2014-2015 Personal Project Handbook Denton High School

Denton High School
Middle Years Programme
presents
2014-2015
2014-2015
Personal 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?
What can I do for my Personal Project?
Where do I Start?
pg. 5
What are the Aims and Objectives?
pg. 6
The Six Global Contexts
pg. 7-9
The Design Cycle
pg. 10
Personal Project Requirements
The Process Journal
The Final Product
The Personal Project Report
How will my final project be assessed?
pg. 11
pg. 12
pg. 13
pg. 14
pg. 16
Supervisor Responsibilities
pg. 18
Submissions Materials:
“Exploration” Submission
Supervisor Meeting # 1 Notes
5 Source Card Submission
Supervisor Meeting #2 Notes
Rough Draft Checklist
Supervisor Meeting #3 Notes
pg. 20
pg. 21
pg. 22
pg. 27
pg. 28
pg. 29
Assessment Rubrics
pg. 30
2
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!!!!!!
3
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 Gym
April 10th
4
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.)
5
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. Investigating
Students should be able to:
i.
define a clear goal and global context for the project, based on personal intrests
ii.
identify prior learning an subject-specific knowledge relevant to the project
iii.
demonstrate research skills
B. Planning
Students should be able to:
i.
develop criteria goals for the product/outcome
ii.
plan and record the development process of the project
iii.
demonstrate self-management skills
C. Taking Action
Students should be able to:
i.
ii.
iii.
create a product/outcome in response to the goal, global context and goals
demonstrate thinking skills
demonstrate communication and social skills
D. Reflecting
Students should be able to:
i.
ii.
iii.
evaluate the quality of the product/outcome against the goals
reflect on how completing the project has extended their knowledge and understanding of the topic
and the global context
reflect on their development as IB learners through the project
6
The Global Contexts
What 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 (selfimposed) 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
To raise awareness
A need
Freedom of expression
A community
A nation perceived as
politically oppressed
Global context
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 socioeconomic groups
Fairness and
development
To create/innovate
Medical advances
Support group for
cancer patients
Scientific and technical
innovation
7
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
Two sides of social networking; an awareness
campaign about digital citizenship and cyber bullying
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.
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.
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.
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
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
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
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
Can stem cells replace organ transplants?; an
investigative report
8
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
Identity and Relationships
Orientation in Space and time
Personal and Cultural expression
Scientific and Technical innovation
Orientation in Space and time
Globalization and Sustainability
Examples
Examine the question, “Why does rap speak to
me?”
Explore the development of rap as a style of
music across continents
Perform a rap song for peers and have a
question-and-answer session
Design a 3D model of a solar device with
instructions for construction
Investigate how, in history, different cultures have
made use of energy for different needs
Debate Hervé Kempf’s ideas about “how the rich
are destroying the Earth.
9
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 Requirements
What 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 student
throughout 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.
B.
C.
D.
Investigating
Planning
Taking Action
Reflecting
Remember your final product does not HAVE to look like a traditional Poster Board Project!!!
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Part 1: The Process Journal
Part 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.
2.
3.
4.
5.
Use this everyday---it is simply not necessary, unless you just feel the need to do so.
Wait until the last minutes and try to cram a bunch of entries in at once.
Include things from other research from other classes- Don’t “Double Dip”
Simply provide a diary of what you did, with specific notes on every detail.
Stick with one format the whole time---it should not look like your Diary
You will only submit 10 entries with your project paper!!!
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Part 2: The Final Product
Explanation:
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 Submission
6. 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 Report
The 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!
- 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 you
to 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?
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 to
discard? How did you evaluate your sources? (See submission materials section in this handbook)
14
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
Appendices
Pictures, 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 
15
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.
16
Your Personal Project Supervisor
Each 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.
Students and superiors please check the MYP Personal
Project Facebook page for meeting times and deadlines!
17
SUBMISSION
MATERIALS
Your chosen exploration?
18
DEADLINE: October 16th (A Day)- October 17th (B Day), 2014
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?
________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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
19
Supervisor Meeting #1: Introductions and Goal Setting
DEADLINE: November 14th
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?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________
Student Signature
Date
_______________________________________________
Supervisor Signature
Student chose not to
participate in the meeting
or was not prepared to
discuss the topics listed.
Supervisor Signature:
Date
______________________
20
Source Cards Submission
DEADLINE: December 11th (B Day)- December 12th (A Day), 2014
Submit to : Language and Literature Teacher
Remember- 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:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Your evaluation of the source (Was this source beneficial, or not? What made it helpful or nonbeneficial?)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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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 nonbeneficial?)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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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 nonbeneficial?)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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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 nonbeneficial?)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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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 nonbeneficial?)
_____________________________________________________________________________________
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Supervisor Meeting #2: Questions and Resource Requests
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DEADLINE: February 13th
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?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________
Student Signature
Date
_______________________________________________
Supervisor Signature
Student chose not to
participate in the meeting
or was not prepared to
discuss the topics listed.
Supervisor Signature:
Date
______________________
Rough Draft Checklist
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Rough Draft DEADLINE: February 19th (B Day)- February 20th ( 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 you
to 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?
27
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 to
discard? 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 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?
 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 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?
 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!!!!
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Supervisor Meeting #3: Concluding the Project
DEADLINE: March 27th
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?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________
Student Signature
Date
_______________________________________________
Supervisor Signature
Date
Student chose not to
participate in the
meeting or was not
prepared to discuss the
topics listed.
Supervisor Signature:
____________________
__
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ASSESSMEN
T RUBRICS
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