CLC Capstone Spring 2020 Capstone Guide · 1. Include a formal proposal that outlines the project intentions. 2. Involve learning partners, including a mentor who has knowledge of

CLC Capstone Spring 2020

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Contents

Overview……………………………………………. 2

Timeline……………………………………………... 3 – 4

Project Ideas………………………………………... 5

Brainstorming Ideas……………………………… 6

Connecting to Your Goals……………..… 6 – 7

Connecting to Your Interests………...…. 8 – 9

Adapting a Process……………………….……….. 10

Connect and Collaborate………………… 11

Create and Build…………………………… 12

Create and Express……………………….. 13

Innovation and Entrepreneurship……… 14

Investigate and Report…………………… 15

Service Learning………….……………….. 16

Assessment ………………………….……………. 17 – 22

Documentation……………………………. 15

Bibliography………………………….……. 15 – 20

Check-Ins………………………...……….… 21

Product…………………………………..….. 22

Presentation……………………………….. 23

Rubric………………………..…………….... 24 - 26

Forms (To Submit)

Reflection…………………………………………… 27 DUE JUNE 4

Mentorship (including Form & Report)………… 28 – 30 DUE MARCH 30 & JUNE 4

Formal Proposal (Student & Home Forms)…… 31 – 32 DUE MARCH 30

Personalized Rubric………………………………. 33 – 34 DUE MARCH 30

This Capstone Guide was created at Semiahmoo Secondary School, but we are indebted to the following sources for their support.

Jennifer Kidd, Julie Kitch, Claire Hewson, Kathleen Edwards (Kootenay Lake School District 8)

Ministry of Education and the Capstone Examples Committee

Surrey School District Careers Department and all the other dedicated Surrey Careers teachers

Capstone Guide Student Guide to the Capstone Project


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Your Capstone project allows you to demonstrate your learning and achievement in a focused area. Ideally, your focus can be described in one of these ways:

→ A career area you’re considering

→ A transferrable skill that would benefit you in multiple settings

→ A passion you’d like to develop (hobby, side hustle, volunteerism project, etc.)

Major Guidelines

The project must reflect on how the experience positively affects your personal, educational, and/or career goals. In addition, the project must:

1. Include a formal proposal that outlines the project intentions.

2. Involve learning partners, including a mentor who has knowledge of and experience in

the topic area to provide guidance throughout the project. This mentor must be approved

by the CLC teacher. While immediate family members cannot be mentors, they may help

students connect with possible mentors.

3. Include reflection on your journey: your baseline knowledge, how you developed, what

you learned, and your challenges along the way.

4. Include research that is then applied to an experience in real life. Push the boundaries

of your knowledge and skills; new learning is required!

5. Demonstrate growth in the Core Competencies.

6. Result in a product to show your audience.

7. Be presented multiple times to audiences composed of teachers, classmates,

schoolmates, community members, and/or others connected to you or the project.

Overview


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For any long-term project, maintaining a good pace is both important and challenging. Follow this timeline to make sure you are on-track with your project, so that you will be successful upon completion. Adjustments may be made, according to the teacher’s discretion.

Week Check-In Questions to Answer

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1 Fri Mar 6

Describe at least 2 topics you are interested in. Why? How do they relate to your personal, educational, and/or career goals?

Are any of your topics possibly too broad, or too narrow? What limitations might there be in pursuing these topics?

2 Fri Mar 13

Do you have, or know of, possible mentors to help you?

Other than finish your Proposal, what will you do over Spring Break to further your progress?

Since you may not get feedback on this check-in before proposals are due, talk directly with your teacher if you have burning questions.

Spring Break

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3 Fri Apr 3

Formal Proposal (& Mentor Proposal) due Monday, March 30

REMEMBER: Your formal Proposal & Mentor Proposal are due! Submit as soon as possible - early if you have it done. The Mentor Proposal requires to already have a Mentor secured - not just a name, but actually confirming with that person that they agree to be your official Mentor.

What is the official wording of your topic? (as a question!)

How will you record notes on research, sources, and your progress?

What steps have you made in communicating with your mentor, and coordinating an experience?

4 Fri Apr 10

What sources have you identified so far? How are you ensuring to collect a breadth & depth of reliable information?

What information have you collected so far?

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Fri Apr 17

Does there seem to be a wide variety of reliable sources for info on your topic? If not, how can your project add to the information that is available to others? If yes, how are you selecting from all the available sources?

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Fri Apr 24

What do you have planned for your experience? How will this experience help you create a product?

How much time may be required for the experience portion of the project? Is there any required training or orientation involved? Do you have any schedule limitations to work around?

Do you have any ideas yet for your product?

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Fri May 1

If you haven’t already, begin to construct your bibliography. Include a screenshot/copy of it.

How is your experience going? Are you getting enough out of it? What could you do to make it even better? How are you documenting your experience and your reflections about it?

Timeline


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Fri May 8

How is your experience going now?

What product are you creating? Be specific and include evidence of its progress (photos, video, etc.). What needs to be done to finish it? How will you do that?

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Fri May 15

Is your product done? If not, outline the exact steps still needed (including dates/times for each step). How will you incorporate your product into your presentation?

What are the important things to include in your presentation? Consider what is important to you, as well as what is important to the audience (contextual information, an engaging demo, etc.).

Will you be able to include everything in your presentation? If not, how will you include it in this project? (Hint: remember, there’s a written portion to hand in as well as the presentation.)

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Fri May 22

Do you want to clarify or double-check anything before the due date?

Do you predict any hurdles to the finish line? What are you doing to prevent or clear them?

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Fri May 29

What is your presentation outline? Include a screenshot/copy of it.

Do you have any special requests for your presentation (be sure to explain why)?

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12 All written & supporting work due:

Thursday, June 4

13 Capstone Fair:

Monday, June 8 & Tuesday, June 9

14 Capstone Conferences:

Wednesday, June 10 – Wednesday, June 24


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You are only limited by your imagination and initiative. Your Capstone project can take many forms, and it may not resemble a “traditional” project. Here are some examples. Note: Any topic can result in a successful project – with the right amount of work, time, and skill development. However: any topic can be a disaster without the right work ethic and attitude.

⇒ Design and construct a structure or object

⇒ Build a car engine

⇒ Produce a “how to” video

⇒ Design a dream home

⇒ Train a horse for competition

⇒ Train your dog for therapy work

⇒ Write a cultural/family history

⇒ Create an art portfolio or gallery showcase

⇒ Make a short film

⇒ Publish poetry, a book, graphic novel, etc.

⇒ Create new recipes and write a cookbook

⇒ Create a piece of animation

⇒ Develop an app, game, or program

⇒ Write and record/perform an original song

⇒ Train to run a half marathon

⇒ Write and produce a commercial

⇒ Conduct an environmental study

⇒ Volunteer at an elementary school, nursing

home, animal shelter, food bank, etc.

⇒ Design and implement your own community

service project

⇒ Open an online shop for your original

products

⇒ Create a small clothing fashion line

⇒ Start a band and learn/perform a set

⇒ Develop a self-care plan to deal with a specific mental health challenge

⇒ Learn basic American Sign Language

⇒ Choreograph and perform a solo contemporary dance

⇒ Start a small service business

⇒ Organize an event for charity

And much, much more!

There is an opportunity to work together with 1-2 others on a related goal, as long as you each

have your own clearly defined role. For example:

⇒ Sarah learns more about felting in order to design and create a line of crafts to sell online. Piper

designs the website for the crafts, including setting up the sales process. Stuart creates a

marketing campaign for the crafts, analyzing the effectiveness of different marketing methods.

⇒ Garrett choreographs and performs a dance routine. Matt writes and performs original music as

the score. Hana films the routine and records the music to produce a music video.

⇒ Emily writes a collection of recipes, aimed at hungry students with few cooking skills, and tests

each recipe. Jared takes photos of all the food and designs a cookbook.

⇒ Abby and Morgan each analyze the catalogue of their favourite singer/songwriter. They then

present their information in the style of a debate, answering the question: Which artist better

reflects our generation?

Project Ideas

CLC Capstone 2019

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You may already know exactly what Capstone you wish to pursue – or perhaps you don’t know where to begin. We will provide approaches for brainstorming and selecting a topic to help you select a project that is just right for you.

This is a project that you will invest a significant amount of time and energy into. It should be something that you are passionate and excited about so that you will learn from the experience and have a great time doing it.

Connecting to Your Goals

One way to brainstorm Capstone ideas is to first think about your goals. After all, Capstone is meant to help you move towards your post-secondary life in some way – it is already connected to your goals!

1. Draw a mindmap with three main branches: personal goals, educational goals, and career goals. Not a fan of mindmaps? A chart works also (see examples on next page).

2. For each branch, add at least 2 short-term and 2 long-term term goals. Add more than 4 goals total if you can!

Examples of short-term goals:

Find a new part-time job with more hours

Learn to knit

Examples of long-term goals:

Become a lawyer

Start a website to sell my crafts

3. Consider your goals. Are any impractical or impossible to tackle right now? Cross them out with one strikethrough.

4. Are any goals particularly important? Maybe there is a time pressure, they are emotionally resonant, etc. Highlight them.

The goals that are left are a good place to start thinking about Capstone topics, since they are already on your to-do list. But keep in mind:

Your topic should be manageable. Too broad means you will have difficulty covering all of the necessary material. Too narrow means you will have difficulty finding enough material to meet the timeline and length requirement.

If your topic requires you to do primary research (surveys, interviews, empirical research study) or formal training, you need time to complete the process.

Your project must follow one of the six processes. (pages 8 – 14)

With this in mind: are there any other topics to cross out? What is left? Maybe your Capstone topic!

Next are examples of how a student might arrive at a Capstone topic selection using these steps.

Brainstorming Ideas Brainstorming Ideas

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Example 1

Short-Term Goals Long-Term Goals

Personal Goals

Draw a set of cards for upcoming birthdays & events

Hike Manning Park

Run a marathon

Travel around Europe

Educational Goals

Get 90% in Biology

Finish my art portfolio for university applications

Study visual art and art history in university

Get accepted into Emily Carr University

Career Goals Update my résumé

Get better at talking to customers

Work at an art gallery while in university

Set up an online shop with my artwork

I will use the Create and Express process to create a set of original artwork which I will make prints of for card-making, and collect into an art portfolio that can be used for my university applications. I will also go to an info session for a university arts program that gives feedback on portfolios so that I know whether I am on the right track for using these pieces as part of my university application.

Example 2

Short-Term Goals Long-Term Goals

Personal Goals

Read 100 books this year

Find a planner that works for me

Move out on my own to Vancouver

Start a Dungeons & Dragons group

Educational Goals

Hand in all assignments on time

Find a French tutor

Sign up for a STEM summer camp

Get a degree in science (maybe chemistry?)

Go to grad school

Career Goals Get a part-time job in a pharmacy

Job shadow a couple people working in science (different areas?)

Earn at least $100,000 a year

Be my own boss

Innovation and Entrepreneurship process: Research careers related to chemistry and arranging a job shadow and/or internship at a local medical office or pharmacy before creating a business plan for the type of business I want to establish and run one day.

CLC Capstone 2019

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Connecting to Your Interests

Another way to brainstorm Capstone ideas is to draw from your current interests. Since you will be spending a lot of time on this project, it makes sense to base it on something you already enjoy spending time on.

1. Determine your general areas of personal interest. These should be relatively broad and

something you are interested in. Examples:

Environmental science Classic literature Theatre & acting

Agriculture Industrial arts Computer science

2. Explore each area more specifically. Consider:

Why does this subject area interest you?

Does this subject area hold long-term interest for you? Why?

Do you already have particular skills and/or knowledge in this area that you are

looking to expand?

Are there people around you or that you have access to that may be interested in

getting involved or assisting you?

What parts of the subject are you curious about or are most interested in?

3. Choose a topic within one of your subject areas that: is interesting to you in the long-

term; is stretch your abilities and create new learning opportunities; and will not stress

you out if you can’t get access to resources you need to complete it. Take some time to

think about this topic in more depth.

Do you have some general skills and/or knowledge in the topic?

Will the topic challenge you? Is this challenge surmountable?

Do you have an individual, organizations, or companies within your area that you

can approach to support you, either formally (with mentorship) or

informally? Remember, this is YOUR project, but it is quite acceptable to learn

from others and their experiences.

4. Determine the best method to showcase the topic of your Capstone by reviewing the

description of the requirements of each project strand.

Next are examples of how a student might arrive at a Capstone topic selection using these steps.

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Example 1

Step 1: Computer science Culinary arts Animation

Step 2: Network management

Step 3: I’ve taken computer classes and developed small websites as a hobby. Uncle Jack works for a local computer consulting company that is open to an internship.

Step 4: Innovation and Entrepreneurship process with an internship working with the Information Technology team at the computer consulting company near my mom’s office.

Example 2

Step 1: Playing guitar Architecture Animal welfare

Step 2: Modern design and construction

Step 3: I’ve always enjoyed or been drawn to this particular design of buildings. While I don’t consider myself an artist, I sketch a little and have taken a class where we learned a little about design and build software.

Step 4: Create and Build process with a specific focus on designing and building a model of a small private residence using modern architecture design techniques and using an eco-friendly approach.

Example 3

Step 1: Medicine Sociology Human Services

Step 2: Elderly care

Step 3: I volunteer at a local retirement center and have observed the interaction between the residents of the center and children that have visited residents in the center.

Step 4: Service Learning process with a specific focus on the development of a new socialization program for residents at the retirement center. Program will include something like a monthly event in partnership with a local elementary school where students “adopt” and visit a resident of the retirement center


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No matter which topic you choose to pursue, you may struggle to figure out how to break it down into steps.

That’s where the processes come in. Each process is tailored to a certain style of project, and has broken it down into a set of steps, although there is much room for you to be creative and original.

If you’re not sure how to structure your proposal (and therefore your project!), choose a process that suits the type of project you’re doing and use (and adapt) the steps it outlines to create a detailed plan for your project.

1. Connect and Collaborate (page 9)

2. Create and Build (page 10)

3. Create and Express (page 11)

4. Innovation and Entrepreneurship (page 12)

5. Investigate and Report (page 13)

6. Service Learning (page 14)

Detailed Samples

To see detailed samples of projects that used each process, go to the Semi Careers website or the Ministry of Education’s Career Education 10-12 Guide (Overview, Delivery Examples, and Capstone) (pages 27 – 81).

Adapting a Process

https://semicareers.weebly.com/

https://curriculum.gov.bc.ca/curriculum/career-education/all/courses

https://curriculum.gov.bc.ca/curriculum/career-education/all/courses


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Connect and Collaborate

Students work closely with a mentor who has professional and/or personal expertise in a field related to the project. This process is characterized by guided learning in the real world, including observation, conversation, and real-world practice. Where possible, the student and mentor should meet in person in order to encourage relationship-building and to gain deeper student understanding. The student may also have other learning partners who provide additional insight into the topic area, arranged either by the student or the mentor.

Process

1. Identify area(s) for growth and develop a relationship with learning partner(s).

→ Student identifies an area of interest with potential for personal growth.

→ Student connects with someone with experience and/or expertise in the topic area (their mentor) to shadow and learn from their knowledge and practice. This person could be an Elder, community member, industry/business professional, etc. Student and/or mentor could arrange for other learning partners to be involved, also.

→ Student and mentor co-develop a plan of action, including the experiential learning that will take place: when, where, how, etc.

2. Observe and question

→ Student watches the learning partner(s) with the intent to develop a deeper understanding of the topic.

→ Student reflects on what is observed, and considers how this applies to them.

→ Student generate questions and dialogues about what is observed with the learning partner(s).

3. Experience and apply

→ Student tries real-world practices under the guidance of the learning partner(s).

→ Student seeks descriptive feedback about the growth area(s) and applies it to their learning.

→ Along the way, student documents attempts at, and applications of, learning.

→ Student reflects on personal growth (e.g. through journal, photo album, or other way).

4. Communicate

→ Student reflects on, and shares growth in, what they’ve learned, new skills they’ve

developed, and how to apply them to their preferred future plans for post-graduation.


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Create and Build

Applied design is a useful process for creating and building a product. This process is characterized by the development of an understanding of the people for whom we are designing products, and can be useful in grappling with challenges and/or functionality that require creative ideas and hands-on approaches.

Process

1. Understand and define the context

→ Student begins with a challenge and/or functionality, and the intended user(s), in mind.

→ Student engage in empathetic observation, which includes communication with potential users to explore their needs and wants. Listens actively and considers their perspectives, so that they can use this information to design a user-friendly product that addresses the identified challenge or functionality.

→ Student contemplate the intended purpose of the product. Identifies the success criteria for the product and its design process, as well as any constraints that may be needed to account for (budget, available materials, community impact, environmental care, etc.).

2. Ideate, prototype, and test

→ Student experiments and explores possibilities, taking creative risks in generating ideas and adding to others’ ideas in ways that enhance them. Screens ideas against the success criteria and constraints, and maintains an open mind about potentially viable ideas throughout the design process.

→ Student researches sources of inspiration and information to develop a design plan that includes key stages and resources. Prototypes, making changes to tools, materials, and procedures as needed. Documents iterations of prototyping.

→ Student seeks feedback from identified sources (for example, from a field expert) including their mentor, and communicates with potential users about the design ideas and prototype(s). Applies the feedback and new information in order to enhance design.

3. Make and share

→ Student uses appropriate tools, technologies, and materials to make your product. Shares progress to enable ongoing feedback and adapt the design as needed. Student is mindful of unintended negative environmental impacts, minimizing material waste.

→ Student decides how and with whom to share and/or promote your product. Evaluates

the success of the product design, explaining how it reflects the criteria and addresses

the challenge and/or functionality.

→ Throughout, student reflects on their work and thinking, building and elaborating on what

worked well, what they might try differently next time, and what new competencies and

skills they have learned that can be applied in other contexts.


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Create and Express

Students select a creative mode/genre to convey their learning, interests, passions, or talents. Messages, feelings, and emotions can be expressed through original actions, words, images, music, and so forth. Creation and expression can take many forms and includes sharing their creative work with an appropriate audience. NOTE: As new learning must take place, students cannot simply “write a story” (or similar).

Process

1. Inspiration and ideation

→ Student reflects on personal experiences and skills to brainstorm potential ideas.

→ Student must take creative risks in generating ideas, and/or add to others’ ideas in ways that enhance them.

→ Student identifies a driving question and develop vision to connect to a theme.

2. Design

→ Student identifies and researches relevant elements, contexts, and/or criteria for the project.

→ Student drafts preliminary plans (e.g. storyboard, outline, sketch), considering intended audience and various modes or platforms for presentation/presenting creative work.

→ Student identifies appropriate tools, technologies, materials, and processes and establish time-frame for creation.

→ Student maintains an open mind about potentially viable ideas and flexibility to respond to changes as needed.

3. Create

→ Student creates and refines work/performance.

→ Student receives and applies constructive feedback to further refine and revise, from mentor and/or other learning partners.

→ Student uses self-reflection and awareness to refine according to intended theme.

4. Coordinate and present

→ Student arranges showcase/performance (e.g. coordinating space, materials, equipment, promotional materials).

→ Student presents to/performs for an audience and seeks feedback related to the theme and the intent.

→ Throughout, students reflects on their work and thinking, building and elaborating on

what worked well, what they might try differently next time, and what new competencies

and skills theyhave learned that can be applied in other contexts.


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Innovation and Entrepreneurship

Create and experience the start of a new business initiative. Conceptualize a product and/or service which is original and may incorporate active job shadowing/internship. Ideal for students who want to meet new people and network with entrepreneurs and professionals in a career field, as well as help people improve their lives with the use of products and/or services. NOTE: As new learning must take place, students must propose a NEW business or product idea.

Process

1. Conceptualize

→ Student identifies areas of interest, personal passions, and enjoyment. Brainstorms types of business ideas that connect to their personal interest(s).

→ Takes creative risks in generating ideas and adds to others’ ideas in ways that enhance them, maintaining an open mind about potentially viable ideas.

→ Recognizes community needs by seeing themself as the potential customer; considers the what, why, who, and how. Enhances their understanding of community needs by engaging in empathetic observation, which includes communication with potential users to explore their needs and wants.

→ Determine whether their business will include a service and/or product.

2. Analyze

→ Student gathers and evaluates information through market research on their business service and/or product concept (e.g. conducting user surveys, test marketing, risk management/liability) to determine the needs of the potential customer.

→ Identifies the potential costs (materials, resources, venues, equipment, labour, insurance, etc.) and any sources of start-up funds.

3. Design

→ Student creates a plan that includes business elements such as timelines, costs and pricing, promotion, and distribution.

→ Shares progress throughout this process to enable ongoing feedback and improvements.

4. Apply

→ Student elaborates on how to implement the business plan.

→ If feasible, the student actually carries out the business plan.

→ Student critically reflects on the entrepreneurial processes, and identifies challenges and defines new goals for future business ventures.


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Investigate and Report

Build research and communications knowledge and competencies through an active exploration of a meaningful question, problem, desired career path, or issue. Inquiry is a process where you can employ disciplinary thinking to develop important skills, such as formulating driving questions, planning inquiries, gathering and analyzing information, and communicating findings.

Process

1. Formulate an inquiry question to investigate

→ Student develops an essential question addressing your curiosity about an issue of personal, local, or global interest.

2. Plan and investigate

→ Student plans, selects, uses appropriate investigation strategies (e.g. academic research, fieldwork study, observation methods, expert interview) to collect reliable information and data.

→ Assesses risks and addresses ethical, cultural, and/or environmental issues associated with proposed strategies. Also applies the concepts of validity and accuracy.

3. Analyze and interpret collected information and data

→ Student seeks, analyzes, and describes patterns, trends, connections, and cause-and-effect relationships.

→ Constructs visual support(s) to communicate efficiently (e.g. graphs, models, diagrams).

→ Uses background knowledge and new understandings to draw conclusions that are consistent with evidence.

4. Evaluate and conclude

→ Student describes what worked well and identifies specific ways to improve future investigations (e.g. evaluate limitations; draw conclusions about possible reasons for results; identify new questions to investigate).

→ Communicates social, ethical, and/or environmental implications and contributions from their investigation and other research.

→ Reflects on inquiry process and results (e.g. surface assumptions, identify bias in work and/or in primary and secondary sources, share personal learning and growth).

5. Report and communicate

→ Student reports out findings, ideas, information, and implications of the investigation (e.g. formal report, science fair, oral presentation, website, video).

→ Shares key personal learnings related to the investigation processes and to their

personal development as an inquirer.


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Service Learning

Students who want to contribute to a community, learn leadership skills, and motivate others to make a difference will find this process useful. Students plan, organize, and lead events that enable them to experience the value of community involvement while inspiring and motivating others to act.

Process

1. Understand and interpret context

→ Student identifies a community to which they wish to contribute, and works with them to generate ideas and identify an issue/need.

→ Student observes closely and with empathy to gather ethical, social, cultural, and/or environmental context.

→ Student asks questions, determines gaps, and clarifies priorities to shape their vision.

2. Plan and apply

→ Student formulates plans for a solution/change; determines a process with strategies, resources required, and how to organize the information; describes intended outcomes.

→ Identifies intended impact, as well as possible unintended negative consequences, considering different viewpoints and perspectives.

→ Builds on prior knowledge, considers social and cultural implications and limiting factors, and generates possibilities and alternatives.

→ Consults with the community and refines the plan based on feedback provided.

→ Reflects on and monitors the plan and processes.

3. Implement

→ Student actions the plan using strategies, processes, and resources to affect change.

→ Monitors the plan, maintaining an open mind and flexibility to adjust as needed.

4. Analyze and evaluate

→ Students communicates with and seeks feedback from community members.

→ Critically evaluates the impact of the service (did we meet the intended outcome? how were the community members affected?).

→ Explains how the process contributed to the individual, family, community, environment.

→ Recognizes community needs for sustainability to recommend further support required and possible follow-up procedures.

5. Communicate

→ Student decides on how and with whom to share the key learnings (e.g. video, display, concept map, testimonials from community members, pamphlets).

→ Critically reflects on the processes, experiences, impacts, and personal growth.


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Documentation

You are required to keep records of your progress, and to preserve everything that demonstrates your journey throughout the entire Capstone project.

There is no limit to what you can use as records, so – keep everything!

These records may take many forms, such as:

personal notes

photographs & screenshots

sketches

time logs

journal entries

receipts

letters and emails

research notes

videos

voice memos & voicemails

Keep your documentation organized to communicate with your teacher and mentor, and to demonstrate your progress. You may be asked at any time to show this collection of evidence.

You must submit all documentation for evaluation. These are evaluated according to the Capstone rubric. (page 22)

Formal proposal (including mentor proposal) (pages 27 & 29)

Bibliography (pages 15 – 18)

Research notes

Reflection (page 25)

And any other documentation related to your project

Bibliography

You must complete a bibliography that lists all the sources you consulted along the way, whether or not you directly refer to them in your presentation. We encourage you to use a tool such as www.citethisforme.com to help store, organize, and properly format your citations. Your bibliography must meet these requirements:

Handed in by the due date

Chicago style (https://www.chicagomanualofstyle.org)

Include minimum of 5 sources

Minimum 5 sources must include an annotated citation (see next section)

Minimum 2 sources must be considered reliable published sources (books, magazines,

official government websites, academic articles or journals, etc.)

Assessment

http://www.citethisforme.com/

https://www.chicagomanualofstyle.org/


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What is an annotated citation?

An annotated citation is an entry in a bibliography that includes descriptive evaluative comments about the source. These comments are known as annotations. An annotated bibliography entry consists of two components: the citation and the annotation.

Citation

The citation is formatted Chicago style, same as all the other bibliography entries. For example:

Lozier, Jeffrey D.. "Predicting the Distribution of Sasquatch in Western North America: Anything Goes with Ecological Niche Modelling." Journal of Biogeography 105, no. 1(2000): 1-35.

---. An In-Depth Discussion of Evolution Change and the Sasquatch. Philadelphia: University of Pennsylvania Press, 2010.

Annotation

Each annotation should be several sentences and include some of the following information, as appropriate for the source and your evaluation of it:

A brief summary of the source, including its conclusion(s)

The source’s strengths and weaknesses

Why the source is relevant to your project

Its relationships to other research in the field

Information about the creator’s background

Your personal conclusions about the source

A full annotated citation looks something like this:

Lozier, Jeffrey D.. "Predicting the Distribution of Sasquatch in Western North America: Anything Goes with Ecological Niche Modelling." Journal of Biogeography 105, no. 1(2000): 1-35.

This paper critiques the use of Ecological Niche Models (ENM) and species distribution by performing a tongue-in-cheek examination of the distribution of the fictional Sasquatch, based on reports from an online Bigfoot archive. Lozier's paper powerfully demonstrates the issues faced by ENM when reports come from non-specialists, and highlights key problems with sourcing data from unmediated online environments. The author neglects to compare the reliability of the many wildlife databases with the single Bigfoot database, as well as other key issues; however, in closing, the paper briefly mentions that many issues lie outside the scope of the short article.

Annotated bibliography information adapted from https://www.lib.sfu.ca/help/cite-write/citation-style-guides/annotated-bibliography

http://chicago/


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Bibliography Editing Checklist

Before you hand in your bibliography, look it over carefully.

Have you included all the sources you’ve consulted so far?

Have you included a concise annotation for each source, which shows your critical thinking about the accuracy and usefulness of each source?

Have you thoroughly checked for errors in spelling, punctuation, and grammar?

Yes or No?

Overall

Is the title (Bibliography) centered at the top of the page?

Are there clear and appropriately-sized margins around the page(s)?

Is a clear font used in an appropriate size?

Are the page(s) free from smudges, rips, holes, etc.?

Formatting

Does each entry have a hanging indent?

NOTE: A “hanging indent” is when the first line of a citation begins at the margin, and any subsequent lines are indented (like this!).

Is each entry single spaced?

Is there a double space between each entry?

Are all entries sorted alphabetically by author? (If a source has no author, it is instead sorted alphabetically by title.)

Does each entry have all the required information? (See the back side of this sheet for a quick review.)

Fine Print

Are there any spelling or punctuation errors? If so, highlight them.

Is the bibliography author’s name on the first page?

Are there any other problems you see? If so, highlight them and write a note explaining the problem.


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Bibliography Quick Review (Chicago Style)

Book

Journal article from a database

Short work from a website (list as many of these items as are available)

News or magazine article

Manjoo, Farhad. “Snap Makes a Bet on the Cultural Supremacy of the Camera.” New York Times,

March 8, 2017. https://www.nytimes.com/2017/03/08/technology/snap-makes-a-bet-on-the-

cultural-supremacy-of-the-camera.html.

Interview

Stamper, Kory. “From ‘F-Bomb’ to ‘Photobomb,’ How the Dictionary Keeps Up with English.”

Interview by Terry Gross. Fresh Air, NPR, April 19, 2017. Audio, 35:25.

http://www.npr.org/2017/04/19/524618639/from-f-bomb-to-photobomb-how-the-dictionary-

keeps-up-with-english.

Website content

For a source that does not list a date of publication or revision, include an access date.

Bouman, Katie. “How to Take a Picture of a Black Hole.” Filmed November 2016 at TEDxBeaconStreet, Brookline, MA. Video, 12:51. https://www.ted.com/talks/katie_bouman_what_does_a_black_hole_look_like.

Google. “Privacy Policy.” Privacy & Terms. Last modified April 17, 2017.

https://www.google.com/policies/privacy/. Yale University. “About Yale: Yale Facts.” Accessed May 1, 2017. https://www.yale.edu/about-

yale/yale-facts.

Social media content

In place of a title, quote up to the first 160 characters of the post.

Chicago Manual of Style. “Is the world ready for singular they? We thought so back in 1993.” Facebook, April 17, 2015. https://www.facebook.com/ChicagoManual/posts/10152906193679151.

3

CHICAGO DOCUMENTATION STYLE: BIBLIOGRAPHY PAGE Most texts written in History (and some in other humanities disciplines) use Chicago style to cite

sources. Chicago-style documents include in-text superscript numbers referring to footnotes or

endnotes (see quicktip on “Chicago Documentation Style: Footnotes/Endnotes,” which includes the notes for the sources on this page) along with a more detailed listing of sources in a

separate Bibliography page at the end of a document (see sample on back of this page).

The requirements for what to include in Bibliography entries are designed so that another researcher could find and refer to the same sources you’ve included. Below are guidelines

adapted from Diana Hacker and Nancy Sommers’s A Writer’s Reference, 7th ed., that show the

basic principles of some common forms of Chicago Bibliography citation:

Book

Work in an anthology

Journal article from a database Short work from a website (include as many of these items as are available)

1 Author(s) 2 Title and subtitle

3 City of publication 4 Publisher 5 Date of publication

Burrows, Edwin G., and Mike Wallace. Gotham: A History of New York City to 1898. New York: Oxford

University Press, 1999.

1 2 3 4

5

1 Author

2 Title of work 3 Title of anthology 4 Name of editor(s)

5 Page numbers 6 City of publication 7 Publisher

8 Date of publication

Pharoah, Sarah. “The Case of Sarah Pharoah.” In Early Native Literacies in New England: A Documentary

and Critical Anthology, edited by Kristina Bross and Hilary E. Wyss, 86-87. Amherst: University of

Massachusetts Press, 2008.

1 2 3

4 5 7 6

1 Author 2 Title of article

3 Title of journal 4 Volume and issue

numbers

5 Date of publication 6 Page range 7 DOI, or database

name and accession number (AN)

Souther, J. Mark. “The Disneyfication of New Orleans: The French Quarter as Facade in a Divided City.”

Journal of American History 94, no. 3 (2007): 804-11. Academic Search Premier (28142054).

1 2

3 4 5 7 6

1 Author 2 Title of short work 3 Title of site

4 Sponsor of site 5 Publication or modified date, or

date of access if no pub. date avail. 6 URL

Whitman, Walt. “Remembrance of Erastus Haskell.” Civil War Treasures from the New-York Historical

Society. Library of Congress. Accessed July 3, 2012. http://memory.loc.gov/ndlpcoop/nhnycw/al/

al00/al00004/001v.jpg.

1 2

4 5

6

8

Updated for

16th edition!

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Book







1 2 3 4

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1 2 3

4 5 7 6



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1 2

3 4 5 7 6






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1 2

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6

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Book







1 2 3 4

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1 2 3

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1 2

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1 2

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Updated for

16th edition!

1 Author 2 Title of short work 3 Title of publication 4 Publication issue 5 URL (if accessed online)

1 Interviewee 2 Title or up to first 160 character if no title avail. 3 Interviewer 4 Title of publication and publisher if avail. 5 Publication date 6 Format and length 7 URL (if accessed online)

1 2 3

4

5

1 2

3

4

5

6

7


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Weekly Check-Ins

Every week, you will submit an update on your progress. These check-ins must include detailed critical thinking, showing insight as to how this project is helping you develop as a person and reach your goals. In addition to answering the required questions, you must include evidence (photos, videos, voice memos, sketches, or other ways to show what you have been working on) and discussion of where you are going next.

Check-ins are assessed as pass/fail, and because they are time-relevant they cannot be submitted late.

Rubric for Check-Ins

Not Yet Meeting Expectations (Fail) Meeting Expectations (Pass)

Not enough detail or clarity to demonstrate progress. Doesn’t address relevant topics. Not enough

evidence provided.

Clear check-in with enough detail to demonstrate intellectual and emotional progress, and includes evidence of progress in completing the project.

Example

One topic that is standing out to me at the moment is to volunteer at an elementary school. I would be a helper in the classroom and shadow the teacher for a certain amount of time during the day. I love getting to know kids and spending time with them. Since I have been little I have loved teaching, whether it was teaching my sister to tie up her shoes or helping my other brothers with homework. I am pursuing this idea by talking to family friends who are teachers and asking if they would have me in their classroom and show me what being a teacher is like. I have always wanted to be a teacher, but I do not know what it is like working with 30 kids on the daily.

I am thinking of keeping a journal with me and writing down notes throughout the day, whether it was something I didn’t know before or if a student said something humorous (because elementary school kids are often funny). After my day of volunteering, I can reflect on my notes and maybe expand on a few points. I could even put these journals on a blog to show my time while spending time in an elementary school. Another idea I had was that I could do a quick sketch or drawing of what it is like in a primary classroom. (photo of journal attached)

I am all over the place with my final product ideas; but I was thinking how if I pursue writing in any way, I would love to become a children’s author and illustrator. So I could put my experience of shadowing the teacher in a children’s book of some sort. The story could be what being a teacher is like from a student’s point of view, ex: “my teacher is always here at the school really early. I’m starting to believe that she lives in the classroom!”

I’ve talked to two teachers at my old elementary school already, a grade 3 teacher and a grade 6 teacher, and they would be thrilled to have me in their class. This has helped me refine my topic selection because this is my top choice already and it is so much easier to volunteer at this elementary school because I know the teachers there from previously being a student and they know who I am. (screenshots of emails to my teachers attached)

There isn’t anything at the moment that I would like to discuss. I know I need to figure out what my end product is for the project. But as you seen above, I have a few ideas.


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Product

Your “product” is something you create with the skills and knowledge that you’d gained during this project. It is a tangible result of all your hard work, and is a physical representation of your project. It should be something you could not have created (or not created nearly as well) before you began your project. While it does not have to incorporate everything you’ve done in your project, it should provide significant insight into your learning journey (in other words, don’t just make a brochure and call it a day!).

The product is evaluated according to the Capstone rubric.

Product requirements

✓ It can be physical and/or digital. See below for examples.

✓ It must be primarily made by you. Clearly state who helped and what they did.

✓ The product is not the presentation; it is a part of the presentation.

✓ If you cannot physically bring in the product, you must talk with your teacher about

acceptable alternatives. This would apply in situations where the products are too large

to bring to school, are anchored in a place and cannot be moved, or involve an animal or

person who cannot be present.

Product examples

Everyone’s products will look different, depending on the topics and processes chosen – as well as your personal preferences. Here are some examples of possible products.

art portfolio or one major piece of art

3D architectural model

blog, website (shown on a laptop)

book, manual, cookbook, album

song (performed live or recorded &

played through speakers)

a fully prepared meal or range of

pastries to sample

dramatic performance

essay, research paper, reflection,

business proposal

video, podcast

speech

app, computer program

board game, toy

scrapbook, time capsule

specific piece of equipment

published book of poetry or short

stories, graphic novel, or ebook

demonstration

slideshow

time-lapse video

music CD

phone app


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Presentation

You will present multiple times: several times for practice, refinement, and sharing; and once for evaluation. One of these times will be on either Monday, June 8 or Tuesday, June 9. These dates are mandatory and cannot be rescheduled for any reason. You will present to peers, teachers and other school staff members, and possibly community members as well.

Presentation guidelines

✓ Dress for a formal presentation, or with clothing relevant to your topic.

✓ Prepare three versions of your presentation: an “elevator pitch” (1-2 minute summary), a

shortened presentation (5 minutes), and a full presentation (8-10 minutes).

✓ Be prepared to answer questions from the audience.

✓ You must incorporate a trifold background in your presentation. This serves as both a

backdrop, and as a visual/sound barrier to help separate you from the people around

you who will be presenting at the same time. You may build and decorate this trifold in

any way you wish, but keep in mind that your audience will not be able to read any small

text or see the details on any small photos. Examples of trifolds can be found on

www.semicareers.weebly.com As many students will be looking to buy trifolds around

the same time, we suggest you get yours early!

http://www.semicareers.weebly.com/


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Rubric

The general minimum criteria required for the Capstone project are listed below. These refer to demonstrations of learning by all students, regardless of the topic selected. In your Formal Proposal, you must include a minimum of 10 personalized statements that explains what specific steps and milestones you plan to accomplish as you work through your project.

NOTE:

→ Suggested ways to personalize your Capstone rubric are provided; however, you may

propose any other criteria relevant to your project as well.

→ All final personalized criteria must be agreed upon by both you and your teacher.

→ You may ask for help in developing your personalized criteria (for example: from your

mentor, other learning partners, LST teachers, parents, CLC teacher, and others who

have done similar projects).

→ Your personalized statements will help you design the steps of your project and will be

referenced throughout the check-ins (written and in conversations) about your learning

progress, and will inform the project evaluation.

→ Once the project is underway, you may revise the criteria in consultation with your

teacher to reflect changes in your plans as needed.

General Criteria Personalized Statements

Formal Proposal

Proposal handed in on time with all sections completed

Thoughtful, well-articulated answers

Clear connection to personal, educational, and/or career goals

Project broken down into clear, detailed steps

Proposal signed by an adult

Signed home form included

Personalized rubric included

[not applicable]

Learning Partner & Community Relationships

Complete proposal for an appropriate mentor submitted on time

Evidence of timely, consistent, positive communication from student to mentor

Positive mentor report

Timely, consistent, positive communication with teacher to update on progress, successes, and areas needing further support

Evidence of communication and collaboration skills when working with others, such as: active listening, responding in a timely manner, speaking/writing clearly and with appropriate/respectful language, asking & answering questions, asking for & offering to help

→ I will connect with my mentor in these ways: _____.

→ In order to do well, I have talked with my mentor about expectations and plans, and I will follow through in these ways to reach my learning goals: _____.

→ In addition to my mentor, I will include the following people as resources to support my learning (e.g., Library Learning Commons teacher, LST teacher, guidance counselor, family member and/or acquaintance with relevant knowledge, etc.): _____.

→ To keep track of information and messages from my learning partners, as well as the questions and insights that they prompt, I will _____.

→ If I experience challenges working with a learning partner, I will try these strategies: _____.

→ In addition to sharing my learnings through conferencing with, and presenting to, peers, I will _____ to give back to my learning community and/or other communities.

→ Other ideas:


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Evidence of participating in a learning community by sharing learning through conferencing with, and presenting to, peers.

Research Successfully applies information literacy skills to accomplish learning:

• Knowing when information is required

• Knowing how to develop an inquiry question

• Knowing how to find information

• Critically examining sources of information

• Selecting the best sources of information

• Organizing and using information

Critically gathers and analyses multiple relevant and reliable sources (minimum 5 reliable sources required)

Evidence of engaging ethically with information, demonstrating intellectual integrity and academic honesty

Information is synthesized to create personal meaning, understanding, and insight

→ My topic(s) include these relevant subtopics, each allowing for interesting exploration that will support my main inquiry: _____.

→ I will collect these kinds of artifacts/evidence throughout my project to illustrate my progress and learning: _____.

→ I will collect and organize my learning artifacts/evidence throughout the process in this way: _____.

→ I will consult at least_____ primary sources and _____ other sources to gain a well-rounded understanding of the topic.

→ I will use _____ to take and organize notes with integrity, reducing the possibility of accidental plagiarism and increasing the possibility of making insightful connections between information.

→ I will _____ to document interviews conducted for research.

→ I will _____ to document online messaging conducted for research.

→ I will _____ to document survey/poll results conducted for research.

→ My bibliography’s annotations will focus on _____ for each source (e.g., relevancy, accuracy, timeliness, source credibility, etc.) because _____.

→ I will know I’m ready to move from research/information gathering to experiential learning when _____.

→ Other ideas:

Documentation Check-ins

Research

notes

Bibliography

Reflection

Any other

documents

not listed

elsewhere

Collect artifacts that relate to, and are evidence of, learning throughout; organize and share a selection of these items as part of the handed-in notes, presentation, and/or reflection

Organized, legible documentation

Shows evidence of personal, academic, and/or career-related growth

Clearly connects to Core Competency skills & growth

Good use of relevant terminology and vocabulary

Evidence of an emerging understanding of self as a learner

Bibliography is formatted correctly and includes concise, relevant annotations

Reflection addresses required topics in a clear, thoughtful way that meets given requirements

→ I plan to collect these kinds of artifacts/evidence of my learning journey: _____.

→ I will keep my artifacts/evidence organized by _____.

→ I will share these artifacts and/or pieces of evidence in my presentation to help illustrate the progression of my learning: _____.

→ I will share all artifacts/evidence with my teacher by _____.

→ If I cannot physically bring in an artifact or piece of evidence, I will _____ to document and share its place in my learning journey.

→ My check-ins will mostly include the following evidence: photo / video / audio / other? _____.

→ Other ideas:

Product Made wholly oy mostly by student, and acknowledges sources of information, inspiration, and/or help as part of its development

→ I will select a product that highlights my Capstone and learning progress in relevant ways: _____.

→ My product will be a(n) _____ because _____.

→ I will get help creating my product from _____ because _____.


26

A direct application of what was learned during the course of the project

Showcases many of the skills and knowledge developed during the course of this project

Extends learning into other areas of study, interest, and experience

Informed by research, experience, and goals

Supports the presentation and engages the audience

Reflects commitment and passion

→ My product will be developed by following these steps: _____.

→ I will document the creation and evolution of my product by _____.

→ My product will be incorporated into my presentation by _____.

→ If I cannot bring in my actual product because it is too large, too heavy, too fragile, etc., I will bring in _____ as a stand-in.

→ Other ideas:

Presentation Dressed appropriately, in either formal business attire or clothing appropriate to my topic

Clearly connects topic to identified goals

Presentation explains personal growth during the course of the project as well as major learnings


Supported with research, experience, and original thought

Effective use of technology

Finished within allotted time

Clearly communicates with the audience

Actively engages audience

• Appropriate volume & pace

• Appropriate tone for the topic & setting

• Consistent, appropriate eye contact

• Confident posture & body language

• Effective use of aides to support presentation (e.g. visual aides, speech notes)

• Appropriate terminology used with context or explanation

→ I will dress in _____ for my presentation because _____.

→ My presentation will include these sections and/or key points: _____.

→ My presentation will include a speech / slideshow / video / activity / other?: _____.

→ I will encourage audience engagement by _____.

→ To prepare for presenting, I will: _____.

→ Other ideas:


27

Due Thursday, June 4

Using specific, detailed reference to your own experience in this project as well as the Core Competencies (https://curriculum.gov.bc.ca/), discuss the educational, emotional, and intellectual journey that you went on during the course of this project.

This is your last opportunity to show the work and thought that went into your project. DO NOT SKIMP ON DETAILS! DO NOT ASSUME WE CAN READ YOUR MIND! Lay it all out for us. If it helps, include photos, charts, etc. Answer in full sentences with appropriate detail.

Required Questions

1. What was your topic? Why did you originally pick it? Are you still happy you chose it? Did you have to narrow or change your topic at any point - and if so, was that a good decision?

2. What did you hope to gain by delving deep into this topic? What did you actually gain? What you were surprised to learn, about yourself or the topic?

3. What process did you follow? In what ways was it helpful? Did you have to adapt or completely change any steps? If so, why – and looking back, was it a good decision?

4. Who helped with your research and/or experience? How? Include specific details of how your mentor helped you, and anyone else who contributed to your progress.

5. What product did you create? Why did you choose it? Are you pleased with how it turned out?

6. What achievements related to this project are you most proud of, and why? What benefits have you gained from doing this project?

7. What skills have you developed doing this project? In moving toward your preferred plans for post-graduation, what competencies would you like to further develop? (Hint: This is a great time to talk about the Core Competencies: https://curriculum.gov.bc.ca/)

8. What challenges did you face? How did you deal with them? What did you learn from them?

9. How has this project contributed to your goals? For example, has this helped solidify your educational or career paths (or, has it made you realize you should look into other opportunities)? Has it opened a new area of interest to pursue in the future? etc.

10. What has reflecting back on your experiences and growth as a learner revealed about who and how you want to be as a young adult?

Optional Questions

What equipment or supplies did you use? How did you get them? Did you have challenges gathering or using any materials? If so, how did you deal with that challenge?

If you could change something about the way you conducted your project, what would you change?

Is there anything else we should know, in order to better understand your journey?

Assessment is Pass/Fail! Your reflection must meet these requirements:

Minimum 1200 words

Font Calibri or similar legible font, size 11 or 12

Discuss each of the 10 questions above; separate each answer by two full line spaces

Accurately and completely describe your personal journey with this project

Refer directly to your skills as they relate to Core Competency categories

Submit on time to the right place

Reflection

https://curriculum.gov.bc.ca/)

https://curriculum.gov.bc.ca/)


28

Students may receive help from many learning partners – people who help them along the way. However, a project requirement is that each student must connect with one primary mentor for a minimum of 5 hours over several months. These hours can be face to face, by telephone, video conference, and/or by email. What is a mentor? A mentor is an experienced person in a field who provides knowledge and guidance to a student. Mentors offer experience, wisdom, guidance, encouragement, a supportive relationship, and demonstrates superior leadership. Who can be my mentor? A mentor is usually an expert in the field of your interest. It cannot be an immediate family member, and you should avoid asking a teacher unless it is directly related to their career or personal interests (e.g. you can ask a teacher if you want to job shadow them to learn what being a teacher is like). Although it is preferable to have face-to face-contact, it is acceptable to connect with your mentor through online communication. Remember, the most important thing about a mentor is the relationship. Make sure you choose someone who you feel comfortable with and you can connect with. How do I connect with a mentor? You may already know someone (or know someone who knows someone) who could be your mentor. If not, you will need to reach out to someone that you think is suitable. You can also ask your teacher for help, as sometimes we have connections that we can share with you – but you will be the one to approach the possible mentor. When do I need a mentor? You should start arranging for a mentor now! You need to make sure you have a mentor before your project can be approved. Even if you’re 99% sure someone you know will be your mentor, be sure to have a conversation with them – sometimes people want to help but are too busy. We all know people who have a hard time saying “no” but then can’t follow through – that’s not a situation you want to find yourself in. Your mentor needs to be in place by the time your proposal is submitted. What does the mentor need to do? This sheet and the proposal form outline the expectations for mentors. You can show these to potential mentors to help explain what help you are looking for. Mentors can also email the CLC teacher anytime if they have questions.

Mentorship


29

Due Monday, March 30

Message to the Mentor

Thank you for donating your time and experience to act as a Capstone mentor. Capstone is a major project that provides a vehicle for students to exhibit their learning and achievement in an expected career path or a passion area. It is an opportunity to bridge the gap between the classroom and real-world experience, serving as a connection between school and a post-school life plan. 

The opportunity to connect and learn from a community mentor is a valuable component of this project. We hope you will be able to provide information and experiences that will inform this student’s project. Mentorship can come in many forms, such as:

→ Regular meetings (in person, by phone, or online) to discuss progress being made and planning the next steps to take

→ Being available for help and advice when needed

→ Providing help finding, analyzing, and using reliable resources and materials

→ Providing feedback on the planning of the presentation; attending the presentation for support

Student name: _______________________________________________________________________

Project topic: _________________________________________________________________________

Mentor name: ___________________________ Occupation (if relevant): ________________________

Phone:_______________________ Email: ________________________________________________

How do you know the student? __________________________________________________________

Briefly describe your experience related to this project topic: ___________________________________

____________________________________________________________________________________

Briefly describe the mentorship role you plan to take: _________________________________________

____________________________________________________________________________________

___________________________________________________________________________________

I agree to mentor this student throughout their Capstone project. I hope to provide information, insight, and experiences that will inform the progress of the project. I understand that I am in no way responsible for the final project outcome. I will contact the teacher if any issue arises.

Mentor signature*: ____________________________ Date: _____________________________

Student signature: ___________________________ Date: _____________________________

Parent signature: ____________________________ Date: _____________________________

*If a mentor is not able to sign physically, they can instead email the CLC teacher to demonstrate consent.


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Due Thursday, June 4 Please return this report to the CLC teacher on paper or by email.

Name of student: __________________________ Name of mentor: ____________________________

Date of report: ____________________________ Project topic: ______________________________

Please rate the student on the following skills, as demonstrated by your time working with them.

Never Once in awhile

Sometimes Often Always

Student respects others’ time

Student communicates clearly, sharing relevant information and thoughts to help move along the project

Student is organized with materials and information

Student is open to discussion and feedback, incorporating suggestions where appropriate

Student shows initiative and eagerness to learn and improve

Student approaches the project with an appropriate attitude and work habits

Can you verify the student spent a minimum of 30 hours working on this project? Circle: YES NO

Explain: _____________________________________________________________________________

Please provide feedback on some or all of the following:

Do you have any areas of concern you wish the teacher to know about?

Have you observed this student’s work at different stages of completion, not just the final phase?

What problems did this student encounter, and what evidence of problem-solving did you observe?

What successes did you see this student achieve? What was “the best” moment for the student?

Have you seen any changes in skill or attitude improvement over the time you observed the student working as a volunteer?

Would you say the student achieved a level of success in completing this project?

Mentor signature: ___________________________________________

Mentor Report


31

Due Monday, March 30 Full Name: _____________________________ Teacher: ________________ Period: ______ Attach a separate document with answers to these questions. While you do not have to write in full sentences, you do need to provide enough detail for us to properly assess your proposal.

1. What is your chosen topic? Remember to phrase it as specific question.

2. Why have you chosen to focus on this area of study/interest/passion, and what do you hope to learn from completing this project? How will completing this project help you move towards your personal, academic, and/or career goals?

3. What prior knowledge/experience (if any) do you already have relating to this project? Explain how this project will help you gain new knowledge and skills.

4. Which Core Competencies are most related to your project? (Pick 2-3) How so? https://curriculum.gov.bc.ca/

5. Who can help you with your project? How will you collaborate with them? This includes your official mentor, but also other learning partners who can help you along the way.

6. What type of product might you create? Be as specific as you can.

7. Break down your project into steps (you can consult the processes for help in doing this). Be as detailed as you possibly can. Include information such as:

a. Each step you need to do, in what order

b. When you should start each step, and how long each step will take you to complete (and what is Plan B if a step takes too long)

c. Whose help you will need for each step (and what is Plan B if someone doesn’t help you)

d. How you will document each step

8. Attach your personalized rubric.

9. Discuss any other relevant information you feel should be included in this proposal.

I understand my responsibilities to submit my Capstone materials by the assigned deadline dates, and in maintaining academic honesty and integrity. I understand that this project is primarily undertaken outside of school time, and that I alone am responsible for managing my time and work habits.

Student Signature: __________________________________ Date: ___________________________ You must have one adult who knows you well look over your proposal and sign here to indicate that they believe your proposed project is appropriate in scope according to the time, skills, energy, and other resources that you have available. The CLC teacher might contact them.

Printed Name: _________________________________ Signature: ___________________________

Relationship to Student: ___________________ Email: ____________________________________

Formal Proposal (Student)

https://curriculum.gov.bc.ca/


32

Due Monday, March 30 Student Name: _____________________________ Teacher: ________________ Period: ______ Project Topic: ________________________________________________________________________ ____________________________________________________________________________________ Capstone is a graduation requirement for all students, and it is worth 40% of students’ CLC mark. Because of this, it’s important that students are communicating with their support system at home about what they are doing for this important project.

We encourage you to talk with your student about the full scope of their project. However, to get the discussion started, here are some key points:

→ Students choose their own topic, and must submit a proposal by March 30.

→ Students must find a mentor: someone with real-world knowledge and/or experience in a related field. They must collaborate with this mentor for at least 5 hours over course of the project. They can do this in person, by phone, and/or online. While this person cannot be an immediate family member, family can arrange introductions to potential mentors.

→ Students must demonstrate “experiential learning” about their topic – that is, learning done in the real world. They should aim to do this in April and/or early May.

→ The approximate guideline for working with a mentor, completing experiential learning, and creating a product is 30 hours total.

→ All project work is due on Thursday, June 4.

→ Students will present their projects at the Capstone Fair on June 8 & 9, and then conference with the teacher afterwards (scheduled by the teacher between June 10 – 24).

I understand the responsibilities of my student in submitting his/her Capstone materials by the deadline dates and in maintaining academic honesty and integrity. I also understand that this project is primarily undertaken outside of school time, and that my student may require my help with transportation, material sourcing, and other aspects; because of this, we have discussed the scope and limitations of how I can support them in this project.

Parent/guardian Name (printed): ___________________________

Parent/guardian Signature: ___________________________ Date: ___________________

While immediate family cannot be mentors for their own children, as a school we want to help students who may struggle to find mentors. If you are interested in being a mentor for another student (in this class or another), please use this QR code to visit our registration page. If a student is looking for a mentor that matches your expertise, the school or student will get in touch with you. Thank you for your support!

Formal Proposal (Home)


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The general minimum criteria required for the Capstone project are listed below. These refer to demonstrations of learning by all students, regardless of the topic selected. Include a minimum of 10 personalized statements that explains what specific steps and milestones you plan to accomplish as you work through your project. See the earlier section in this package for help.

General Criteria Personalized Statements

Formal Proposal

Proposal handed in on time with all sections completed

Thoughtful, well-articulated answers

Clear connection to personal, educational, and/or career goals

Project broken down into clear, detailed steps

Proposal signed by an adult

Signed home form included

Personalized rubric included

[not applicable]

Learning Partner & Community Relationships

Complete proposal for an appropriate mentor submitted on time

Evidence of timely, consistent, positive communication from student to mentor

Positive mentor report

Timely, consistent, positive communication with teacher to update on progress, successes, and areas needing further support

Evidence of communication and collaboration skills when working with others, such as: active listening, responding in a timely manner, speaking/writing clearly and with appropriate/respectful language, asking & answering questions, asking for & offering to help

Evidence of participating in a learning community by sharing learning through conferencing with, and presenting to, peers.

Research Successfully applies information literacy skills to accomplish learning:

• Knowing when information is required

• Knowing how to develop an inquiry question

• Knowing how to find information

• Critically examining sources of information

• Selecting the best sources of information

• Organizing and using information

Critically gathers and analyses multiple relevant and reliable sources (minimum 5 reliable sources required)

Evidence of engaging ethically with information, demonstrating intellectual integrity and academic honesty

Information is synthesized to create personal meaning, understanding, and insight

Personalized Rubric


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Documentation Check-ins

Research

notes

Bibliography

Reflection

Any other

documents

not listed

elsewhere

Collect artifacts that relate to, and are evidence of, learning throughout; organize and share a selection of these items as part of the handed-in notes, presentation, and/or reflection

Organized, legible documentation


Clearly connects to Core Competency skills & growth

Good use of relevant terminology and vocabulary

Evidence of an emerging understanding of self as a learner

Bibliography is formatted correctly and includes concise, relevant annotations

Reflection addresses required topics in a clear, thoughtful way that meets given requirements

Product Made wholly oy mostly by student, and acknowledges sources of information, inspiration, and/or help as part of its development

A direct application of what was learned during the course of the project

Showcases many of the skills and knowledge developed during the course of this project

Extends learning into other areas of study, interest, and experience

Informed by research, experience, and goals

Supports the presentation and engages the audience

Reflects commitment and passion

Presentation Dressed appropriately, in either formal business attire or clothing appropriate to my topic

Clearly connects topic to identified goals

Presentation explains personal growth during the course of the project as well as major learnings


Supported with research, experience, and original thought

Effective use of technology

Finished within allotted time

Clearly communicates with the audience

Actively engages audience

• Appropriate volume & pace

• Appropriate tone for the topic & setting

• Consistent, appropriate eye contact

• Confident posture & body language

• Effective use of aides to support presentation (e.g. visual aides, speech notes)

• Appropriate terminology used with context or explanation