planning
Now that you have identified the goal for your Community Project, it is time to begin the
planning​ phase of the project.

Look at the Approaches to Learning (ATL) skills that will be involved in this phase of your
project. At the conclusion of the planning phase, you will write a short reflection about the
learning process and these skills. You will need to document how you addressed each of the
ATL skills.

Objective B: Planning Approaches to Learning Skill Clusters

1. Develop a proposal for action to serve Collaboration

the need in the community Organization
Critical thinking
Creative thinking

2. Plan and record the development Collaboration

process of the project. Organization
Reflection
 3. Demonstrate self-management skills. Collaboration
Organization
Reflection

Proposal for Action

Planning is an important part of making your project successful,​ so take time to think and
plan wisely.

How do you plan to implement your project to achieve the project goal? What are the steps you
need to take to make things happen? Which team members will do what? What is your
timeline? Is there a single date for a project event, or does your project take place over time?
Do you need to reserve a space for your project?

Think about ​people ​(who needs to do what?), ​time ​(how long will the project last? how long
does each task take?), ​resources​ (space for the project, materials needed), ​community
involvement ​(Will other community members and resources be needed?), ​special permission
(Will you need special permission for your project to take place? Who can provide that
permission? Do you need permission to use a specific location for your project?)

Objective B1 Proposal for Project

Enter your proposal in the space below.
We will implement our project in order to achieve donating instruments to music
centers. We will earn the money by playing songs in a restaurant. We will use the
money earned to buy instruments for music center(s). Jason will play keyboard and
guitar. Diego will play trombone. Ren will play trumpet and keyboard. We do not have
a specific date to play at the restaurant, but we will go to Kendale Lakes Elementary
on February 16. We need to reserve a space in the restaurant before we play. We will
need a good supply of instruments and we will need some people to donate to be able
to continue with our project. We will need certain permission from the owner of Sports
Grill to play and permission from the principal of the school to play there.

Create a timeline for your project and list all critical dates and milestones on the timeline. You
may use any tool that you would like for the timeline, but the project timeline ​must be included
in your process journal folder.

One easy to use ​digital tool for creating timelines​ is: ​timetoast.com

In the chart below, ​list each step that you will need to complete for your project​, ​and who
will be responsible for completing the task. Enter the deadline for the task to be
completed.
(To add more lines in the chart, place your cursor in the last cell> right click> insert row)

You may also use​ flow charts, diagrams, pictures and sketches, and timelines in your
process journal​ to help guide the planning process.

Remember to ​KEEP GOOD RECORDS​ of each step of your project. You will need this
information later. If you need help in setting up a system or method for keeping track of
information, please let Mr. Garcia know.

Objective B2
Action Step Team member responsible Date due

Meet with the owner of All June 2017

Sports Grill

Meet at Jason’s house to All 2018

play for the first time

Arrange songs to play All February 2018

Play at KLE All February 16, 2018

Play at Steinway Piano All March 1, 2018

Gallery

Play at Sports Grill Sunset All Before Mid-March

Donate instruments to a All March 2018

school

Finish the presentation All Mid-March 2018

Present All April 16 2018

Reflection: Objective B: Planning

Think about the things you have learned as you worked through the process of planning your
Community Project. Look at the Approaches to Learning skill clusters for Objective Planning
and in the space below, ​write a short reflection about your learning in each of those ATL
areas​. Provide specific examples of your learning.
Objective C: Taking action
In this step of the Community Project, you will actually ​perform the service​ project that you
have planned.
It is very important that you document the activities that you perform for your service project as
these activities will comprise the evaluation presentation that is required as a part of your
project. Project documentation can kept in your Process Journal, and can include photos,
videos, documents, timelines, notes, etc.

Objective C: Taking action Approaches to Learning Skill Clusters

1. Demonstrate service as action as Organization

result of the project Critical thinking
Creative thinking

2. Demonstrate thinking skills Communication

Collaboration
Critical thinking
Creative thinking
Transfer

3. Demonstrate communication and Communication

social skills Collaboration
Critical thinking
Creative thinking
Transfer

Objective C 1 Project Implementation

In the space below, write a brief description of the actual implementation of the project.

On February 17, we went to perform at a Title 1 school , and they performed music and
the kids were able to ask questions about the song and the instruments. This was to
get the children interested in music and the trumpet and trombone so the donated
instruments could be put to good use. Jason, Ren and Diego also performed a concert
with the help of several friends.

Reflection: Objective C: Taking Action

How did your project go? Were you able to implement the project as you planned it?
 Think about the things you have learned as you worked through the process of actually
performing your service as action project. Look at the Approaches to Learning skill clusters for
Objective C: Taking Action and provide specific examples of your learning as you
implemented your project.

In the space below ​write a short reflection about your learning in each of those ATL
areas​.

In the Title 1 school, we had to collaborate with the music teacher to get permission to
play for his students. To do this, Jason got in contact with Mr. Braithwaite to schedule
a time and to be at the school. While performing, we also had to communicate. We had
to talk to the students and tell them to play music for as long as they want to or can.

On March 1, we performed at Steinway Piano Gallery. This task needed us to be

organized. We had to plan ahead and make sure we did not have anything on the night
of March 1.

Objective D: Reflection
Now that you have completed the action as service portion of your Community project, it is time
to reflect on your learning experience.
Objective D: Reflection Approaches to Learning Skill Clusters

1. Evaluate the quality of the service as Communication

action against the proposal Reflection

2. Reflecting on how completing the Communication

project has extended their knowledge Reflection
and understanding of service learning

3. Reflect on their development of ATL Communication

skills Reflection

Reflection: ​Objective D: Reflection

Reflection is one of the most important aspects of any learning experience. Reflection helps you think deeply
about the learning experience and to identify new skills learned and also helps you identify new areas that
you might want to learn more about.

Look back at the Approaches to Learning skills in all sections of your project. How have your learning
experiences during this project helped you to gain new skills?
In the spaces below, ​enter your reflections​ about the whole Community Project process, and include
specific examples of how you gained new skills, or reinforced existing skills through the Community Project
experience. Be sure to include ​specific examples for each of the assessment criteria​.

Evaluate the quality of your actual service as action against the project proposal.

Objective D1
Were you able to do what you set out to do? If so, describe the steps that made you
successful at implementing your project. What skills did you learn that helped make your
project go smoothly?
If not, what would you need to change to make things go more smoothly next time? what skills
did you learn as a result of your difficulty? What was the most challenging part of your
Community Project?

Yes, we were able to do what we set out to do because our general goal was to support
music education among kids and we did that by performing in front of kids at a school and for
them in a concert hall. We learned communication and thinking skills to excel at our project.

Objective D2
How has completing this project helped you understand more about service learning? What
are some of the things you would tell other students if they asked you about the Community
Project? What did you learn from this experience that you did not expect? How could you be
helpful to others that might want to work on a Community Project?

Completing this project helped us understand that really serving the community is not just like
going somewhere, picking up trash, and leaving, it is really about connecting with the
community you are serving on a personal level. We would tell other students to find
something they are really interested in so they could connect with their community and so
they could have fun doing their project. We unexpectedly learned that serving the community
is also really hard work because we needed to coordinate a lot of things and even pay people
and places to be able to help.

Objective D3
Think about the Approaches to Learning Skill clusters for each phase of your project. How did
these skills help you in implementing this project? What was the most important thing that you
 learned by doing this project? Who did this project impact? Who are others that might benefit
from a project like this one? How did members of the community help you to learn new
things? If you could complement the members of your team and/or your project coach in a
meaningful way, what would you say to them?

By doing this project, we were able to learn to organize our presentation, concerts, and other
events. Using this, our project was a success, and we were able to help a large number of
children at Kendale Lakes Elementary. Kids at the school can now experience instruments
first hand, and were able to play them. We would like to thank everyone who had participated
in our project, from the people who came to the concert and the people who had donated to
our online funding website.

My Project Final Presentation

As a part of your project, you will need to create a ​final presentation​. The presentation at the
end of the community project is an oral presentation delivered to an audience. This may be an
audience of teachers, peers, family and friends, or the larger community. This presentation will
tell the story of how you created and implemented your Community Project.

● For an individual student presentation, the time allocated is 6–10 minutes.

● For a group presentation, the time allocated is 10–14 minutes. and each student in the
group should be given the chance to speak during the presentation.
● You are not permitted to include a question and answer portion as a part of your
presentation.
● You must cite all sources used in the project and final presentation. (As you work and
develop your project, be sure to keep track of all of your sources in your process journal.

You may want to watch some Tedx Talks to get some ideas for how to structure and deliver
your presentation. You can search for samples of Tedx Talks at ​www.tedxteen.com

At the time of your presentation, you must submit to Mr. Garcia:

• the proposal for action
• process journal extracts
• any supporting visual aids used during the presentation
• bibliography/sources

You will need to plan, prepare and rehearse your final presentation before the project deadline.
You must also ​schedule a rehearsal that will be reviewed by your coach and/or Mr. Garcia
and Mrs. Gonzalez.
If you have worked with a team you will need to submit a ​selection of up to 15 process
journal extracts from the group​ to represent the development of the community project. Be
sure to select process journal extracts from ​each member of the team--everyone must be
represented​. If you have worked alone on your project, you may ​submit a maximum of 10
process journal extracts​.

Assessment of the final presentation:

If you have worked on your project individually, you will be awarded levels of achievement for
your individual work in the project.
If you have worked with a team, all members of the team will be awarded the same level of
achievement for the project.

A maximum of 8 points may be awarded for each of the four criteria.

To see the full rubrics for each of the four criteria, click on this link: ​Link to Assessment
Criteria
In the space below, enter the ​date and location that you have scheduled for the rehearsal
of your presentation​.

In the space below, enter the ​date and location that you have scheduled for your final
presentation​.

April 24, 2018 10:45-11? Gulliver Academy Library

Student Declaration
I confirm that all 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 in written,
oral or visual form (hard copy and or electronic materials. (Each team member must provide a
digital signature.)

Student digital signature: Ren Goto

Student digital signature: Jason Fieler

Student digital signature: Diego Torres Platt

Student digital signature:

Coach Declaration
I confirm to the best of my knowledge, the material submitted is the authentic work of the
student (s).

Coach digital signature: