Joe Michell School

Middle Years Programme (MYP)

Community Project (CP)

Student Guide
2024-2025

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.

Student’s Name: ___________________________________________

Supervisor’s Name: ___________________________________________

CP Coordinator: Ms. Sherry McGowan, D-24D smcgowan@[Link]

 Right now, at IB schools around the world,
MYP students like you are working to complete
their Community Projects
and show that they understand how to
take action
in order to make
a better and more peaceful world.

You’re a part of something bigger than yourself.

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 Phases of the Community Project
A Checklist

Introduction to the Community Project (October-November)

___Carefully read pages 3, 4, and 5.
___Answer the questions on page 6.
___Choose your partner or team. Or, you may choose to work alone.
___Complete the partner form on Schoology to let Ms. McGowan who you will be working with.

Phase 1: Investigating​
___Start your process journal
___Research to identify a need in a community that you care about.
___Do extensive research to learn all about this need; make notes in your journal.
___As you research, keep a list of all your resources! (Books! Websites! People! News articles!)
___Brainstorm ideas for a service action to help the community.
___Complete the Proposal Form (on pages 7-8).
___Ms. McGowan will have a meeting with you to get your proposal
approved. Bring this guide and your journals to the meeting.
___Read about the supervisor on page 9.
___Record information and developments in your process journal.

Phase 2: Planning
___Email your supervisor or visit their classroom to set up your first meeting with them.
___Meet with your supervisor to explain your proposal and start the Academic Honesty Form.
Bring your journals and this guide to every meeting with your supervisor.
___Write up a detailed plan with the exact steps to get the service action done.
___Email your supervisor or visit their classroom to set up a second meeting with them.
___Meet with supervisor to get your detailed plan approved; also add on to the Academic
Honesty Form. Bring your journals and this guide to every meeting with your supervisor.
___Record information and developments in your process journal.

Phase 3: Taking Action

___Carry out the service action.
___Take photos or video to document your action.
___Record information and developments in your process journal.

Phase 4: Reflection and Presentation

___Complete the ATL checklist on pages 12-13. Read the Reflection Questions on page 14, and
write the answers in your journal
___Read pages 16-19 and review our advisory lesson, and then create your presentation.
___Email your supervisor or visit their classroom to set up your third meeting with them.
___Meet with your supervisor to share your presentation, journal, and ATL Checklist on pages
12-13, and then you and your supervisor sign and date the Academic Honesty Form. Bring
your journals and this guide to every meeting with your supervisor.
___In May, you’ll give your presentation to a panel of judges who will score it on the rubric.
___At Open House, you’ll share a part of your project with Joe Michell families.

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 Aims and Objectives of the MYP Community Project (CP)
The aims of this project are to:
●​ Participate in a sustained, self-directed inquiry within a global context, and then create a
presentation about what you learned and accomplished.
●​ Generate creative new insights and develop deeper understanding through in-depth
investigation.
●​ Demonstrate the skills, attitudes, and knowledge required to plan and complete a project over
an extended period of time, and to give a high-quality presentation about your learning.
●​ Communicate effectively in a variety of situations.
●​ Demonstrate responsible action through, or as a result of, learning.
●​ Appreciate and reflect upon the process of learning in a process journal, and take pride in your
accomplishments.

The objectives are:

A) Investigating:
​ Defining a goal to address a need within a community, based on personal interests.
​ Identifying prior learning and subject-specific knowledge relevant to the project.
​ Demonstrating research skills​.
B) Planning:
Developing a proposal for action to serve a need in the community.
Planning and recording your planning process in a journal.
Demonstrating self-management skills.
C) Taking action:
​ Demonstrating service as action.
​ Demonstrating thinking skills.
​ Demonstrating communication and social skills.
D) Reflecting:
​ Evaluating the service as action against your proposal within your journal and presentation.
​ Reflecting on your knowledge and understanding of service in your journal and presentation.
​ Reflecting on your development using the IB Approaches to Learning and ATLs in your journal
​ and presentation.

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 The Community Project is “Service as Action”
Service = The action of helping or doing work for an individual or a community

These are the different types of Service as Action:

●​ Direct service = This means having direct interactions with people or the environment.
Examples include teaching the elderly to use technology, cleaning up an empty plot and
creating a peace garden, mowing lawns or running errands for those who are ill or
disabled.
●​ Indirect service = This means you don’t directly interact with people or the environment,
but your actions will benefit the community. Examples include redesigning an
organization’s website, writing original picture books to teach a language, raising fish to
restore a stream, beautifying a space with artwork or positive messages.
●​ Advocacy = This is when you speak or write or create art on behalf of a cause to
promote action on an issue of public interest. Examples include an awareness campaign
on ways to save water, performing a play on ways to respond to bullying, or creating a
video or flyers or signs to educate others about the UN’s Global Goals.
●​ Research = This involves collecting information through varied sources, analyzing the
data, and reporting on a topic that can influence policy or practice. Examples include
compiling the most effective means to reduce litter in public spaces, studying the best
ways to engage all students in play during recess, or conducting surveys about areas in
the community that need beautification followed by a plan to beautify an area of need.
Your research is then reported somehow out to the public.

Some examples of Service as Action project goals:

●​ To raise awareness ●​ To create/innovate
●​ To participate actively ●​ To change behaviors
●​ To research ●​ To advocate
●​ To inform others

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 Your Process Journal

Each student, whether working alone or in a group, must keep their own process journal as evidence of
their work on the project. Your Process Journal may take any form that suits your needs, such as:
●​ Traditional journal or sketchbook
●​ Online, digital notebook, blog, shared Google folder, etc.
●​ Kept in a folder or binder with this student guide

Your Process Journal is not a daily diary, but a place to record your progress, struggles, and plans, and
reflect upon your project from start to finish, as your Community Project evolves.

At the end of the project, you’ll select excerpts from your process journal to include your presentation,
so that the audience can see some of the thinking that you have done.

Anything and everything can go into your Process Journal:

doodles and brainstorms reflections, wonderings

thoughts and ideas frustrations, road-blocks​
artifacts from inspirational visits (museum, inspiring quotations
performances, galleries, etc.)​ feedback from your supervisor​
bulleted lists, to-do lists ​ surveys
handwritten or typed entries​ visual thinking maps
timelines and action plans ​ images, photographs
ideas you get from others screenshot of blogs or websites
drawn diagrams, charts or tables​ recordings or notes from interviews
annotated research drawings, illustrations
struggles, ideas and solutions​ etc.!

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 Your Thoughts as You Get Ready to Begin

1.​ What do you love to do? What are some things you are good at?

2.​What communities or issues do you really care about?

3.​Where might you get more information about the communities or

issues that you care about?

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 Community Project Proposal
(This form is for proposing your idea to Ms. McGowan. Submit no later than 11/20/24.)

Project
Title:

Your Name: Your Group

Members:

Identify the community, need, and goal of your proposed project.

Which specific community will your project serve?

What specific need will you address within the community?

What is your goal for addressing this need? (See bottom of page 4.)

What type of action will this project involve? (Circle all that apply.)
See page 4 for definitions of these:

Direct Service Indirect Service Advocacy Research

Circle the Global Context that best describes your Community Project.
See page 15 for definitions of these:

Identities and Relationships Personal and Cultural Expression

Globalization and Sustainability Orientation in Time and Space
Scientific and Technical Innovation Fairness and Development

Circle the Learner Profile Traits you you think you’ll develop as you work on this project:
Inquirer Risk-Taker Thinker Communicator
Principled Open-Minded Caring
Reflective Balanced Knowledgeable

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Target the research.

What kind of research have you already done to learn about this community?

What further research do you need to do? (circle)

●​ Books, newspapers, magazines that relate to the community
●​ Internet searches
●​ Surveys you might conduct
●​ People you might interview
●​ Field trips you might take
●​ Other ideas:

Process Journal: Decide what format you will use to record the significant findings from beginning to
end, to show the development of your community project. (Binder? Notebook? Digital?)

Format you will use:

What action will you take? Is it a one-day event? Will it take a few weeks? Where will it take place?
Do you need to “get the word out?” How will you do that?

(Just a basic explanation in this box, please. Detailed plans will be explained in your journal later, and
must be approved by your supervisor at your second supervisor meeting.)

What subject-specific knowledge might help you complete this project?

Think of things you’ve learned in your MYP subjects: Design, Visual and Performing Arts, Science, Math,
PE, Core, Spanish

IB Coordinator Approval/Signature: ________________________________ Date ________________

Supervisor Name: __________________ Room____ Email _________________________________

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 Your supervisor
Your supervisor will be a member of the Joe Michell teaching staff. They will:
●​ Meet with you at least three times during the project.
●​ Look at your process journal and give you feedback.
●​ Advise you about how to be successful all along the way.
●​ Help you when your group gets stuck or is having trouble.
If you cannot find a staff member independently, Ms. McGowan or one of your teachers will assist you
in finding a supervisor to help you be successful.

Your Responsibilities to your supervisor

●​ Always show respect by speaking politely and formally.
●​ Arrange meetings with respect and gratitude for the time they give to help you.
●​ Bring this student guide and your process journal to each supervisor meeting.
●​ Send your supervisor a formal thank you note when your project is completed.

Communicating with your supervisor

●​ This is a formal relationship, not friendly or casual, so use formal language in all emails and
meetings with your supervisor.
●​ Keep in mind, your supervisor is a busy, working professional. If you drop by their classroom, be
respectful and always ask if it’s a good time to talk. It’s best to ask them when would be a
convenient time for them to meet with you.

Sample conversation with an supervisor

●​ Hi Mr. McPherson, how are you today? Do you have a moment to talk?
●​ We’ve just learned that you will be our supervisor for the 8th Grade Community Project. Thank
you for being willing to work with us.
●​ What would be a good time to have a meeting with you?
●​ Great, we’ll see you then. Thank you so much for your time.

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 Academic Honesty Form
(Fill this out at your supervisor meetings)

Student Name

Grade

Supervisor’s Name

Student: This document records your progress and the nature of your discussions with your supervisor.
You should aim to see your supervisor at least three times: at the start of the process to discuss your
initial ideas, then once you have completed a significant amount of your project, and finally once your
completed report/presentation has been submitted.
Supervisor: You are asked to have at least three advisor sessions with students, one at the start of the
process, an interim meeting and then the final meeting. Other sessions are permitted but do not need to
be recorded on this sheet. After each session, students should make a summary of what was discussed
and you should sign and date these comments.

Meeting Date Main Points Discussed Signature

Meeting 1
* Share process journal
and Proposal Form
* Discuss how group is
getting along
* Discuss academic
honesty and keeping list of
references
* Discuss next steps
* Other topics as needed

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 Meeting 2 Date: Main Points Discussed: Signature:

* Share process journal

and detailed plan
* supervisor approves plan
or makes suggestions
* Discuss how group is
getting along
* Discuss next steps

Meeting 3 Date: Main points discussed: Signature:

* Share process journal

and ATL checklist
* Share the presentation
and get supervisor
feedback
* Sign and date the
bottom of this form

Supervisor Comment :

Student Declaration :
I confirm that this 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 written, oral, or visual (hard copy and/or electronic
materials).

Supervisor Declaration :
I confirm that, to the best of my knowledge, the material submitted is the authentic work of the student.

Student’s Signature Date

Supervisor’s Signature Date

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 Approaches to Learning (ATL) Checklist
The Community Project has been a great time to grow as a learner. Although some of the ATL skills will be more
apparent than others, take time to reflect on how you have developed each of these skills over the past months.

Approach to Learning (ATL) Skills Examples of Skills in Action

Organization: I prioritized and planned.
Time Management I was focused on my project.
Self-Management I asked for clarification or help.
I kept a journal for project organization.

How you used or improved your organizational skills:

Collaboration: I was able to lead, and to follow.

Working in groups I respected the opinions of all.
Accepting others’ strengths and weaknesses I negotiated to reach an agreement.
Overcoming challenges together I accepted that challenges would come with my group.
I motivated myself.
I encouraged others.

How you used or improved your collaborative skills:

Communication: I used reading strategies while researching.

Reading, writing, speaking I used appropriate forms of writing.
Being informed I prepared the project by following the objectives in
Informing others the rubric.

How you used or improved your communication skills:

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Information Literacy: I used a variety of resources.
Selecting information I used effective research skills.
Organizing information I identified primary and secondary sources.
Keeping track of resources I identified bias and different points of view.
Citing, referencing resources I acknowledged (cited) sources in my presentation.
Creating a bibliography

How you used or improved your informational literacy skills:

Reflection: I reflected on how all feedback, both compliments and

Self-awareness criticism, helped me improve.
Self-evaluation I used my process journal to record reflections.
Mindfulness
Perseverance

How you used or improved your reflection skills:

Problem-solving and Thinking: I brainstormed different ideas for my project.

Inquiring I used logical reasoning.
Applying knowledge I considered different perspectives, not just my own.
Identifying problems I tried to think of novel solutions.
Creating novel solutions

How you used or improved your problem-solving/thinking skills:

Inquiring in Different Contexts: I used knowledge and skills from MYP subject areas.

How you inquired within different contexts:

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 Reflection Questions

Please record thoughtful, reflective answers to these questions in your journal..

1.​ How has completing this project extended your understanding of Service as Action? (See page
4.)

2.​ As a result of investigating, planning, completing, and reflecting on this project, how have you
grown in your ability to use the IB Approaches to Learning skills? (See pages 12-13.)

3.​ How did this project strengthen any of the IB Traits within you? Which one(s)? (See bottom of
page 7.)

4.​ Choose one more question to respond to, from the options below:

What suggestions would you give to next year’s 8th graders?

What did you learn about others?
What did you learn about yourself?

Gentle reminder: Write a short thank you note and give it to your supervisor.
Also give one to anyone else who really helped you with your project.
A thank you note is an important thing.

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 The MYP Global Contexts
Circle the Global Context that best relates to your project. Refer to our advisory lesson.

Identities and Relationships Scientific and Technical Innovation

Who am I? Who are we? How do we understand the world ?

Students will explore: Students will explore:

identity; the natural world and its laws;
beliefs and values; the interaction between people and the natural
personal, physical, mental, social and spiritual world;
health; how humans use their understanding of scientific
human relationships including families, friends, principles;
communities and cultures; the impact of scientific and technological advances
what it means to be human. on communities and environments;
the impact of environments on human activity;
how humans adapt environments to their needs.

Orientation in Space and Time Globalization and Sustainability

What is the meaning of “where” How is everything connected?
and“when”?

Students will explore: Students will explore:

personal histories; the interconnectedness of human-made systems
homes and journeys; and communities;
turning points in humankind; the relationship between local and global
discoveries; explorations and processes;
migrations of humankind; how local experiences mediate the global;
the interconnectedness of individuals and the opportunities and tensions provided by
civilizations, from personal, local and global world-interconnectedness;
perspectives. the impact of decision-making on humankind and
the environment.

Personal and Cultural Expression Fairness and Development

What is the nature and purpose of What are the consequences of our common
creative expression? humanity?

Students will explore: Students will explore:

the ways in which we discover and express rights and responsibilities;
ideas, feelings, nature, culture, beliefs and the relationship between communities;
values; sharing finite resources with other people and with
the ways in which we reflect on, extend and other living things;
enjoy our creativity; access to equal opportunities;
our appreciation of the aesthetic. peace and conflict resolution.

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 Your Works Cited Page

A Works Cited page is where you cite all the sources that you have used to research a topic (sometimes called a
bibliography).
Each citation needs to be in MLA format.
Feel free to use a citation generator (like Easy Bib) to help you generate the citations in your Works Cited page.
Alphabetize your Works Cited entries by the last name of the author, or by the title if no author name is given.
Indent lines two and beyond of citation entry (“Hanging indent”).
Listed below are some of the more common types of sources based on MLA (Modern Language Association)
style.

Source How to List the Source

Book with Last Name of Author, First Name. Title of Book. Publisher, Year of Publication.
one author Example:
Clancy, Tom. Clear and Present Danger. Berkley Books, 1989.

Book with 2 Last Name of Author, First Name (1st author), First Name Last Name (2nd
authors author). Title. Publisher, Year.
Example:
Crisfield, Deborah W. and Mark Gola. Winning Soccer for Girls. Facts on File,
2002.

Magazine or Last Name of Author, First Name of Author. “Title of Article.” Title of
newspaper Magazine/Newspaper, Day Month Year of publication, page numbers
article (use p. for one page and pp. for multiple pages).
Example:
Buchman, Dana. "A Special Education." Good Housekeeping, Mar. 2006, pp.
143-48.

Article on a Last Name, First Name. “Article Title.” Website Title, Date Published, URL
Website without http/https.
Example:
Domonoske, Camila. “Mars is Ready for its Close-Up: Red Planet Easy to Spot
This Weekend.” NPR, 20 Mar. 2016,
[Link]/sections/thetwo-way/2016/05/20/478865020/mars-is-r
eady-for-its-close-up-red-planet-easy-to-spot-this-weekend.

Article in a Use the citation provided by the database.

research
database

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 Presentation - Keys to Success

At the end of the project, you will present your project in front of an audience. You should dress
professionally, to reflect the commitment you have made to your project.
· For an individual student presentation, the time allocated is 6 minutes (max).
· For a group presentation, the time allocated is 10 minutes (max).

Students should detail their entire Community Project. Visual elements are required. The presentation
itself may use technology, but it is not required. Requirements:

●​ The presentation should have these four parts:

Investigating, Planning, Taking Action, Reflecting.

●​ The presentation should have a very engaging message. What was your goal? Why? Why
should anyone care? The audience should be moved by your Community Project.

●​ Be sure to demonstrate extensive research, including relevant data and statistics to support
your cause or issue.

●​ Be sure to include process journal excerpts. If you worked alone, 6-10 process journal excerpts
are required to be in your presentation. If you worked in a group, 10-15 process journal excerpts
are required with each member contributing an equal amount of excerpts. These should show
evidence of the work done throughout the project.

●​ As part of the presentation, be sure to show:

●​ The Proposal Form
●​ A completed Academic Honesty form for each student
●​ Reflections from each student
●​ The ATL skills you developed
●​ The IB Traits you developed
●​ The subject-specific knowledges that helped you complete this project
●​ Recognition and appreciation of the people who helped you
●​ A Works Cited page (bibliography)

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 Joe Michell School (IB World School Code # 050465)
8th Grade Community Project Presentation Assessment Rubric
Student Name

Supervisor

I.B. MYP Criterion A: Investigating Student

Achievement Level Task-Specific Clarification Achievement Level
The student:

0 does not reach the task-specific clarifications below.

1-2 i. states a goal to address a need within a community, based on personal interests, but this may be
limited in depth and accessibility.
ii. Identifies prior learning and subject-specific knowledge, but this may be limited in occurrence or
relevance.
iii. demonstrates limited research skills.

3-4 i. outlines an adequate goal to address a need within a community, based on personal interests.
ii. Identifies basic prior learning and subject-specific knowledge that is relevant to some areas of the
project.
iii. demonstrates adequate research skills.

5-6 i. defines a clear and challenging goal to address a need within a community.
ii. Identifies prior learning and subject-specific knowledge that is generally relevant to the project.
iii. demonstrates substantial research skills.

7-8 i. defines a clear and highly challenging goal to address a need within a community, based on
personal interests.
ii. Identifies prior learning and subject-specific knowledge that is consistently highly relevant to the
project.
iii. demonstrates excellent research skills

I.B. MYP Criterion B: Planning Student

Achievement Level Task-Specific Clarification Achievement Level
The student:

0 does not reach the task-specific clarifications below.

1-2 i. develops a limited proposal for action to serve the need in the community.
ii. presents a limited or partial plan and record of the development process of the project.
iii. demonstrates limited self-management skills and did not meet deadlines.

3-4 i. develops an adequate proposal for action to serve the need in the community.
ii. presents an adequate plan and record of the development process of the project.
iii. demonstrates adequate self-management skills and met some deadlines.

5-6 i. develops a suitable proposal for action to serve the need in the community.
ii. presents a substantial plan and record of the development process of the project.
iii. demonstrates substantial self-management skills and meets most deadlines.

7-8 i. develops a detailed, appropriate, and thoughtful proposal for action to serve the need in the
community.
ii. presents a detailed and accurate plan and record of the development process of the project.
iii. demonstrates excellent self-management skills and met all deadlines.

I.B. MYP Criterion C: Taking Action Student

Achievement Level Task-Specific Clarification Achievement Level

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 The student:

0 does not reach the task-specific clarifications below.

1-2 i. demonstrates limited service as action as a result of the project

ii. demonstrates limited thinking skills
iii. demonstrates limited communication and social skills

3-4 i. demonstrates adequate service as action as a result of the project

ii. demonstrates adequate thinking skills
iii. demonstrates adequate communication and social skills

5-6 i. demonstrates substantial service as action as a result of the project

ii. demonstrates substantial thinking skills
iii. Demonstrates substantial communication and social skills

7-8 i. demonstrates excellent service as action as a result of the project

ii. demonstrates excellent thinking skills
iii. demonstrates excellent communication and social skills

I.B. MYP Criterion D: Reflecting Student

Achievement Level Task-Specific Clarification Achievement Level
The student:

0 does not reach the task-specific clarifications below.

1-2 i. provides a limited evaluation of the quality of service as action against the proposal.
ii. provides limited reflections on how completing the project has extended their knowledge and
understanding of service and of Global Contexts.
iii. provides limited reflections on their development of Approaches to Learning skills and one Learner
Profile Trait.

3-4 i. provides an adequate evaluation of the quality of service as action against the proposal.
ii. provides adequate reflections on how completing the project has extended their knowledge and
understanding of service and of Global Contexts.
iii. provides adequate reflections on their development of Approaches to Learning skills and one
Learner Profile Trait.

5-6 i. provides a substantial evaluation of the quality of service as action against the proposal.
ii. provides substantial reflections on how completing the project has extended their knowledge and
understanding of service and of Global Contexts.
iii. provides substantial reflections on their development of Approaches to Learning skills and one
Learner Profile Trait.

7-8 i. provides an excellent evaluation of the quality of service as action against the proposal.
ii. provides excellent reflections on how completing the project has extended their knowledge and
understanding of service and of Global Contexts.
iii. provides detailed and accurate reflections on their development of Approaches to Learning skills
and one Learner Profile Trait.

Comments from the Judging Panel members:

Joe Michell Community Project Timeline

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 *If we need to adjust this timeline, a new timeline will be posted in Schoology, and each student will be given a
new copy.

Task Deadline Check

Box

Project and group declaration submitted through Google Form posted on Wednesday,
Schoology Community Project (CP) Group page 11/6/24

Complete CP proposal (pages 6-8) in this guide. 11/20/24

Meet with Ms. McGowan to get your project approved. 12/11/24

First meeting with your supervisor. Fill in the academic honesty form. 1/15/25

Complete necessary background research. 2/5/25

Create poster with a QR code for hall display, along with any promotional 2/26/25
materials for the community.

Second meeting with your supervisor. Fill in the academic honesty form. 3/5/25

Take Action/carry out proposed service. Complete no later

than 4/7/25

Complete your presentation and gather your process journal notes. Share a 4/16/25
draft of your presentation with your supervisor.

Third meeting with your supervisor. Fill in the academic honesty form. 4/18/25

FINAL PROJECTS due: Process journals and completed presentations (including 4/23/25
the 4 phases of the community project cycle) due to Ms. McGowan by the end
of the day.

Presentations to the CP Board and project evaluations. Week of May 12th

Open House 5/15/25

Reflect and Celebrate!! 5/21/25

“Let us remember:
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 One book, one pen,
one child,
and one teacher can
change the world.“

~Malala Yousafzai

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