Class is theory of knowledge it is IB curriculum (High School). I am not sure if

Class is theory of knowledge it is IB curriculum (High School). I am not sure if
Project Title: “Bridging Worlds of Knowledge: Comparative Analysis of Scientific Thinking and IB Theory of Knowledge Optional Themes”
Project Duration: Two weeks for research and preparation, followed by one day for presentations.
Project Overview:
In this final project for the International Baccalaureate Theory of Knowledge (TOK) course, students will investigate scientific thinking and its relation to the IB Theory of Knowledge optional themes:
indigenous knowledge systems
The project culminates in a visual presentation consisting of at least twelve slides.
Incorporate insights from two prominent thinkers for each theme.
Include at least six of the TOK course concepts properly defined and utilized in the presentation.
Certainty
Culture
Evidence
Explanation
Interpretation
Justification
Objectivity
Perspective
Power
Responsibility
Truth
Values
Project Objectives:
Explore and understand the key principles of scientific thinking.
Analyze the central concepts of scientific thinking in contrast to the principles of the five TOK optional themes.
Apply the Theory of Knowledge framework to critically assess different ways of knowing.
Project Steps:
Step 1: Research and Note-taking
Students individually select one of the five IB Theory of Knowledge optional themes.
Conduct research on the chosen theme, its historical background, key principles, and contemporary perspectives.
Identify and research two influential thinkers or theorists for the chosen theme who represent different viewpoints.
Step 2: Comparative Analysis
Analyze and compare scientific thinking with the chosen theme, emphasizing commonalities and disparities.
Step 3: Presentation Design
Create a visual presentation with at least twelve slides. Students should ensure the presentation flows coherently and provides a clear understanding of the comparative analysis.
Step 4: Rehearsal and Peer Feedback
Students rehearse their presentations and provide feedback to peers.
Step 5: Final Preparations
Make any necessary revisions and practice for the presentation day.
Final Step: Presentation Day:
Students present their findings to the class.
Presentation Components:
Introduction (1 slide):
Briefly introduce the project, its objectives, and the chosen TOK optional theme.
Scientific Thinking Overview (1 slide):
Define scientific thinking and its key principles.
Chosen Theme Overview (1 slide):
Provide an overview of the chosen TOK optional theme and its significance.
Thinker 1 & 2 (2 slides):
Introduce and discuss the contributions of the two important thinkers associated with the chosen theme and scientific thinking.
Comparative Analysis – Part 1 (2 slides):
Compare and contrast scientific thinking with the chosen theme in terms of knowledge construction, methods and tools, validation and limitations, scope, and perspectives.
Comparative Analysis – Part 2 (2 slides):
Explore the real-world implications and applications of scientific thinking and the chosen theme.
Ethical and Epistemic Considerations (1 slide):
Discuss ethical and epistemic dilemmas related to the chosen theme and scientific thinking.
Personal Reflection (1 slide):
Share personal reflections on the project’s process and evolving understanding.
Conclusion and Synthesis (1 slide):
Summarize key findings and insights from the comparative analysis.
Q&A and Discussion (1 slide):
Engage the audience with a Q&A session or discussion.
Assessment:
Students will be assessed based on the depth of their research, the quality of their comparative analysis, the clarity and effectiveness of their presentation, and their ability to engage the audience during the presentation session.
The project allows students to apply the TOK framework, critically assess different ways of knowing, and synthesize knowledge from multiple perspectives.
Rubric:
The project will be assessed on four of the IB ATLs and will be used as a diagnostic for the TOK essay, which you will begin next.
This rubric evaluates student performance in the IB Approaches to Learning (ATLs) across four categories: Communication, Thinking, Research, and Self-Management. Each category is assessed on a scale from “Mastery” to “Proficiency,” “Developing,” and “Engaging.”
Communication:
Mastery: Student consistently demonstrates exceptional communication skills in various contexts. They articulate ideas clearly and effectively, actively listen, and adapt communication to different audiences and purposes.
Proficiency: Student consistently communicates effectively, demonstrating strong skills in clarity, active listening, and adaptability.
Developing: Student’s communication skills are generally effective but may lack consistency, clarity, or adaptability in certain situations.
Engaging: Student’s communication is often unclear, lacks engagement, or struggles to adapt to different audiences and purposes.
Thinking:
Mastery: Student consistently demonstrates exceptional critical and creative thinking. They analyze complex issues, generate innovative solutions, and make well-informed, reflective decisions.
Proficiency: Student consistently applies critical and creative thinking, effectively analyzing problems and making informed decisions.
Developing: Student’s thinking skills are generally sound but may lack consistency or depth in analyzing complex issues or generating innovative solutions.
Engaging: Student’s thinking is often shallow, lacks critical analysis, or does not result in informed decisions.
Research:
Mastery: Student consistently excels in research skills, demonstrating thorough research, effective use of resources, and the ability to evaluate and synthesize information critically.
Proficiency: Student consistently conducts thorough research, uses resources effectively, and synthesizes information competently.
Developing: Student’s research skills are generally sound but may lack depth, breadth, or the ability to evaluate and synthesize information critically.
Engaging: Student’s research is often superficial, lacks effective resource utilization, or struggles to evaluate and synthesize information critically.
Self-Management:
Mastery: Student consistently exhibits exceptional self-management skills. They set and achieve goals, manage time effectively, and demonstrate strong organizational and metacognitive skills.
Proficiency: Student consistently demonstrates strong self-management skills, effectively setting and achieving goals, managing time, and exhibiting organizational and metacognitive skills.
Developing: Student’s self-management skills are generally effective but may lack consistency or depth in goal-setting, time management, or organizational skills.
Engaging: The student’s self-management is often ineffective, lacks goal achievement, and struggles with time management and organizational skills.
Overall Assessment:
Mastery: Student consistently excels in all four ATL categories.
Proficiency: Student consistently performs well in all categories.
Developing: Student exhibits varying proficiency levels and may require improvement in some categories.
Engaging: Student’s performance in most categories is inconsistent or below expectations.
link:

5 Optional Themes in TOK (Theory of Knowledge) Explained

Please note:
1 – This is a Theory of knowledge class and it is a specialized high school class for IB curriculum.
2- follow the instructions please to deliver the presentation.
3- I have added the cost of two pages so you can prepare script for the presenation.