The
Silver Spring
International
Middle School
Name
ID Number
Coach
Advisor
th
Independent 8 Grade “Passion” Project
Electronic Process Journal
Marking Period 2
8th Grade Passion Project Process Journal—Marking Period 2—Page 1
Passion Project Time Line for Tasks
Marking Period 2: Nov. 2-Jan 13 (all tasks due by Jan 13)
November 2
through
November 16
INVESTIGATE
November 16
through
December 7
December 7
through
December 21
INVESTIGATE/PLAN




INVESTIGATE/
PLAN
INVESTIGATE
Marking Period 2



Update guiding question Page 3
In Process Journal, list the criteria the project needs in
order to answer your Guiding Question—Design
Specifications: Page 7 and Process Update 1
List questions in Process Journal that will need to be
answered to complete the project: Page 7
Create working bibliography on Noodletools Page 9-11
Identify sources of information to research questions:
Take notes using Noodletools Notes or another
approved note taking method
Share with Advisor and Coach Process Update 2
Completion of the above tasks will count towards your
interim report grade submitted on December 3





December 21
through
January 13

Continue to research topic and take notes.
Add sources to working bibliography in Noodletools
Lay out a plan of steps to complete the project in
Process Journal Page 13
Share with Advisor and Coach Process Update 3
You must have at least 5 sources in your Noodletools
bibliography with notes on each source.
Share with Advisor and Coach Process Update 4
Completion of the above tasks will count towards your report card
grade for Marking Period 2
8th Grade Passion Project Process Journal—Marking Period 2—Page 2
Date
Done
Tasks
I have shared my Guiding Question (GQ) with my coach and my advisor
It was approved without instructions for revision (skip to Design Specifications)
I have received and followed directions to revise my GQ which was resubmitted for approval on
this date
Received approval of final revised GQ (this may take more than one try)
8th Grade Passion Project Process Journal—Marking Period 2—Page 3
IB Learner Profile
Inquirers
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and
research and show independence in learning. They actively enjoy learning and this love of
learning will be sustained throughout their lives.
Knowledgeable
They explore concepts, ideas and issues that have local and
global significance. In so doing, they acquire in-depth
knowledge and develop understanding across a broad and
balanced range of disciplines.
Thinkers
They exercise initiative in applying thinking skills critically and creatively to recognize and
approach complex problems, and make reasoned, ethical decisions.
Communicators
They understand and express ideas and information confidently and creatively in more than one
language and in a variety of modes of communication. They work effectively and willingly in
collaboration with others.
Principled
They act with integrity and honesty, with a strong sense of fairness, justice and respect for the
dignity of the individual, groups and communities. They take responsibility for their own
actions and the consequences that accompany them.
Open-minded
They understand and appreciate their own cultures and personal histories, and are open to the
perspectives, values and traditions of other individuals and communities. They are accustomed
to seeking a range of points of view, and are willing to grow from the experience.
Caring
They show empathy, compassion and respect towards the needs and feelings of others. They
have a personal commitment to service, and act to make a positive difference to the lives of others and to the
environment.
Risk-takers
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit
to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for
themselves and others.
Reflective
They give thoughtful consideration to their own learning and experience. They are able to assess and understand their
strengths and limitations in order to support their learning and personal development.
8th Grade Passion Project Process Journal—Marking Period 2—Page 4
Approaches to learning
Approaches to Learning focuses on how you learn best, how you can tell you have learned
something, and how you are best able to communicate what you have learned. This table
suggests ways in which you will need to use these skills to complete this project. Review this
with your Collaborative Group to discuss ways in which you can support each other.
Our group decided that will we focus on the following skills highlighted below to start
our projects.
Category
Skill indicator
Thinking skills
•
Brainstorming ideas with others to broaden options
•
Analysing products, suggesting how to improve them.
•
Planning using storyboarding, outlining, webbing, and/or other tools
•
Using deductive reasoning to identify and evaluate solutions to problems
•
Combining critical and creative strategies to consider a problem from
multiple perspectives
•
Demonstrating active listening when interviewing people who can provide
information or expertise
•
Delegating and taking responsibility, adapting to roles
•
Resolving groups conflicts and demonstrating teamwork
•
Analysing others’ ideas, respecting others’ points of view and using ideas
critically
•
Developing detailed design drawings for a manufacturer.
•
Evaluate sources of secondary information to ensure their reliability and
relevance
•
Learning to use a variety of media
•
Developing and using presentation skills to inform others
Self-management
skills
•
Planning the creation of a solution.
•
Using time effectively and keeping to deadlines
Research skills
•
Identifying and accessing a variety of sources using a range of technologies,
identifying primary and secondary sources
•
Selecting and organizing information while identifying various points of view,
bias, and weaknesses
•
Referencing sources and information using Noodletools
Social skills
Communication
skills
8th Grade Passion Project Process Journal—Marking Period 2—Page 5
Global Contexts
Read carefully through the descriptions of the Global Contexts described below.
You may want to discuss various options with your group and/or your coach and
advisor before you decide which context best relates to your topic. The selection
of ONE of these contexts for your project will help you to pursue your project
topic from an international perspective and create a guiding question which your project will
answer.
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 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 rights and responsibilities; the relationship between communities; sharing
finite resources with other people and with other living things; access to equal opportunities;
8th Grade Passion Project Process Journal—Marking Period 2—Page 6
Passion Project Design Specifications
Project Topic:
My Global Context is:
Identities and
Relationships
Scientific and
Technical Innovation
Orientation in Time
and Space
Globalization and
Sustainability
Personal and
Cultural Expression
Fairness and
Development
Final (revised) Approved Guiding Question:
To provide an answer or solution to this question, my project must address the following:
1
2
3
4
5
…and my answer or solution will address this global (universal) concern:
8th Grade Passion Project Process Journal—Marking Period 2—Page 7
MP2: Progress Update 1
Date:
Possible Topics of Reflection (answer all that apply):
Group Meeting Notes
Updated Project Topic
Updated Guiding
Question
What sources for
research am I using?
Things I Have Done
Do I know what
product I will make?
New ideas I learned
about
Tasks I need to
complete by in the next
2 weeks:
Other stuff
8th Grade Passion Project Process Journal—Marking Period 2—Page 8
Using NoodleTools
Logging in:
1. Open the Internet. Type in http://www.noodletools.com
2. Your Personal ID is your ID Number, and ssims is the password.
The revalidation password is mcpsmd
Using the Dashboard:
The Dashboard will keep you organized by pulling all your information in one place.
Type in your research (guiding) question.
Sharing:
If you are collaborating with another student, share your project with them by adding their Noodletools
username here (their ID number.)
Share your project with your teacher. Drop box name is Coach’s last name Passion Project.
8th Grade Passion Project Process Journal—Marking Period 2—Page 9
To do list:
Add deadlines to the To-Do list by clicking the green
sign.
Comments:
Check the comments section to see what your coach said about your work so far.
Components:
Navigate around by clicking the bibliography, notecards, or Googledocs buttons. You do not have to use
Google docs for your project. You may, and it allows you to access it from any computer with Internet
access. Use your school Google account ([email protected]; school computer password is the same) and
share with your coach and advisor.
8th Grade Passion Project Process Journal—Marking Period 2—Page 10
Taking Notes:
1. Once you’ve signed in and selected your project, click the Note cards icon (on top OR on the
side of the screen.)
2. Click New Note card.
3. Type in the title of the note card. This should be a SUBTOPIC of your project. BE
SPECIFIC!!!!!
4. Select the SOURCE it came from, the page number, and add tags if you’d like.
5. Only put actual quotations in the Direct Quotation box. This should be something that is
specific to an individual person.
6. You will use the Paraphrase box most often. Use BULLETS, and DO NOT USE FULL
SENTENCES!
7. Put whatever information you want in the My Ideas box. You can ask questions, make
comments, or add any ideas you may have.
8. Save your note card.
9. Drag your note cards into the Outline when you’re ready to organize your notes.
Date
Done
Noodletools Tasks
I have set up my Noodletools account and shared it electronically with my coach and my advisor
I have added my research sources to my working bibliography.
I have added tasks and deadlines to my “to do” list on Noodletools.
I am creating note cards in Noodletools to document my research OR another note taking tool.
8th Grade Passion Project Process Journal—Marking Period 2—Page 11
MP2: Progress Update 2
Date:
Possible Topics of Reflection (answer all that apply):
Group Meeting Notes
Updated Project Topic
Updated Guiding
Question
What sources for
research am I using?
Things I Have Done
Do I know what
product I will make?
New ideas I learned
about
Tasks I need to
complete by in the next
2 weeks:
Other stuff
8th Grade Passion Project Process Journal—Marking Period 2—Page 12
Passion Project List of Tasks
Updated Project Topic:
Updated Global Context:
Updated Guiding Question
This is the list of steps/tasks (in order) that I will need to complete to answer my guiding question
and produce a good product (add more cells below, if needed)
Task or step
Completion Date
1
2
3
4
5
6
7
8
9
10
11
12
Write each of the steps and tasks on the appropriate date on the calendar on the next pages
8th Grade Passion Project Process Journal—Marking Period 2—Page 13
MP2: Progress Update 3
Date:
Possible Topics of Reflection (answer all that apply):
Group Meeting Notes
Updated Project Topic
Updated Guiding
Question
What sources for
research am I using?
Things I Have Done
Do I know what
product I will make?
New ideas I learned
about
Tasks I need to
complete by in the next
2 weeks:
Other stuff
8th Grade Passion Project Process Journal—Marking Period 2—Page 14
MP2: Progress Update 4
Date:
Possible Topics of Reflection (answer all that apply):
Group Meeting Notes
Updated Project Topic
Updated Guiding
Question
What sources for
research am I using?
Things I Have Done
Do I know what
product I will make?
New ideas I learned
about
Tasks I need to
complete by in the next
2 weeks:
Other stuff
8th Grade Passion Project Process Journal—Marking Period 2—Page 15