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Denton High School Middle Years Programme
presents
2014-2015
2014-2015Personal Project Handbook
Student Name______________________________
Project Supervisor___________________________
Language and Literature Teacher_______________
Table of Contents
Academic Integrity Policy pg. 3
Personal Project Timeline pg. 4
What is the Personal Project? pg. 5What can I do for my Personal Project?Where do I Start?
What are the Aims and Objectives? pg. 6
The Six Global Contexts pg. 7-9
The Design Cycle pg. 10
Personal Project Requirements pg. 11The Process Journal pg. 12The Final Product pg. 13The Personal Project Report pg. 14How will my final project be assessed? pg. 16
Supervisor Responsibilities pg. 18
Submissions Materials:“Exploration” Submission pg. 20Supervisor Meeting # 1 Notes pg. 215 Source Card Submission pg. 22Supervisor Meeting #2 Notes pg. 27Rough Draft Checklist pg. 28Supervisor Meeting #3 Notes pg. 29
Assessment Rubrics pg. 30
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Academic Integrity for the Personal Project
If you steal something from a store there are consequences…but did you know that stealing someone else’s thoughts and ideas also has
consequences?
All students who participate in the Personal Project need to be aware of the Academic Integrity Policy on pages i-iv of the Denton ISD Student Code of Conduct. In addition the Denton High school Middle Years Porgramme expects all students to uphold by the highest academic and ethical standards whilst compiling their research and developing the analysis for their project. All students are forbidden to: plagiarize, cheat, copy published works without proper citations or use the work of another student and claim it is as their own. Since Personal Projects are completed on an individual basis, the use of collaboration for reasons other than process or research is also forbidden. Plagiarism is the most common form of academic malpractice we have discovered in the Personal Project. Plagiarism- The practice of taking some else’s work or ideas and passing them off as one’s own. This includes uses someone else’s direct words or a direct paraphrase of someone else’s work. In the event that you use another author’s ideas, it is imperative that you use the proper documentation to give credit to the original writer and the original idea.
If your Language and Literature teacher, your Personal Project Supervisor or the MYP Coordinator feel that you have committed academic malpractice we MUST compile direct evidence and begin procedures for the consequences which include, but are not limited to: zero on an assignment, parent notification, ISSC, dismissal from extra-curricular activities and even suspension. In addition, you will sign an Academic Integrity conformation before submitting your final paper!
PLUS COPYING IS BORING----BE AN ORIGINAL !!!!!!
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Personal Project Timeline 2014-2015:
Date Submission/Event
September 15rd -17th Project Explanations and Handbook Distribution
October 16th- 17th Exploration Submission to L/L Teachers(Submission Form in Handbook)
October 31st Deadline: Personal Project Supervisors Assigned(Will be posted by L/L Teachers)
November 14th Deadline: Meeting #1 with Supervisor
December 11th -12th 5 Source Evaluations (Criterion B)(Submission Forms Attached)
February 13th Deadline: Meeting #2 with Supervisor
Last week of February Thaggard Q and A for Project and Project Fair
Mid February Toulouse Graduate: Research Workshop
February 19th – 20th Student Submits Part III (Rough Draft) to L/L Teacher
March 12th- 13th Instructor Returns Rough Draft w/ Comments
March 27th Deadline: Meeting #3 with Supervisor
Students must bring their projects to Main GymApril 10th
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Welcome to the Personal Project
What is the Personal Project? Have you ever wanted your teacher to tell you, “You decide what you will learn today?” Well, now is your chance to do just that. The International Baccalaureate Program, Personal Project is an opportunity for you to truly express yourself, while at the time showing your skills in understanding.
What can I do for my Personal Project?Like the title of this section suggests- it is entirely up to you how you present this portion of the project. Remember to play your strengths, and to use a format that is conducive with the GLOBAL CONTEXT you are choosing. For instance, if you want to approach environment as your area of interaction, you might pursue a science experiment of some sort. Your written submission should justify this section of your project.
Ask yourself these questions….- What topic do I want to focus on for my project?- What do I want to achieve through my personal project?- What do I want others to understand through my work?- What impact do I want my project to have?- How can a specific context give greater purpose to my project?
Where do I start?
1. Use electronic sources provided to start exploring an area you are personally interested in; think about your current interests, hobbies, special abilities, or even your concerns about certain issues .
2. Take note of things that you find interesting- a philosophy, an event, a scientific invention (look for ANYTHING that you would personally want to know more about)
3. Choose a topic, and stick with it 4. Create a big question that your project will answer- don’t be too general. For example, I don’t want
questions like, what was the Enlightenment? How did the Enlightenment change the world? Look at one specific area. A good example of a project question might be, “Robespierre: Hero or Villain?”
5. Once you have a question look at the Design Cycle and The Global Contexts to help focus the question. (See the following pages.)
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What are the Aims and Objectives?
The aims of the personal project state in a general way what the student may expect to experience or learn. In addition, they suggest how the student may be changed by the learning experience. Specific aims are:The aims of the MYP projects are to encourage and enable students to:
• participate in a sustained, self-directed inquiry within a global context• generate creative new insights and develop deeper understandings through in-depth investigation• demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time• communicate effectively in a variety of situations• demonstrate responsible action through, or as a result of, learning• appreciate the process of learning and take pride in their accomplishments.
The objectives of the personal project state the specific targets that are set for learning. They define what the student will be able to accomplish as a result of completing the personal project.These objectives relate directly to the assessment criteria found in the “Personal project assessment criteria” section.
A. InvestigatingStudents should be able to:
i. define a clear goal and global context for the project, based on personal intrestsii. identify prior learning an subject-specific knowledge relevant to the projectiii. demonstrate research skills
B. PlanningStudents should be able to:
i. develop criteria goals for the product/outcomeii. plan and record the development process of the projectiii. demonstrate self-management skills
C. Taking ActionStudents should be able to:
i. create a product/outcome in response to the goal, global context and goalsii. demonstrate thinking skillsiii. demonstrate communication and social skills
D. ReflectingStudents should be able to:
i. evaluate the quality of the product/outcome against the goalsii. reflect on how completing the project has extended their knowledge and understanding of the topic
and the global contextiii. reflect on their development as IB learners through the project
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The Global ContextsWhat are the Global Contexts?Global contexts direct learning towards independent and shared inquiry into our common humanity and shared guardianship of the planet. Using the world as the broadest context for learning, MYP projects can develop meaningful explorations of:
Identities and Relationships Orientation in Space and time Personal and Cultural expression Scientific and Technical innovation Globalization and Sustainability Fairness and Development
Students must identify one of these global contexts for their MYP project, to establish the relevance of their inquiry (why it matters).
Students may consider the following questions as they choose a global context through which to focus their project.
What do I want to achieve through my personal project?
What do I want others to understand through my work?
What impact do I want my project to have?
How can a specific context give greater purpose to my project?
Identifying the global context for the project The global context chosen by the students provides a context for inquiry and research in the project. Students choose only one global context to define their goal. In most cases other global contexts may inform the project or offer other perspectives, but the focus on one context will present opportunities that emerge through (self-imposed) limitations and give a specific focus to the project.
Table 12 shows examples of global contexts corresponding to the elements of the community project.
The goal A need A community Global contextTo raise awareness Freedom of expression A nation perceived as
politically oppressedPersonal and cultural expression
To participate actively Trained working dogs Special needs community
Identities and relationships
To research Access to clean drinking water
Pacific island countries Orientation in space and time
To inform others (Access to) medical provisions
Various socio-economic groups
Fairness and development
To create/innovate Medical advances Support group for cancer patients
Scientific and technical innovation
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To change behaviours Social acceptance The school community of teachers and students
Identities and relationships
To advocate Modernization of local methods of waste management
The local population as it prepares for a national event
Globalization and sustainability
Some examples of some projects along with their Global Context are:Global context Examples of personal projects
Identities and relationships
Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.
Two sides of social networking; an awareness campaign about digital citizenship and cyber bullying
How online identities impact offline relationships; a research essay
Keeping culinary traditions; a video series following family recipes with historical relevance
The effect of mass media on teenage identity; a short film
Orientation in space and time
Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations from personal, local and global perspectives.
The Euclidean space perspective of the universe; a 3D model
Explorers in search of a new world; immigration over the ages through visual texts
The Mayflower and the dream of religious freedom; a personal family history
Charting a family history through archives and a representational statue
Personal and cultural expression
Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Video games as a form of cultural expression; a short film using five video games that shows how they are an expression of our culture
The art of Manga in Japanese culture; a Japanese anime and a survey of the understanding of my peers
Culture and self-expression through dance at the local community arts centre; a performance
Scientific and technical innovation
Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity
Nano fibres build stronger bikes; a prototype bike with nano fibresWhat’s the matter with the anti-matter?; an informational talkWhy are genetics and genomics important to my health?; a media presentationCan stem cells replace organ transplants?; an investigative report
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Globalization and sustainabilityStudents will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world-interconnectedness; the impact of decision-making on humankind and the environment.
The struggle for water in developing countries; an awareness campaign
The impact of the financial crises of Europe and the European Economic Community on the United States; a visual presentation
Education as the tool to change the future of Peru; a workshop for adults
The role of the developing countries in protecting the tropical rain forest; a collection of slides
Fairness and developmentStudents will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.
Supporting fair trade: Cocoa trade in Ghana; an awareness campaign for our school restaurant/cafeteria to promote fair trade
Open-market economies and their role in fair trade; a talk for students
Exploring the intersections of race and inequality; a radio broadcast
Asylum seekers and their right to live like us; a painting
When organizing fundraising campaigns or events for an organization, students will explore the challenges that the organization address, such as pollution, climate change, endangered species, health, education, housing, food, human rights, minority rights, immigration, culture, arts, communication. Therefore, the global context for the project will often be determined by the organization’s cause.
The choice of the global context will significantly shift the perspective of the MYP project. Tables 5 and 6 demonstrate the impact global contexts have on a topic or issue in the personal project.
Global context ExamplesIdentity and Relationships Examine the question, “Why does rap speak
to me?”
Orientation in Space and time Explore the development of rap as a style of music across continents
Personal and Cultural expression Perform a rap song for peers and have a question-and-answer session
Scientific and Technical innovation Design a 3D model of a solar device with instructions for construction
Orientation in Space and time Investigate how, in history, different cultures have made use of energy for different needs
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Globalization and Sustainability Debate Hervé Kempf’s ideas about “how the rich are destroying the Earth.
The Design Cycle
What is the Design Cycle?The design cycle will help you with your process…you can create just about anything with the Design Cycle. A car, a bridge, an economic model and even a Personal Project. The process is ongoing and helps to direct you to the next step. The first place to start is in the “Investigate” section. Here you have three objectives: identify the problem (your “Exploration”), develop the design brief (a broad idea of how you will explore and solve the question) and finally formulate a design specification ( a set of goals for solving your problem or answering your question.)
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Personal Project RequirementsWhat does my project need to include?:
Your project will have 3 Parts
Part 1- The Process Journal
The process journal is a generic term used to refer to the record of progress maintained by the studentthroughout the project. However, the media for documenting the process can vary depending on student preferences. It can be written, visual, audio or a combination of these, and it may include both paper and electronic formats. In the use of electronic/digital media, students are strongly advised to make digital copies of their journals or to transmit copies of their journals to an online storage site. You will keep a record of all of your findings, but you will only be required to submit 10 in the appendices of your paper.
Part 2- The Final Product
At the end of this project you are required to make manifest all of that you learned from the process. What and how this is produced is completely up to you! You will display this final product at the Annual Personal Project Fair to a panel of observers, which will include teachers, parents, other DHS Students, School Board members and the community at large. Remember that this part of the project is completely up to you. We have had students submit the following: original dance, a rap, hand-made clothing, as well as personal pieces of expressive artwork. (Consult the Design Cycle for this portion.)
Part 3- The Personal Project Report
So as you probably guessed you are going to have to produce some paperwork to show us your research process. The paper you produce will indicate to your instructor that you can follow a structured format, while also doing independent, and maybe even some unorthodox research. While you might think of research as sitting in front of the computer or going to the library, with the Personal Project research can have many faces: interviews, participating in a dance class, learning a new alphabet, or even doing community service.
Part 3 must include:
A. InvestigatingB. PlanningC. Taking ActionD. Reflecting
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Remember your final product does not HAVE to look like a traditional Poster Board Project!!!
Part 1: The Process JournalPart 1 of the Personal Project is a way for you to explain your process. Like Part 2, this does not have to be traditional. For instance you can submit a video diary, an audio journal, or you can also opt to turn-in the more traditional, hand-written style. You can even develop your very own way of recording your process. I recommend Facebook and Tumblr as a way to keep your journals because these formats allow you to submit pictures, videos and blogs and they also date and time-stamp your submissions.
Process Journal Do’s :
1. Create a calendar that starts with today’s date and ends in March when you have your deadline.2. Use the journal for brainstorming idea and goals for your project.3. Decide on weekly dates and times when you will sit down and put entries into your process
journal. You should submit an entry 2-3 times a week, or more as you find it necessary. 4. Reflect on what you have learned during your process, and what you changed along the way.
Journal entries can include:
-visual thinking diagrams
-bulleted lists
-charts
-short paragraphs
-notes
-timelines, action plans
-annotated illustrations
-annotated research
-artifacts from inspirational visits to museums, performances, galleries
-pictures, photographs, sketches
-up to 30 seconds of visual or audio material
-screenshots of a blog or website
-self and peer assessment feedback.
Process Journal Dont’s :
1. Use this everyday---it is simply not necessary, unless you just feel the need to do so.2. Wait until the last minutes and try to cram a bunch of entries in at once.3. Include things from other research from other classes- Don’t “Double Dip”4. Simply provide a diary of what you did, with specific notes on every detail.5. Stick with one format the whole time---it should not look like your Diary
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You will only submit 10 entries with your project paper!!!Part 2: The Final ProductExplanation:
Like the title of this section suggests- it is entirely up to you how you present this portion of the project. Remember to play your strengths, and to use a format that is conducive with the area of interaction you are choosing. For instance, if you want to approach environment as your area of interaction, you might pursue a science experiment of some sort. Your written submission should justify this section of your project. This is the part of the project where you truly get to express yourself, so don’t hold back- really speak for who you are and what you are trying to achieve!
- An original work of art (for example, visual, dramatic or performance)
- A written piece of work on a special topic (for example,literary, social, psychological or anthropological)
- A piece of literary fiction (for example, creative writing) - An original science experiment- An invention or specially designed object or system- A fitness plan to prepare for a half marathon - A diet plan to improve your body- Samples of clothing as part of a lrager clothing line- You Tube video series that gives instruction on how to apply make-up
The possibilities here are endless!!!!!
Where to start:
1. Use electronic sources to start exploring things for which you have an interest or a goal that you have. 2. Take note of things that you find interesting- a philosophy, an event, a cause or an invention. (Record your
finding in your journal).3. FINALIZE A TOPIC!!!!4. Create a “Big Question” of inquiry that your project will answer- But don’t be too general. For example, I don’t
want questions like, what was the Enlightenment. How did the Enlightenment change the world? Your Language and Literature teacher will help you focus a question.
5. Once you have your question, you will answer it by following the steps in Part II- the Written Submission6. After you start your research choose one of the mediums above to display what you learned while you
researched your question.
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Part 2: The Project ReportThe Report is an organized piece of writing that describes the goals of your project, outlines the steps you took to complete it, and explains its connection to your chosen Area of Interaction. It also includes your analysis of how effectively you pursued and completed your goals.The Report must include:
Title Page:- Personal Project Title- School Name- Your Name- Word Count (Minimum= 1,500 and Maximum= 3,500)- You may also include an image to make it unique!- YearTable of Contents
Body of the ReportThe report must include the following headings in the order in which they appear
below. The questions below are guiding questions only; we expect and encourage youto provide more details and additional information as necessary.
I. The Goal Questions to answer in this section:
1. What Area of Interaction did you choose for your project? Why did you choose that Area of Interaction?
2. Why did you select your topic? Do you have a personal interest in this topic? How does your topic relate to the Area of Interaction that you selected?
3. What inquiry question did you design from the Area of Interaction and your topic? Why do you feel like your topic does not have one ABSOLUTE answer, but instead could have several? What goal did you set for your project? How did you design your project so that you could ensure success?
II. Selection of Sources Questions to answer in this section:
1. What resources did you consult to complete your project? Why did you choose these resources? Did you have any difficulties finding resources? If so, explain. What were your most useful resources? How did they help you achieve success?
2. What printed resources did you use for your project? Why did you choose them? Where did you get them? How did they help you achieve success?
3. What electronic resources did you use? Why did you choose them? Where did you get them? How did they help you achieve success?
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4. What human resources did you use? Why did you choose to consult them? How did they help you achieve success?
5. How did you make your choices about what information to use and what todiscard? How did you evaluate your sources? (See submission materials section in this handbook)
III. Application of Information Questions to answer in this section:1. What exactly did you do to complete your project? What decisions did you make
based on the information you discovered? How did you solve problems? How did the information affect your choices?
2. Were there any specific techniques you developed as a result of your investigation?
IV. Achieving the Goal Questions to answer in this section:1. Did you adjust or alter your original goal as the project developed? If you made
changes, why did you make the changes? Do you feel that you successfully achieved your goal?2. Did you have to alter your specifications much during the process? Explain how effective your
specifications turned out to be overall and evaluate your product.3. What level of achievement would you award your product or outcome based on your
specifications? Does your supervisor agree with this?
V. Reflection on Learning Questions to answer in this section:
1. What exactly did you learn from your investigation? What was your response to your “Big Question?” How did you reach your conclusion or hypothesis or point of view or expression of ideas? What aspects of your investigation really helped you to reach a better understanding of your topic?
2. What new understanding do you have the Area of Interaction you chose to use as the context for your project? How did the area of interaction context give you a different or better understanding of your topic?
3. How do you feel you did on the project? What did you feel you did well? What would you improve next time you do a similar project?
4. What specific skills did you need to develop/apply to investigate and complete your project? What new skills did you learn, or what existing skills did you improve?
5. What format(s) did you use for your Journal and why was it your preferred format?
Bibliography
AppendicesPictures, Drawings, Sketches etc. that contributed to your project. This section will also include your 10 process journal entries as well. Don’t forget your process journal entries
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How will my final project be assessed?Once you have completed ALL elements of the Personal Project your supervisor will grade you according to the following rubrics:
See the Attached Assessment Rubrics on Page 30 that show how each portion of the project will be graded.
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Your Personal Project SupervisorEach Language and Literature student that is completing the Personal Project will be assigned a supervisor that will help them with them through their process. Below are your responsibilities to your supervisor and your supervisor’s responsibilities to you:
Student Responsibilities:1. Know when your supervisor will visit with you and be prepared to discuss
your project and the next steps for the project.2. If you plan to meet with your supervisor on dates/times that have been set
outside those scheduled make sure you schedule these at a time that is convenient for your supervisor and that you are prepared to meet.
3. Keep you process journal up-to date and have it with you when you meet with your supervisor so that they can stay informed.
4. Be ready to ask your supervisor for guidance, resources or to help you find contacts to answer your questions.
5. Always be polite and respectful and thank your supervisor for their help with your project.
Supervisor Responsibilities:1. Your supervisor will meet with you at a time that is convenient for them
during the school day, within two weeks of the deadline on your timeline. 2. Your supervisor has the right to contact your parent or your MYP
Coordinator to report that you were not prepared for your meeting. 3. Your supervisor will help you keep your focus on your project and will also
help you set short-term and long-term goals.4. Your supervisor will help you explore a number of resources that will help
you achieve your goals, including, but not limited to: helping you set up interviews, teaching you how to use a certain type of technology and giving you guidance on where to finds answers to your questions.
5. Your supervisor will attend the Personal Project Fair in March and will use the rubric above to assess your Final Project.
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Students and superiors please check the MYP Personal Project Facebook page for meeting times and deadlines!
SUBMISSION
MATERIALS
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Your chosen exploration?DEADLINE: October 16 th (A Day)- October 17 th (B Day),
2014Submit to: Language and Literature Teacher
Student Name:___________________________________________
Class Period:_____________________________________________
Exploration:__________________________________________________________________________
Why did you select this particular topic and how do you plan to “EXPLORE” it? What are your goals for this project? ________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What Global Context will your guide your project? (See page 7-9 to select a Global Context)
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Identities and Relationships Orientation in Space and Time Personal and Cultural Expression Scientific and Technical Innovation Globalization and Sustainability Fairness and Development
Supervisor Meeting #1: Introductions and Goal SettingDEADLINE: November 14 th
Submit to : Supervisor Submits to Mrs. Thaggard
Supervisor:____________________________________________________
Student Name:__________________________________________________
1. Have the student tell you a little about themselves, what their interests are. What resources do they have available to them? Computer/printer/IPad/no resources?
2. What is the student’s “BIG QUESTION?”
3. Why did the student pick the question?__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. What are the student’s initial goals for the project? Can they verbalize them?__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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_______________________________________________
Student Signature Date
_______________________________________________
Supervisor Signature Date
Source Cards Submission
DEADLINE: December 11 th (B Day)- December 12 th (A Day), 2014
Submit to : Language and Literature TeacherRemember- You will have more than 5 sources that you will list on your bibliography, but you will only do five submission cards for the 5 sources that provided you with the most information.
Source 1: ____________________________________________________________________________
Title_________________________________________________________________________________
Author/ URL Address: _______________________________________________________________________________
Date of Publication:_____________________________________________________________________
Summary of Evidence Found:_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Student chose not to participate in the meeting or was not prepared to discuss
the topics listed.Supervisor Signature:
______________________
Your evaluation of the source (Was this source beneficial, or not? What made it helpful or non- beneficial?)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________Source 2: ____________________________________________________________________________
Title_________________________________________________________________________________
Author/ URL Address: _____________________________________________________________________________________
Date of Publication:_____________________________________________________________________
Summary of Evidence Found:_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Your evaluation of the source (Was this source beneficial, or not? What made it helpful or non-beneficial?)_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Source 3: ____________________________________________________________________________
Title_________________________________________________________________________________
Author/ URL Address: _______________________________________________________________________________
Date of Publication:_____________________________________________________________________
Summary of Evidence Found:_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Your evaluation of the source (Was this source beneficial, or not? What made it helpful or non- beneficial?)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Source 4: ____________________________________________________________________________
Title_________________________________________________________________________________
Author/ URL Address: _______________________________________________________________________________
Date of Publication:_____________________________________________________________________
Summary of Evidence Found:_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Your evaluation of the source (Was this source beneficial, or not? What made it helpful or non- beneficial?)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________
Source 5: ____________________________________________________________________________
Title_________________________________________________________________________________
Author/ URL Address: _______________________________________________________________________________
Date of Publication:_____________________________________________________________________
Summary of Evidence Found:_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Your Evaluation of the source (Was this source beneficial, or not? What made it helpful or non- beneficial?) _____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________Supervisor Meeting #2: Questions and Resource Requests
DEADLINE: February 13 th Submit to : Supervisor Submits to Mrs. Thaggard
Supervisor:____________________________________________________
Student Name:__________________________________________________
1. Where are you in your project? What obstacles have you encountered?
________________________________________________________________________________________________________________
2. Have any of your goals changed? If so, how and why?
________________________________________________________________________________________________________________
3. Are there any resources/contacts/instructions that I can provide to you? If so, what?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Do you have any ideas for what you will do for your final product? What can I do to assist you with that?
__________________________________________________________________________________
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__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________
Student Signature Date
_______________________________________________
Supervisor Signature Date
Rough Draft Checklist Rough Draft DEADLINE: February 19 th (B Day)- February
20 th ( A Day) Submit to : Supervisor Submits to Mrs. Thaggard
The final report of all types of Personal Projects will follow the same general structure. Please be sure that you follow the format below and answer all of the questions for each section. Good Luck
Title Page: - Personal Project Title- School Name- Your Name- Word Count (Minimum= 1,500 and Maximum= 3,500)- You may also include an image to make it unique!- Year
Table of Contents
Body of the Report The report must include the following headings in the order in which they appear
below. The questions below are guiding questions only; we expect and encourage youto provide more details and additional information as necessary.
Section I: The Goal (See rubric for Objective A)Questions to answer in this section:
1. What Area of Interaction did you choose for your project? Why did you choose that Area of Interaction?
2. Why did you select your topic? Do you have a personal interest in this topic? How does your topic relate to the Area of Interaction that you selected?
3. What inquiry question did you design from the Area of Interaction and your topic? Why do you feel like your topic does not have one ABSOLUTE answer, but instead could have several? What
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Student chose not to participate in the meeting or was not prepared to discuss
the topics listed.Supervisor Signature:
______________________
goal did you set for your project? What goals did you set for your project? How did you design your project so that you could ensure success?
Selection of Sources (See rubric for Objective B)Questions to answer in this section:
1. What resources did you consult to complete your project? Why did you choose these resources? Did you have any difficulties finding resources? If so, explain. What were your most useful resources? How did they help you achieve success?
2. What printed resources did you use for your project? Why did you choose them? Where did you get them? How did they help you achieve success?
3. What electronic resources did you use? Why did you choose them? Where did you get them? How did they help you achieve success?
4. What human resources did you use? Why did you choose to consult them? How did they help you achieve success?
5. How did you make your choices about what information to use and what todiscard? How did you evaluate your sources?(see attached grid for evaluating sources)
Application of Information (See rubric for Objective C) Questions to answer in this section:
1. What exactly did you do to complete your project? What decisions did you makebased on the information you discovered? How did you solve problems? How did the information affect your choices?
2. Were there any specific techniques you developed as a result of your investigation?
Achieving the Goal (See rubric for Objective C) Questions to answer in this section:
1. Did you adjust or alter your original goal as the project developed? If you madechanges, why did you make the changes? Do you feel that you successfully achieved your goal?
2. Did you have to alter your specifications much during the process? Explain how effective your specifications turned out to be overall and evaluate your product.
3. What level of achievement would you award your product or outcome based on your specifications? Does your supervisor agree with this?
Reflection on Learning (See rubric for Objective D) Questions to answer in this section:
1. What exactly did you learn from your investigation? What was your response to your inquiry question? How did you reach your conclusion or hypothesis or point of view or expression of ideas? What aspects of your investigation really helped you to reach a better understanding of your topic?
2. What new understanding do you have the area of interaction you chose to use as the context for your project? How did the area of interaction context give you a different or better understanding of your topic?
3. How well did you do the project, according to your self-assessment? What did you feel you did well? What would you improve next time you do a similar project?
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4. What specific skills did you need to develop/apply to investigate and complete your project? What new skills did you learn, or what existing skills did you improve?
5. What format(s) did you use for your Journal and why was it your preferred format?
Bibliography
Appendices Pictures, Drawings, Sketches etc. Also, DO NOT FORGET THE 10 JOURNAL ENTRIES!!!!
Supervisor Meeting #3: Concluding the ProjectDEADLINE: March 27 th
Submit to: Supervisor Submits to Mrs. Thaggard
Supervisor:____________________________________________________
Student Name:__________________________________________________
1. How are you feeling about your final report? What still needs work?
________________________________________________________________________________________________________________
2. How are you feeling about your final product? What should I expect at the Project Fair?
________________________________________________________________________________________________________________
3. Are there any obstacles you are facing in getting the final product completed? How can I help?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. What do you feel are your project’s greatest strengths? Why? Its weaknesses? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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_______________________________________________
Student Signature Date
_______________________________________________
Supervisor Signature Date
ASSESSMENT
RUBRICS30
Student chose not to participate in the meeting
or was not prepared to discuss the topics listed.Supervisor Signature:
______________________