1. Welcome! Find a desk with a chair and quietly have a seat! Once seated, make a Name Tent Once seated, make a Name Tent Fold one sheet of paper into a “tent” (There are multiple ways this can be done, as long as it stands, you’re good!) Fold one sheet of paper into a “tent” (There are multiple ways this can be done, as long as it stands, you’re good!) Use a marker to write the name you prefer to be called on both side of the tent so everyone can see it. Use a marker to write the name you prefer to be called on both side of the tent so everyone can see it.

2. Introductions Introduce yourself to the people at your table Introduce yourself to the people at your table Tell them your name, where you went to school last year, and a hobby you enjoy. Tell them your name, where you went to school last year, and a hobby you enjoy.

3. Slip Game Tell us your name. Tell us your name. Without looking, draw a slip of paper from the bag. Without looking, draw a slip of paper from the bag. Read and answer the question on the slip of paper. Read and answer the question on the slip of paper. ***You have the right to switch slips if you do not want to answer the question! Just put it back in the bag and select another slip***

4. Slip Game Reflection On a separate sheet of paper, answer the following in complete sentences: What’s one thing someone shared that you found interesting? What’s one thing someone shared that you found interesting? Why is the “right to pass” such an important agreement for this activity? Why is the “right to pass” such an important agreement for this activity? How did you feel when you were answering the questions that your drew? How did you feel when you were answering the questions that your drew? How could you help others feel more comfortable sharing their answers? How could you help others feel more comfortable sharing their answers?

5. Bell Work Read through the text titled “Classified Information,” then solve the mystery by writing your claim, evidence, and reasoning. Read through the text titled “Classified Information,” then solve the mystery by writing your claim, evidence, and reasoning. CLAIM= who you think is guilty CLAIM= who you think is guilty EVIDENCE= facts and observations used to help you determine who is guilty EVIDENCE= facts and observations used to help you determine who is guilty REASONING= explain how the evidence supports the claim. REASONING= explain how the evidence supports the claim.

6. Kitchen Kapers Working within your groups, you will design a new kitchen utensil that “you can’t live without!” Working within your groups, you will design a new kitchen utensil that “you can’t live without!” You may only use the materials provided in the envelop- two index cards, 2 paper clips, 4 tooth picks, and 1 pencil. (You may also use scissors or glue) You may only use the materials provided in the envelop- two index cards, 2 paper clips, 4 tooth picks, and 1 pencil. (You may also use scissors or glue) Write a short commercial to pitch your new product to the class! Write a short commercial to pitch your new product to the class!

7. Kitchen Kapers Reflection Answer the following in complete sentences: Answer the following in complete sentences: 1. How did the purpose of the utensil change as you built it? 2. How did leadership in your group change as you continued to build? 3. How did it feel before your group knew what to build? 4. How did you help your group in a special way? 5. Of all the utensils created, which did you feel was best and why?

8. IB Mission Statement Fill in the blanks using the words provided in the envelop to complete the IB Mission Statement. Fill in the blanks using the words provided in the envelop to complete the IB Mission Statement.

9. IB Mission Statement 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. 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. To this end the organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. To this end the organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

10. InquirersKnowledgeableThinkersCommunicatorsPrincipledOpen-MindedCaringRisk-TakersBalancedReflective We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signifi­cance. We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. We express ourselves con­fidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. We understand the importance of balancing different aspects of our lives intellectual, physical, and emotional to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

11. Vacation! Choose the 6 Traits you think are the most important. Choose the 6 Traits you think are the most important. Write each trait you selected on a separate sticky note to pack in your suitcase for your vacation! Write each trait you selected on a separate sticky note to pack in your suitcase for your vacation!

12. Reflection Questions Answer the following in complete sentences: Answer the following in complete sentences: 1. How are the Learner Profile Traits related to the IB Mission Statement? 2. How did you feel as you attempted to narrow down the profile traits to only one? 3. Why do you feel the trait you selected is the most important?

13. Slip Game Tell us your name. Tell us your name. Without looking, draw a slip of paper from the bag. Without looking, draw a slip of paper from the bag. Read and answer the question on the slip of paper. Read and answer the question on the slip of paper. ***You have the right to switch slips if you do not want to answer the question! Just put it back in the bag and select another slip***

14. Commercials Sell your product to the class! Sell your product to the class!

15. Kitchen Kapers Reflection Answer the following in complete sentences: Answer the following in complete sentences: 1. How did the purpose of the utensil change as you built it? 2. How did leadership in your group change as you continued to build? 3. How did it feel before your group knew what to build? 4. How did you help your group in a special way? 5. Of all the utensils created, which did you feel was best and why?