“Clear Lake, we’ve Got a Problem”English II Research Project

Description of Project:The project “Clear Lake, We’ve Got a Problem” requires students to consider solutions to a real problem on their campus, in their community, or in society in general. This unit requires students to develop a pre-proposal, guiding questions for research, and a final proposal which they will present to their class.

Goals:Students will meet these goals:

Ask questions and explore theories Have opportunities to generate new ideas Develop the essential skills of logical thinking, creative problem solving,

intellectual risk taking, and communicating Become familiar with the process of setting up a proposal and completing

research Establish a target audience for the proposal

Phase I- Learning ExperiencesDevelop a pre-proposal.

Identify a problem or issue that you will investigate Develop a rationale explaining why this study is necessary and important Identify resources you will need to learn more about the subject (e.g., books,

periodicals, experts (interviews), videos, surveys, experiments, computer programs, presentations, collections, museums)

Develop a realistic timeline based on the due dates provided by your teacher Identify all the stakeholders (people the problem affects) and the target

audience (those who can help; or those you could present your information to)

Phase II- Research and Final ProductYou will do the research necessary to write a full proposal that will include a multi-step

solution for solving the problem identified. You must build a strong case for why stakeholders should address the problem in the way you have identified. This is a process that change agents must go through frequently to obtain necessary resources for solving the problems that are important to them and to others in society.

Research your problem/issue Once you have selected a topic/ you should think of 3-5 guiding questions to explore,

such as:o Why is the issue important?o What changes would make this issue better? Why?o What changes have already been made?

o How can these changes be implemented? Break down the process into steps.These examples are general; your questions should be specific to your chosen topic.

During this stage, you will keep written research sheets of all the sources and what you learn from each one. Be sure to include the information needed to create your Works Cited page. This information must be submitted with your final proposal.

Develop a presentation explaining the problem and proposing a solution the problem

When designing your proposal, consider the following: The issue you would like to study Three to five guiding questions Primary and secondary resources you will use to find answers to questions about

the issue and possible solutions Strengths and weaknesses of current policies governing the issue The five most important things to know about the issue Appropriate decision making bodies involved (at city, state, and national levels)

The proposal should include: A problem or issue A statement of others’ opinions about the problem or issue (question at

least 15 others on their opinion of the issue) A proposed solution A rationale explaining why the question is important and why the

proposed solution will solve the problem A summary of research with parenthetical documentation Resources that will be needed to solve the problem, include a realistic

timeline and budget Visual representations properly cited

Present the proposal to the class.Present your presentation to the class. Your presentation should be engaging and informative.

A completed project includes: Pre-proposal Proposal (Google Presentation) Folder with all researched information collected (minimum of 3 sources),

Works Cited Page, copy of printed Google Presentation

Classroom Timeline:

April 9, 2014: Introduce Research Project; Distribute Pre-ProposalApril 10, 2014: Work Day (Pre-Proposal)April 11, 2014: Pre-Proposal due at beginning of class (Daily Grade); ResearchApril 14, 2014: ResearchApril 15, 2014: Mini-Lesson (Works Cited Page and Parenthetical Documentation); Create Works Cited PageApril 16, 2014: Finish Works Cited Page; Work DayApril 17, 2014: Work Day (All sources and completed note pages must be turned in by the end of class.) (Quiz Grade)

April 21, 2014: Work Day April 22, 2014: Work Day (presentation planning pages due at end of class) (daily grade)April 23, 2014: Work Day April 24, 2014: Work Day April 25, 2014: Work DayApril 28, 2014: Research Projects Due! April 29, 2014: PresentationsApril 30, 2014: Presentations (tentative)

Possible Research QuestionsConsider issues in your community or school. If you can’t come up with an idea, read through the following:

Education 1. How can we make education better for kids who have trouble in school?2. How can schools better allocate money and resources for sports, fine arts, and

other special programs?3. How can we help kids who are in failing schools?4. What can be done to stop bullying, teasing, and violence in schools?5. How can we be sure that students are learning what they need to know? Is

standardized testing the answer? How should testing be handled?6. How can cheating in school be best handled? What can teachers do? What

should students do?7. Should schools move to all digital textbooks? Is it a good idea to give every child

an iPad or laptop? How can schools adapt to changing technology?

Driving1. What should be done about the problem of texting and driving?2. How can parking be handled better on your campus?3. What is the best way for students to be trained to be good drivers?4. How can people be encouraged to take public transportation? What needs to be

done to make public transportation an effective possibility for more people in your town?

5. How should we encourage people to be better drivers?6. Is the current driver’s education in your state effective? What can be done to

improve it?7. What is the best way to prevent DUI and deaths due to drunk driving?

Relationships1. How can we prevent social media bullying?2. How can you help a friend who is making poor life choices?3. How has texting affected face to face relationships? What can be done to make

sure that people today actually know how to have “real” relationships?4. How can we learn to understand people who are different from us culturally,

racially, or because of social class? How can we break down barriers between people groups?

Social Issues1. How can we prevent people from dropping out of high school?2. How can kids be best convinced not to experiment with drugs?3. What is the best solution to preventing deaths from drunk driving?4. How can teenagers be convinced to drive more safely?5. How can we best rehabilitate prisoners so that they can be more productive

members of society?6. Should there be controls on the media in the way they portray celebrities?7. How can we handle the problem of data mining, or the fact that our social profile

is being used by businesses and colleges?8. What should we do to help people get jobs?

Sports1. Should college athletes be paid? How can colleges handle the combination of

athletics, college educations, and business better?2. Do kids train too hard in athletics at young ages? What is the best way for a

young athlete to learn a sport? (You might want to consider a sport you know well.)

3. How can coaches best encourage their athletes to do their best?4. Think about your local sports team. What can be done to make that team more

effective? How can the fans be made to support the team?5. How can sports media be more effective at covering a sport you like to watch?

Should the announcers be biased or not? Which games should be covered? What types of interviews and special features make the sport more interesting to watch?

6. Pick your favorite sport. How much should players get paid? Should there be salary caps? How should money be divided?

Slide Show Presentation4 3 2 1

Background

Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic.

Background does not detract from text or other graphics. Choice of background is consistent from card to card.

Background does not detract from text or other graphics.

Background makes it difficult to see text or competes with other graphics on the page.

Originality

Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.

Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.

Presentation shows an attempt at originality and inventiveness on 1-2 cards.

Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.

Text - Font Choice & Formatting

Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.

Font formats have been carefully planned to enhance readability.

Font formatting has been carefully planned to complement the content. It may be a little hard to read.

Font formatting makes it very difficult to read the material.

Sequencing of Information

Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.

Most information is organized in a clear, logical way. One card or item of information seems out of place.

Some information is logically sequenced. An occasional card or item of information seems out of place.

There is no clear plan for the organization of information.

Use of Graphics

All graphics are attractive (size and colors) and support the theme/content of the presentation.

A few graphics are not attractive but all support the theme/content of the presentation.

All graphics are attractive but a few do not seem to support the theme/content of the presentation.

Several graphics are unattractive AND detract from the content of the presentation.

Effectiveness

Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective presentation on a problem and solution.

Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate presentation on a problem and solution.

Project is missing more than two key elements. It is incomplete as a presentation on a problem and solution.

Project is lacking several key elements and has inaccuracies that make it a unusable as a presentation on a problem and solution.

Mechanics

No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors.

A few grammatical, spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Planning - Storyboard

The storyboard illustrates the slide presentation structure with plans of each slide including: title of slide, text, background color, placement & size of graphic, fonts - color, size, type for text and headings, hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any). All slides are numbered, and there is a logical sequence to the presentation.

The planning on the storyboard includes titles and text for each slide and are in sequential order.

The planning on the storyboard is not in a logical sequence and has incomplete information.

There are very few slide plans on the storyboard and the plans do not provide an overview of the presentation.

Research4 3 2 1

Content Presentation shows outstanding knowledge of topic and deep understanding of issues related to the problem. Excellent research.

Presentation shows satisfactory knowledge of topic and sufficient understanding of issues related to the problem. Adequate research.

Presentation shows little knowledge of topic and limited understanding of the issues related to the problem. Inadequate research.

Presentation does not demonstrate knowledge of topic or the issues related to the problem. Very little or no research.

Quality of research Information

Information clearly relates to the problem. It includes several supporting details and/or examples. Varying view points are included.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Fit of solution The solution is creative, practical, and thoroughly addresses all aspects of the problem. The solution can be applied in the real world and takes into account many limiting factors.

The solution is practical and addresses most aspects of the problem. The solution can be applied in the real world and takes into account some limiting factors.

The solution is superficial or obvious and does not address the whole problem. The solution is unrealistic and fails to address most limiting factors.

The solution is completely insufficient to solve the problem. The solution cannot be applied in the real world and ignores limiting factors.

Source Citation

All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Source Quality All sources are credible

Most sources are credible

Some sources are credible

No sources are credible

Presentation and Research Point to Grade Conversion Chart

52= 98-100 32=7851=97 31=7850=96 30=7749=95 29=7748=94 28=7647=93 27=7646=92 26= 73-7545=91 25=71-7244=90 24=7043=89 23=6942=88 22=6841=87 21=6740=86 19=66

39=84-86 18=6538=83 17=6437=82 16=6336=80 15=6235=80 14=6134=79 13= 55-6033=79 12 or below= 0-50

Speaking4 3 2 1

Pitch Pitch was often used and it conveyed emotions appropriately.

Pitch was often used but the emotion it conveyed sometimes did not fit the content.

Pitch was rarely used OR the emotion it conveyed often did not fit the content.

Pitch was not used to convey emotion.

Pauses Pauses were effectively used 2 or more times to improve meaning and/or dramatic impact.

Pauses were effectively used once to improve meaning and/or dramatic impact.

Pauses were intentionally used but were not effective in improving meaning or dramatic impact.

Pauses were not intentionally used.

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Listens to Other Presentations

Listens intently. Does not make distracting noises or movements.

Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements.

Speaks Clearly

Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than one word.

Often mumbles or cannot be understood OR mispronounces more than one word.

Uses Complete Sentences

Always (99-100% of time) speaks in complete sentences.

Mostly (80-98%) speaks in complete sentences.

Sometimes (70-80%) speaks in complete sentences.

Rarely speaks in complete sentences.

Stays on Topic

Stays on topic all (100%) of the time.

Stays on topic most (99-90%) of the time.

Stays on topic some (89%-75%) of the time.

It was hard to tell what the topic was.

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Volume Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume often too soft to be heard by all audience members.

Speaking Point to Grade Conversion Chart

40= 98-100 25=7839=96-97 24=7738=94-95 23=7737=91-93 22=76

36=90 21=7635=89 20=73-7534=89 19=70-7233=88 18=68-7032=87 17=6731=86 16=66

30= 83-85 15=6529=82 14=6428=81 13=6327=80 12=6226=79 11=61

10=51-609 or below= 0-50