The document outlines an assignment for students to complete a project on an explorer of their choice. It provides details on the three areas of focus for the project: influences in the explorer's life, the process and experience of exploration, and how the exploration changed the world. Students are expected to make steady progress over four weeks and consult their teacher as needed. The final project is due on February 11th and must include a bibliography using MLA format. Students can choose how to present their project, which will be assessed using a provided rubric focusing on depth of inquiry, organization, editing, demonstration of understanding, and efficient use of time.

1. The Explorer Project
Spedding Grade 5 PYP The International School of Monterey
ASSIGNMENT
Investigate the life of your chosen explorer from the following three points of view (corresponding to
each of the three lines of inquiry for this unit):
Influences in the explorer’s life
including their childhood and family life; performance in school; childhood interests, skills and talents;
their personality; inspirations; etc.
The process & experience of exploration
focusing on the details of their exploration: what, where, when, why, and how
How the exploration changed the world (or our view of the world)
The student is responsible for making steady progress over the course of this 4-week project,
consulting with Mr. Spedding whenever uncertainty arises. Students are strongly encouraged to make
this their best project for the school year, applying all the skills acquired thus far.
All work is due on Monday, February 11th.
A bibliography is required for the final project. Students will use the MLA (Modern Language
Association) format for writing their bibliography, used by many middle and high school students. We
will review how to do this in class over the next couple of weeks.
As in the past, students have the freedom to choose how their project will be presented.
The final display will be assessed using the following rubric:

2. Depth of Inquiry
5+ The students’ investigation goes well beyond the three assigned areas described above. They
thoroughly explore new questions that arise during their inquiry. Alternatively, students may
deepen their research by meeting with experts, whether by skype/email/telephone, or in
person.
5 The students thoroughly investigate each of the three assigned areas. They respond to each
area accurately and in depth.
4 The students investigate each of the three assigned areas, though there are isolated areas that
deserve greater depth of investigation.
3 The students investigate each of the three assigned areas, though there are a number of areas
that clearly deserve greater depth of investigation.
1/2 Students do not investigate each of the three assigned areas, or their responses are brief and
superficial, well below expectations.
Organization
5 The students’ project, as presented, is very well organized, and very well rehearsed. They
clearly demonstrate an awareness of their audience, opening with a “hook” designed to draw
interest. Students introduce the topic and three assigned areas, then respond to each area in
depth. The presentation closes with a summary of main points, and the audience is invited to
ask questions. All text is presented in general bullet points, with the presenters explaining
each in their own words. The presenters do not read text, either from their notes or
presentation slides. Wherever possible, ideas are supported with images/video.
4 Students include all the elements above, though they are less well planned or practiced, such
as an awareness of the audience, the use of a hook, an introduction, or closing.
3 The project is missing one of the elements listed in 5, and the strength of the presentation is
clearly affected.
1/2 The project lacks focus and organization, as described in level 5. The presentation seems to
wanders and/or feels made up on the spot without prior planning or rehearsal.
Editing
5 All written work is carefully edited for spelling, punctuation, capitalization, and grammar. The
written work is error-free.
4 Written work is edited with few errors that do not interfere with understanding the text.
3 Errors in written text interfere with understanding/following the text.
1/2 Written work is either not edited, or the number of errors significantly interfere with
understanding/following the text.
Demonstration of Understanding
5+ Students clearly go beyond the score of 5 by demonstrating an understanding
of their explorer at a level much deeper than generally expected for their age/grade level.
Their understanding is a reflection of their extensive research and high level of
interest/inquiry.
5 Students demonstrate a thorough understanding of their explorer and the three assigned
areas of investigation. They respond to each clearly, simply, and in their own words. Students
invite audience questions, and respond to them accurately.
4 Students demonstrate a general understanding of their explorer and the three assigned areas

3. of investigation, though seem to struggle in isolated areas.
3 Students demonstrate a general understanding of their explorer and the three assigned areas
of investigation, though seem to struggle in a number of areas.
1/2 Students lack even a basic understanding of their explorer and the three assigned areas of
investigation, or information presented is clearly inaccurate.
Efficient Use of Time
5+ Students exceed the score of 5 by completing all research and project preparations well ahead
of deadlines. Students then look for ways of adding an additional level of depth to their
project.
5 Students routinely log in their progress to BOT (5 or more times/week). They set specific
goals and report progress toward those goals. Students are clearly planful (they have a plan),
as demonstrated through their posts to BOT. Students meet with MSped as
questions/uncertainties arise.
4 Students routinely log in their progress to BOT (4-5 times/week). They set specific goals and
report progress toward those goals. Students meet with MSped as questions/uncertainties
arise.
3 Students routinely log in their progress to BOT (at least 3 times/week). They set specific goals
and report progress toward those goals. Students meet with MSped as
questions/uncertainties arise.
1/2 Students rarely post their goals and progress toward those goals to BOT, indicating that
homework is not being completed, and that they are falling well behind.