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 2015-2016

Date Submission/Event

October 19th - 20th L/L Teacher and Mr. Graves Lead discussion on Personal Project

October 22nd- 23rd Students Submit Explorations to L/L Teachers

November 1- December 1 Lang./Lit Skill Development for Personal Project:

- Developing Thesis- Supporting Claims- Database Research- Print Sources- Lab Time- Formatting

December 7th- 11th Supervisor Sign-up in Google Docs

January 7th-8th Personal Project Fair Explanation/Handbook Distribution

January 12th Full Sentence Outline Submission of Project Report

January 11th – 15th Supervisor Meeting #1

February 8th – 12th Supervisor Meeting #2

February 12th Student Submits Rough Draft of Project Report

Mid February Toulouse Graduate: Research Workshop

Instructor Returns Rough Draft w/ Comments

February 22nd- 26th Supervisor Meeting #3

Last week of February Thaggard Q and A for Project and Project Fair

Students must bring their projects to Main Gym

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March 4 th

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 idea (your exploration) that your project will answer- don’t be too general. For example, I

don’t want questions like, what was the Enlightenment? 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 interestsii. 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 context To raise awareness Freedom of expression A nation perceived as

politically oppressed Personal 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

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To create/innovate Medical advances Support group for cancer patients

Scientific and technical innovation

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

Nano fibres build stronger bikes; a prototype bike with nano fibres What’s the matter with the anti-matter?; an informational talk Why are genetics and genomics important to my health?; a media presentation

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on communities and environments; the impact of environments on human activity

Can stem cells replace organ transplants?; an investigative report

Globalization and sustainability Students 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 development Students 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

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different needsGlobalization 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 in fact we hope it does not!!!

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 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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Part 3: 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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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!

Your chosen exploration?Submit 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? ________________________________________________________________________________

_____________________________________________________________________________________

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What Global Context will your guide your project? (See page 7-9 to select a Global Context)

Identities and Relationships Orientation in Space and Time Personal and Cultural Expression Scientific and Technical Innovation Globalization and Sustainability Fairness and Development

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Supervisor Meeting #1: Introductions and Goal SettingSubmit 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?__________________________________________________________________________________

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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

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Student chose not to participate in the meeting or was not prepared to discuss

the topics listed.Supervisor Signature:

______________________

Source Cards Submission

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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_____________________________________________________________________________________

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Your evaluation of the source (Was this source beneficial, or not? What made it helpful or non- beneficial?)

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

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_____________________________________________________________________________________

Source 2: ____________________________________________________________________________

Title_________________________________________________________________________________

Author/ URL Address: _____________________________________________________________________________________

Date of Publication:_____________________________________________________________________

Summary of Evidence Found:_____________________________________________________________________________________

_____________________________________________________________________________________

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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:_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

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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:_____________________________________________________________________________________

_____________________________________________________________________________________

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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:_____________________________________________________________________________________

_____________________________________________________________________________________

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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

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?

__________________________________________________________________________________

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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

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Student chose not to participate in the meeting or was not prepared to discuss

the topics listed.Supervisor Signature:

______________________

Rough Draft Checklist 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 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?

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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 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?

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 ProjectSubmit to: Supervisor Submits to Mrs. Thaggard

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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?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

_______________________________________________

Student Signature Date

_______________________________________________

Supervisor Signature Date

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Student chose not to participate in the meeting

or was not prepared to discuss the topics listed.Supervisor Signature:

______________________