Molokai High and Middle School Library - #FFFFFF
MHS SENIOR INQUIRY PROJECT
2013-2014-2015
Molokai High School
P.O. Box 158
Hoolehua, HI 96729
(808) 567-6950
molokai.k12.hi.us
|YES LIST |
|Date Checked |Letter of Intent |Research Paper |Action |Portfolio |Comments |
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|TABLE OF CONTENTS |
|Description and Information |
|Project Process - 2 |
|Comprehensive Check - 3 |
|Timetable – 4-5 |
|Roles and Responsibilities of Adult Support – 6-8 |
|Description – 9-13 |
|Meeting Log – 14-15 |
|Learning Journal – 16-17 |
|Pre-Search |
|Face Wall Profile - 18 |
|Personal Inventory Locker – 19-20 |
|Sense of Wonder - 21 |
|Assessing the Topic of Choice - 22 |
|Brainstorming Graphic Organizers #1-4 – 23-26 |
|Checklist to Assess Essential Question - 27 |
|Generating a Thesis Statement – 28-29 |
|Thesis Perspectives - 29 |
|Letter of Intent |
|Description with Common Core Standards, Requirements - 30 |
|Template – 31-33 |
|Sample – 34-36 |
|Final |
|Drafts |
|Search |
|4D Research Plan - 37 |
|Are You a Question Master? – 38-39 |
|Source Checklist - 40 |
|Notes & Materials |
|Research |
|Description with Common Core Standards, Requirements, Rubrics – 41-42 |
|Sample Research Papers – 43-51 |
|Sample Bibliographies - 52 |
|Complete Research Sample - title page to self evaluation – 53-62 |
|Title Page |
|Outline |
|Final Revision |
|Drafts |
|Bibliography (Resource Page) |
|Research Paper Self Evaluation - 63 |
|Service Action |
|Description with Common Core Standards, Requirements, Rubrics - 64 |
|Action Plan form - 65 |
|Verification of Action Completion & Verification of Participation forms – 66-67 |
|Service Action Reflection - 68 |
|Evidence of Action (i.e. pictures, Pre-Post tests, graphs, questionnaires, surveys, end products of activities) |
|9. Presentations |
|a. Description with Common Core Standards, Requirements, Rubric – 69-71 |
|b. Hard copy of PowerPoints |
|c. Notes, outline of presentation |
|d. Digital copy of PowerPoints |
|10. Other mandatory documents |
|Career Pathway Connection Interview & Checklist - 72 |
|Technology Checklist - 73 |
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Comprehensive Checklist - Senior Project Requirements
( Pre-Search
( Face Wall Profile
( Sense of Wonder
( Personal Inventory Locker, Step 1 and 2
( Checklist to Assess Essential Question
( Generating a Thesis Statement
( Thesis Perspectives
( Assessing the Topic of Choice and Assessing the Topic Selection
( Letter of Intent (total of eight required copies)
( Original for senior project coordinator
( Copy for portfolio
( Copy for parent/guardian
( Copy for project consultant
( Copy for community mentor
( Copy to accompany research paper
( Copy to accompany community action activity
( Copy to accompany the formal panel presentation
( (Optional) Copies may also be given to any community resources that you use
( Thesis Research Paper
( Are You a Question Master? Page 1 and 2
( Outline
( Draft Resource Page (Bibliography)
( Revisions (minimum of two after the first draft)
( Self Evaluation
( Service Action Plan (i.e. Service Project)
( Verification of Action Completion & Verification of Participation
( Reflection
( Mini presentation
( Conference Appointments (Scheduled and Attended)
Senior Project Consultant (__________ (__________ (__________ (__________
Senior Project Coordinator or Volunteer (__________ (__________ (__________
Community Mentor (__________ (__________ (__________ (__________
( Portfolio: This includes the following items –
( Project Packet
( Meeting Log
( Learning Journal
( Pre-Search
( Letter of Intent
( Research Paper (with Outline, Drafts, Bibliography)
( Service Action
( Mandatory Documents
( Search: Notes/Research
( E-copy (CD, DVD, Flash Drive, or School Server)
( Class Exhibition Presentation (i.e. PPT, participant rosters, surveys, graphics, other relevant material)
( Panel Presentation and Evaluation
( DOE Student Publication/Video Release
( Internet Acceptable Use Policy Forms
|Class of 2015 Timetable SY 2013-2015 |
|Date |Task |Activity |
| |School Year 2013-2014 | |
|8/6 |Receive and review packet, start meeting log and learning journal, view portfolio prototype |Review sample |
| |(See forms) | |
|8/6 |Preliminary research (Pre-search) |Forms, assignments |
|Starts 8/13 |Senior Project Support available @HHTTh from 2-6 p.m. by appointment |Reminder |
|8/20 |Senior Project Orientation Ohana Night @HHTTh |Reminder |
|10/14 |Conference to confirm project consultant and community mentor, signature required on contract |Contract |
|10/29 & 10/31 |Hana Hou Tuesday/Thursday: Help for Letter of Intent |Tutoring |
|11/12 |Typed Letter of Intent w/signatures and contract due |Review sample |
|11/13-14 |SP Volunteers review Letters of Intent for approval | |
|11/18-20 |Conference to discuss Letter of Intent and check portfolio; start research after approval |Conference |
|11/25-27 |Letter of Intent visual due |Review sample |
|12/11-13 |Checkpoint Conference to discuss project progress |Conference Form |
|1/30 |Portfolio checklist due |Portfolio Checklist |
|3/5-7 |Checkpoint Conference to discuss research |Conference Form |
|4/1 |Outline of Research Paper due |Review sample |
|4/3-4 |Checkpoint Conference to discuss project progress |Conference |
|4/15-17 |Hana Hou Tuesday/Thursday: Help for Rough Draft |Tutoring |
|4/28 |Research Paper Rough Draft with Letter of Intent, outline, resources, original research due |Reminder |
|4/29-5/1 |Hana Hou Tuesday: Help for Action Plan |Tutoring |
|4/30-5/1 |SP Volunteers comments on Rough Draft | |
|5/2 |Portfolio & Action Plan checklist due |Portfolio Checklist |
|5/7-9 |Checkpoint Conference to discuss project progress |Conference |
|5/12 |Culminating Service Action Plan due for approval and comments |Review form |
|5/13-14 |SP Volunteers comment and approve Action Plan | |
|5/21-23 |Conference to discuss Action Plan; check portfolio, Meeting Log, Learning Journal; implement |Conference |
| |action plan | |
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| |School Year 2014-2015 (Dates pending) | |
|August |Oral report of action plan | |
|August |Senior Project Orientation Ohana Night @HHTTh |Reminder |
| |Check Portfolio |Portfolio Checklist |
|September |Research Paper First Revision due with revised Letter of Intent, outline, resource page |Checklist, review rubric |
| |(bibliography), Rough Draft, and portfolio due | |
|December |Research Paper Final Revision with Letter of Intent, outline, resource page, previous revision |Reminder |
|December |Mini-presentation of action plan implementation | |
|12/31 |Community Action completed. Complete Verification of Completion and Reflection for portfolio |Review form |
|January |Presentation of Exhibitions, Final Portfolio |Reminder, checklist, rubric |
|January |Senior Project Ohana Night |Reminder |
|February |Panel Presentations |Reminder |
|March |Final opportunity to turn in revisions to qualify for BOE Special Recognition Diploma | |
|End of third quarter |Determination of Senior Project credit and BOE Special Recognition Diploma | |
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ROLES AND RESPONSIBILITIES OF ADULT SUPPORT
Responsibilities of project consultant (preferably a teacher or educational staff):
• Meet at least twice a month with student
• Enforce guidelines and deadlines
• Provide academic guidance throughout the project
• Help and encourage the student to select and develop his/her topic based upon personal interests, future plans, career interests
• Examine research potential for stretch learning and personal growth
• Guide student through research process and offer assistance when needed
• Sign student meeting logs
• Discuss research paper and outlines/scripts, review exhibition, observe exhibition presentation and panel rehearsals
• Give feedback
Responsibilities of community mentor:
• Share expertise of topic and collaborate with student on action
• Help student decide on a topic for the project
• Provide information in area of intended inquiry
• Refer student to other available resource(s)
• Meet at least twice a month with student
• Document contacts with student
• Look over inquiry report and outlines/scripts, review exhibition, observe exhibition presentation and oral reflection rehearsals
• Give feedback
Responsibilities of expert contributor (community resource):
• Provide content specific answers, guidance, and feedback. Is knowledgeable about the topic/subject being researched
• Advise student on technical/operational concerns and application of techniques during research or creation of final project
• Check research hypothesis, data, and conclusion for accuracy and plausible application
• Communicate during research process as needed
• Provide expert opinion and offer real world feedback
• Check final product for accuracy
Responsibilities of senior project coordinator:
• Oversee progress of all seniors
• Conference with students as needed
• Oversee school wide implementation
• Coordinate committee activities and community awareness
• Monitor contact of and training of community volunteers, project consultants, and mentors
• Address questions and concerns from all parties
• Verify credit earned, report completers to registrar
Responsibilities of senior project volunteers:
• Possess expertise, experience, knowledge about a variety of topics and research skills
• Help oversee progress of all seniors
• Conference with students as needed
• Help oversee school wide implementation
• Help coordinate activities and community awareness
• Participate in training
• Assist with monitoring contact of volunteers, consultants, and mentors
• Address questions and concerns from all parties
• Read and evaluate letter of intent, research papers, and portfolios
• Evaluate panel presentations
• Help determine proficiency and discuss awarding of credit
Responsibilities of advisory teacher:
Disseminate packet and other handouts
• Remind students of requirements, deadlines, and checklists
• Confer with students periodically (recommend during advisory Thursday)
• Discuss progress of senior project
Responsibilities of subject area teacher (Optional):
• Determine how project fits into class curriculum and monitor progress within standards
• Help student decide on a topic for the project
• Provide information in area of intended inquiry
• Refer student to available resource(s)
• Document contacts with student
• Look over inquiry report and outlines/scripts, review exhibition, observe exhibition presentation and oral reflection rehearsals
• Give feedback
Responsibilities of Adult Evaluator for Service Action Plan
• Witness and verify the student completing the planned action
• Evaluate student’s effectiveness of planned activity
• Complete and sign form
FOR: All students of Molokai High School.
DESCRIPTION: The senior inquiry project is a long-term project that all students will be required to complete before the end of their senior year. The overarching essential question is “How Can I Make a Difference?” Projects must fulfill various language arts and research standards and must be related to their career pathway.
OBJECTIVES:
• Students will explore, develop, research, and analyze a topic of their own choosing.
• Students will plan and implement an action project to address their essential question.
• Students will integrate skills learned in various subject areas and become independent, self-confident learners.
• Students will work with a project consultant, community mentor and other community resources.
• Students will present their project results to an audience of their peers and other adult evaluators.
GENERAL LEARNER OUTCOMES:
❖ Self-Directed Learner: The ability to be responsible for one’s own learning.
❖ Community Contributor: The understanding that it is essential for human beings to work together.
❖ Complex Thinker: The ability to be involved in complex thinking and problem solving.
❖ Quality Producer: The ability to recognize and produce quality performance and quality products.
❖ Effective Communicator: The ability to communicate effectively.
❖ Effective and Ethical Users of Technology: The ability to use a variety of technologies effectively and ethically.
|Career and Technical |•Practice meta-cognition (thinking about one’s thinking) using the elements of reasoning |The student is |
|SKILLS FOR LIFE AND WORK: |and intellectual standards and other thinking skills and strategies. |able to manage |
|Students develop skills and attributes that are |•Use efficient learning techniques to acquire and apply new knowledge and skills. |self, time, and |
|critical to a person’s ability to successfully |•Identify, organize, plan, and allocate time, money, material, facilities, and human |resources to |
|navigate the world in and out of school, at work, |resources to accomplish a task. |complete a |
|and at home: thinking and reasoning skills, personal|•Use computers and a variety of other resources to acquire and evaluate, organize and |senior project. |
|qualities, skills for managing resources, |maintain, interpret and communicate, information. | |
|interpersonal skills, skills for managing |•Communicate thoughts, ideas, information, and messages in writing; create documents such| |
|information, and skills and knowledge related to |as letters, charts, and graphs. | |
|systems. | | |
Common Core State Standards for English Language Arts and Literacy in History/Social Studies & Science
|Students ready for college and a career: | |
|Demonstrate independence |I can turn in all assignments on time. |
|Build strong content knowledge |I can locate and use information efficiently. |
|Respond to the varying demands of audience, task, purpose, and discipline |I can listen and give relevant answers to questions from an audience. |
|Comprehend as well as critique |I can understand ideas and express my opinion. |
|Value evidence |I can provide proof and facts of research. |
|Use technology and digital media strategically and capably |I can use computers skillfully. |
|Come to understand other perspectives and cultures |I can compare and contrast cultures. |
Suggestions for senior inquiry projects:
|Sample Essential Questions (idea that |Culminating Activity (community service action resulting from the research) |Possible Target Audience |
|drives the research) | | |
|How can a career in ____ benefit |Shadow a career or intern at a job site, learn about this career, and share your career |Middle school, high school |
|Molokai? |shadow/intern experience. |freshmen or sophomores |
|How can I address the issue of our |Explore issues or problems in the school or the community. Volunteer with an existing |High school, middle school |
|school or community and improve the |community organization or start a new club or organization to address this issue or |students |
|situation? |problem. | |
|How can teaching life skills benefit |Learn/improve life skills. Teach others banking, money management, parenting, job |Business classes, high school |
|students? |searching, college searching. Help plan and organize a career/college fair. Join |students |
| |planning committee for Future Fest. | |
|How can learning strategies help |Discover learning strategies and student needs. Run a tutoring program for reading, |Struggling underclassmen |
|struggling students? |math, and study skills. Start a study group. Help people with improving writing. | |
|How can studying the elements of books|Study elements of books. Start a book club to enhance understanding and enjoyment of |Freshmen |
|enhance the understanding and |reading books. Generate book reviews for school website, create read posters. | |
|enjoyment of books? | | |
|How can the study of behaviors help |Research positive behaviors and alternative programs. Find out about liability issues. |Students with challenges |
|students and their parents? |Create an alternative to violence center, start a buddy system, adopt a freshman, create| |
| |a big brother/big sister type program. | |
|How can participation in the arts |Research one of the arts. Organize a poetry, fine arts, reading, or speech festival; put|Fine arts students |
|improve student learning? |on a play. Invite guest speakers. | |
|How can this community need be |Research community needs. Get involved in community event. Join the planning committee. |Interested participants from |
|improved or addressed to better |Examples: Humane Society, Earth Day, Keiki Fair, and Health Fair. Start your own: |the community |
|Molokai? |Lokahi, Toys for Tots, Locks of Love, Learning Center, Job Search. | |
|How can I reduce or eradicate a social|Study a social issue—prejudice, tolerance, Challenge Day. Create activity to teach |Affected group: minority, |
|issue? |awareness to another group. |disenfranchised, etc. |
|How can the study of this part of the |Study historical area of island. Develop a lesson or unit to be used in social studies |Social studies classes |
|island enhance student learning? |classroom and teach it. | |
|How can the study of food benefit this|Study food prep, nutrition, and budgets. Prepare food for seniors, school, younger |Obese students, senior citizens|
|target audience? |children, and special events. | |
|How can attention to this local trail |Adopt a local trail. Clear it regularly. Make a booklet with drawings or photos. Lead a |Environmental group, MEPO |
|benefit Molokai? |walk. | |
|How can preserving this knowledge |Study local history about fishing, hunting, agriculture, etc. Interview locals. Edit |Local fishermen, hunters, |
|benefit the people of Molokai? |tape or video for school library or public library. |farmers |
|How can this issue be addressed to |Study an issue such as suicide, depression, body image, anxiety, peer relation, etc., to|Students in psychology |
|best help this target audience? |prepare a brochure/poster/PSA for teenagers; disseminate to the community. | |
|How can pedestrian/ bicyclist |Survey road shoulder use for walking/biking. Study usage and accidents, present results |Walkers, runners, joggers, |
|accidents be prevented? |to appropriate authorities. |bicyclists |
|How can the development of the |Study shoreline development. Work with planning commission, land trusts, zoning boards. |MEPO, shoreline residents |
|shoreline affect Molokai? |Prepare zoning/planning ideas. | |
|How can the changing fish populations |Study historical populations and catches or fish/shellfish. Analyze trends in catch and |Fishermen, businessmen, |
|affect the economy and lifestyle of |profits. Submit to local business/industry. Start or help run your own business. |entrepreneurs |
|Molokai? | | |
|How can learning to use the computer |Study computer programming while learning how to teach/tutor younger students. |Elementary students, middle |
|benefit young students? | |school, youth groups |
|How can sports improve students’ |Start or help run an after school/evening sports program for younger children; learn |Little League, youth teams, |
|well-being? |nutrition, physical training, coaching. |junior varsity teams |
|How can awareness of this health issue|Study a disease/health problem (Alzheimer’s, eating disorder, etc.) Write an article or |Parents, youngsters |
|prevent or decrease the problem? |brochure; share at community event. | |
|How can the study of my family history|Do a genealogical study of your family, restore/maintain a cemetery; create plot map; |Family members, reunion groups,|
|contribute to the betterment of |share results and process. |church groups |
|Molokai? | | |
|How can increased participation in |Research school events or issues. Organize events, get involved in public relations, do |Student government, grade level|
|school events or issues improve school|a newspaper column, plan informative assemblies, do leadership training. Create a |classes, clubs |
|climate? |handbook for future groups. | |
|How can students benefit from reading |Write and illustrate children’s book about a serious topic: peer pressure, divorce, |Elementary students |
|about this serious topic? |littering, etc.; participate in read-aloud. | |
|How can Molokai benefit from students |Assist senior citizen physical training at Home Pumehana or other group setting. Learn |Elder groups |
|interacting with senior citizens and |how to deal with aging. | |
|the elderly? | | |
|How can pollution be reduced to |Study coastal pollution and effects on water and life. Do a cleanup. Organize a regular |Coastal residents, |
|benefit parts of Molokai? |clean up schedule. |neighborhoods |
|How can the study of bird behaviors |Study local birds, migration, feeding habits. Make and install birdfeeders. |Environmentalists, |
|affect Molokai positively? | |conservationists |
|How can aquaculture projects impact |Design an aquaculture project in partnership with interested local business. |Businessmen, entrepreneurs |
|Molokai’s economy positively? | | |
|How can this political issue affect |Research a political issue that interests you. Inform the community. |Community action group |
|Molokai? | | |
|How can landscapes and gardens benefit|Do landscape/garden design for business/domestic use. Study botanical factors. |Businesses, neighborhood |
|businesses or homes on Molokai? | | |
|How can issues around the world affect|Bring global issues closer to home: collect/recycle books, clothing for developing |LEO, student government, clubs |
|Molokai? |countries or less fortunate groups, collect school supplies for underprivileged, help | |
| |the Food Bank. | |
Some suggested GENERAL TOPICS and related Career Pathways
|Natural Resources |Arts and Communications |Business, Management, & |Health Services |HELPSS |Industrial and |
| | |Technology | | |Engineering Technology |
|Environment/ Science |Music |Marketing |Physician |Religion |Architecture |
|Hunting |Literature |Entrepreneur |Nursing |Geriatrics |Engineering |
|Ocean |Poetry |Business Management |Weight Training |Psychology |Landscaping |
|Surf |Journalism |Event, Conference Planning|Teen Pregnancy |Social Work |Electrical |
|Agriculture |Writing |Travel Industry Management|CPR |Education |Plumbing |
|Aquaculture |Art |Sales |AIDS, STDs |Counseling |Carpentry |
|Fishing |Dance |Accounting |Laboratory |Law Enforcement |Electronics |
|Recreation: sports |Fashion |Public Relations |Dental |Early Childhood |Machine Tools |
|Energy |Cosmetology |Advertising |Pharmacy |Courts |Woodworking |
|Invasive Species |Historic Preservation |Retail |Dietetics, Nutrition |Anthropology |Automotive |
|Community Relations |Art History |Merchandising |Rehabilitation |Geography |Aeronautic, Space |
|Astronomy |Drama |Finance |Preventive Medicine |Economics |Technology |
|Animal Science |Audio/Visual |Information Systems |Health Management |Culinary Arts |Computer Technology |
|Marine Science |Broadcasting | |Disease |Hotel Operations | |
|Conservation |Graphics | | |Tourism | |
|Preservation |Animation | | |Social Issues | |
| | | | |Drug Abuse | |
| | | | |Volunteerism | |
Portfolio
o Rubric
|Elements |4 (+) = Exceeds; WOW |3 (() = Meets; ACCEPTABLE |2 (( -) = Approaches; |1 (-) = Well below; NOT YET|
| | | |ALMOST | |
|PORTFOLIO |All requirements completed |Requirements completed as |One –three parts not |Four or more parts not |
|• Pre-Search assignments |beyond what is expected |assigned, all turned in |completed as assigned; not|completed, not correct, not|
|• Letter of Intent |No errors in format or |Few errors in format or |turned in |as assigned, not turned in |
|• Notes, outline, script, storyboard, or hard |content |content |Some errors in format and |Many errors in format and |
|copy and electronic copy |Very neat, organized, |Neat, accurate, organized |content |content, not prepared for |
|• Project packet |accurate, and prepared for |and ready for evaluation |Somewhat neat, accurate, |evaluation |
|• Meeting log |evaluation |Sense of learning and |and organized, not quite |Disorganized, not neat or |
|• Learning journal |Sense of learning and |“learning stretch” is |ready for evaluation |accurate |
|• Research materials & resources |“learning stretch” is very |evident. |Sense of learning, |Sense of learning and |
|• Copies of all written components: paper, |evident |Relevant documentation |“learning stretch” |“leaning stretch” is not |
|draft, revisions, outline, bibliography |Substantial relevant |included. |somewhat evident |evident |
|• Research paper self evaluation |documentation |Displays personal |Some documentation |Documentation missing |
|• Career Pathway Checklist and Interview |Displays personal |creativity |Displays minimal personal |No personal creativity |
|• Technology Checklist |creativity which is truly | |creativity | |
|• Action plan, Verification of Action |unique | | | |
|Completion, Reflection | | | | |
|Integration of Knowledge and Ideas |
|RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in |
|order to address a question or solve a problem. |
|RH.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. |
|RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among |
|sources. |
Meeting log: Project Consultant/Advisor and Community Mentor; SP Coordinator, Expert Contributor, Parent meetings with initials to verify meetings; include brief notation of what you did and discussed with your advisor, mentor, and teachers; include practices or rehearsals (see appendix for form)
o Documentation of research
• Resources used, both print and non-print
• Research notes (note cards)
• Data
• Materials used, expenses, other items needed to complete project
o Copies of letter of intent, thesis research paper, and other written requirements such as scripts or outlines
o Learning Journal (see appendix for form)
• Dates and amount of time spent working on the project
• Brief notation of the work that was done and what was learned
o Technology Checklist
o Career Pathway Connection Checklist and Interview
o Research Paper Self Evaluation (see appendix for form)
o Culminating Activity Action Plan, Verification of Completion, and Reflection
|MEETING LOG |
|Date |Time spent |Brief summary of WHAT YOU DID, NOTES |Project |Comm. Mentor |Others |
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|MEETING LOG |
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Senior Inquiry Project Learning Journal Format
(Required: One entry per week. You may do more, if you wish.)
Name _________________________________________________ Period ___________
Entry #_________ Date __________________ Time __________ -- ___________ a.m./p.m.
1. This week I accomplished the following tasks:
2. Problems and Solutions, Feelings and Thoughts:
3. When, where, what I will do next on my project:
4. Description of the evidence I’ve included with this log:
Consultant/Advisor Initials ___________ Community Mentor Initials _______________
Entry #_________ Date __________________ Time __________ -- ___________ a.m./p.m.
1. This week I accomplished the following tasks:
2. Problems and Solutions, Feelings and Thoughts:
3. When, where, what I will do next on my project:
4. Description of the evidence I’ve included with this log:
Consultant/Advisor Initials ___________ Community Mentor Initials _______________
Senior Inquiry Project Learning Journal Format
Entry #_________ Date __________________ Time __________ -- ___________ a.m./p.m.
1. This week I accomplished the following tasks:
2. Problems and Solutions, Feelings and Thoughts:
3. When, where, what I will do next on my project:
4. Description of the evidence I’ve included with this log:
Consultant/Advisor Initials ___________ Community Mentor Initials _______________
Entry #_________ Date __________________ Time __________ -- ___________ a.m./p.m.
1. This week I accomplished the following tasks:
2. Problems and Solutions, Feelings and Thoughts:
3. When, where, what I will do next on my project:
4. Description of the evidence I’ve included with this log:
Consultant/Advisor Initials ___________ Community Mentor Initials _______________
Face Wall Profile
Adapted by Molokai High School 6/14/11
Personal Inventory Locker: Step 1
Brainstorming A Topic That Is Right For You!
Let’s see what makes you unique! Complete the following interest survey. Take the time to reflect on the prompts. Answer honestly and include as much information as possible. The completed inventory will help us get to know you as well as serve as your starting point toward selecting a meaningful research project.
|Career and post high school plans: |Hobbies, sports and general interests: |School and extra-curricular involvement: |
|After graduation, I plan to… |When I am not in school, I spend my time… |Subjects in school, which I find interesting, are… |
|Fads/trends: |Global and/or community issues: |Artistic accomplishments: |
|Fads or trends that spark my interest are… |Issues I feel strongly about are… |I get inspired to create… |
|Volunteer or service learning opportunities: |Hot topics: |Power of change: |
|I donate or I’m willing to donate my time to… |Something that I recently heard/read which made me|If I had the opportunity to change, develop, or |
| |wonder was… |improve on something, I would… |
Adapted by Molokai High School 6/14/11
Personal Inventory Locker: Step 2
Selecting A Topic That Is Right For You!
Using information from your Personal Inventory Locker: Step 1, select 3 specific topics you feel most passionate about and fill in the appropriate boxes with complete sentences.
|Career and post high school plans: |Hobbies, sports and general interests: |School and extra-curricular involvement: |
|After graduation, I plan to… |When I am not in school, I spend my time… |Subjects in school, which I find interesting, are… |
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|Fads/trends: |Global and/or community issues: |Artistic accomplishments: |
|Fads or trends that spark my interest are… |Issues I feel strongly about are… |I get inspired to create… |
|Volunteer or service learning opportunities: |Hot topics: |Power of change: |
|I donate or I’m willing to donate my time to… |Something that I recently heard/read which made me|If I had the opportunity to change, develop, or |
| |wonder was… |improve on something, I would… |
Adapted by Molokai High School 6/14/11
SENSE OF WONDER
What puzzles you?
What’s the problem here?
What connections do you see?
What’s so interesting about this?
Why do you care about this?
Why should others care?
What is it that you want to tell?
Assessing the Topic of Choice: Is This A Good One?
Let’s check on your research project topic. This is the first step in your research journey so take the time to make sure it will work for you. A topic that is right for you will provide motivation, inspiration, and interest throughout the research process. Look at the checkbric below and assess the strength of your possible topic.
Rating scale: 3=high to 1=low
| Criteria |3 |2 |1 |Comments and Feedback |
|Rigor | | | | |
|Requires mastery of knowledge and skills related to a program| | | | |
|of study | | | | |
|Demands in-depth research | | | | |
|Leads to building of deeper knowledge and application of | | | | |
|higher order thinking | | | | |
|Is challenging academically and personally | | | | |
|Level of Interest/passion | | | | |
|Links to personal interests/passion | | | | |
|Motivates to discover and gain new knowledge | | | | |
|Relates to possible career/post high school plans | | | | |
|Connection to community | | | | |
|Relates to real-world issue/concern | | | | |
|Impacts the community | | | | |
|Provides opportunity for communication/connection with | | | | |
|community | | | | |
|Resources | | | | |
|Requires use of a variety of media, methods and sources | | | | |
|Ensures that these resources are available and accessible | | | | |
|Time | | | | |
|Can be successfully researched within required time frame | | | | |
Good job! If you scored 3s you have probably found the topic for you. If a 1 appeared in any area, you may want to rethink or readjust the topic focus. Remember: selecting the right topic for you make the difference between a successful project and a difficult one!
|BRAINSTORMING GRAPHIC ORGANIZER #1 |
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|BRAINSTORMING GRAPHIC ORGANIZER #2 |
|Name: |Per. |Date: |
|What are possible inquiry topics? (Think science fair, country project, art projects, etc.) |
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|What is the problem or issue with this topic? How will you know this is a problem? What evidence might you get? |
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|What might be the essential question for this problem or issue? In other words, what will be the main focus of your inquiry? |
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|What will your action plan be? Who might be your target audience and what will you do with them? |
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|How will you present your exhibition to your peers and guest evaluators? |
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|Senior Inquiry Project Proposal Graphic Organizer #3 |
|Name: Period: Date: |
|Topic |Issue |Essential question |
|Beach Pollution |People littering |How can we keep our beaches clean? |
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|Service |Target Audience |Impact |
|Select beach |13 surfers |Created Surfer Beach Clean Up Club to regularly clean up |
|Take pre pictures | |beach |
|Collect rubbish data | | |
|Take clean up picture & post pictures | | |
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|Resources |Exhibition |Self-improvement |
|Rob Bento |Display board |Organization skills |
| |Brochure |Leadership skills |
| |Video |Technology skills |
|Graphic Organizer #4 |
|Name: Period: Date: |
|K = What do you already know about your topic? |W = What do you want to find out about your topic? |W = Where might you locate information about your |
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|L = What do you hope to learn about your topic? |A = What action will you take regarding your topic? |P = How will you present your project to your target|
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Checklist to Assess Essential Questions
Draft of Essential Question_____________________________________________________
___________________________________________________________________________
£ The question suits the purpose of the research project
• The question focuses on a topic that is important to learn about.
• The question is still being debated and is controversial.
• This question will inspire a product/research paper worth investigating.
• Answering the question will demonstrate my mastery of new knowledge.
£ The question connects to a content area and reflects a career or personal interest
• I generated the questions because I am genuinely interested in this topic.
• I have a connection to the topic and I know that I will personally gain by conducting the research.
• The topic and question will hold my interest for the course of the research.
£ The question leads to more questions
• The question is open ended.
• There is no simple right or wrong answer to the question.
• The question will inspire me to make a reasoned decision or take a thoughtful stance on the topic.
£ The question inspires an original thought, idea or product
• The question is unique and original.
• The question gets me to explore something that others are not doing.
£ The question cannot be easily answered with a yes/no or from a quick search on the Internet
• Answering the question will involve complex thinking.
• The topic is researchable and will require me to use various information sources.
• The question will challenge me to stretch my learning and discover information beyond the scope of my present knowledge.
£ The question engages the intended audience
• The focus is interesting to the audience and therefore they will find a connection to what will be presented.
• The topic/question is something that the audience, although knowledgeable, knows little about and will find interesting.
£ The question reflects a community/national/global connection, and it provides an opportunity to contribute towards responsible citizenship
• The question addresses a community/national/global issue, concern or event.
• Myself as well as other students can easily make relevant connections to the focus of my query.
Revised Essential Question_______________________________________________________________
_____________________________________________________________________________________
Adapted by Molokai High School 6/14/11
Generating a Thesis Statement
Working with my essential question and analyzing the information that I have gathered through research, I will be drafting a preliminary/working thesis.
What is a thesis?
• Declares what I believe and what I intend to prove.
• Focuses my search for information.
• Expresses an original thought, perspective, or belief on an issue.
• Organizes a position and the evidence needed to defend this stance.
It is not:
• A simple retelling of facts.
• A generalized statement that requires no supporting evidence.
• A vague and unclear statement.
• A statement that simply expresses my opinion (“I believe,” “I think”).
Characteristics of a good thesis:
• Is contestable, proposes an arguable point with which others can reasonably disagree.
• Takes a stand and justifies the discussion I will present.
• Tackles a topic that could be adequately covered in the format of the research project.
• Is specific and focused.
• Clearly asserts my conclusion based on evidence.
• Provides the reader with a lens to guide them through my work.
• Anticipates and refutes the counter-arguments.
• Moves beyond information or ideas that everyone already knows.
Simple equations for a thesis might look something like this:
Specific topic + Attitude/angle/argument = THESIS
What you plan to argue + How you plan to argue it = THESIS
Thesis Perspective… Look at It This Way (Complete the handout now)
Adapted by Molokai High School 6/14/11
Thesis Perspectives…. Look At It This Way!
Thesis Perspectives…Look At It This Way!
Completed some background research on your topic? You can create different types of thesis statements depending on the perspectives you take. See the samples for wind energy below. Your challenge: draft thesis statements for your own topic. How many statements can you write from different perspectives?
My topic is:
|Perspective |Sample Theses for |Theses for My Topic |
| |Wind Energy | |
|Chronological |Wind energy has been utilized since the time of | |
| |the ancient Hawaiians. | |
|Procedural |There are many permits that need to be filed | |
| |before a wind farm can begin operation. | |
|Cause and Effect |The expense of maintenance and the lower | |
| |projection of power have caused many companies | |
| |to declare bankruptcy. | |
|Problems |Wind energy production is unpredictable and many| |
| |times lower then projected. | |
|Solutions |Wind energy offers a green alternative for | |
| |consumer power needs. | |
|Comparisons |Longer blades produce more megawatts then | |
| |shorter ones. | |
|Similarities |Locations producing the most power all utilize | |
| |the prevailing Moa’e (trade) winds. | |
|Differences |Wind power management and payout rates vary from| |
| |island to island. | |
|Relationships |NASA began experimenting in Kahuku in 1980 and | |
| |had a tremendous influence in the progression of| |
| |wind farming in Hawaii. | |
|Analysis |There are several reasons why wind power has | |
| |been slow to develop in Hawaii. | |
|Thematic |Wind turbines commonly known as windmills have | |
| |been the theme of many songs and literature. | |
|Pros |There are many reasons why wind farms are | |
| |productive. | |
|Cons |Maintaining wind turbines in salt air | |
| |environments has been costly. | |
|Categorical |There are seven classes of wind power. | |
|Global |Wind energy has been utilized throughout history| |
| |and there are examples of its use in every | |
| |country throughout the world. | |
|Other | | |
Typed Letter of Intent: Specific details of the project: (see attached template for assistance in getting started)
|STANDARDS; |
|W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
|Proficient: Organize writing so that it conveys a clear perspective on the topic, maintains a consistent focus, and addresses the needs of the audience. |
|L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
|Proficient: Write and edit for grade-appropriate sentence structure, grammar, punctuation, capitalization, and spelling with no significant errors. |
Paragraph One: 1. Describe the general area of interest, i.e. art, music, issues, etc., and why you chose this area. “What is the topic of your inquiry?” 2. Explain what you already know or have accomplished in this area. 3. Briefly state a general picture of your project.
Paragraph Two: 1. Discuss the focus of your research paper. “What might be your essential question?” 2. Include some of the ideas you hope to include and possible resources. You must include at least one community resource. 3. Explain how the research and the paper topic will be a learning stretch.
Some questions to consider as you write this paragraph:
o Why does this situation exist?
o How can you fix, change, or improve the situation?
o What will be the result of your independent inquiry?
o What is the need and what will you do about it?
o What will be your evidence?
Paragraph Three: 1. Describe your action. 2. Explain the relationship between your paper and your action. Who will you target, what are the potential expenses, potential time spent, and possible resources? 3. Explain who will be your mentor and why this person is qualified to mentor your action. 4. If your action involves volunteering, contact the person and/or place first, get permission, and include the contact information. 5. Explain how this action will be a learning stretch. 6. Explain how your action will make a difference.
Some questions to consider as you write this paragraph:
o What is your tentative action project?
o Who is your target audience?
o What will you do with your target audience?
o How will you prove that you did your action project?
o What will be your evidence that you made a difference?
o How will you measure your impact on your audience?
Paragraph Four: 1. How will you exhibit your project and results to your peers and guest evaluators? 2. What personal skill(s) will you improve by doing this senior inquiry project? 3. How will your senior inquiry project enhance your career pathway goals? What is the connection to your career pathway?
Paragraph Five: 1. Explain your definition of plagiarism, forgery, copyright violation, and misrepresentation of the paper, action, and/or portfolio. 2. Explain in your own words the repercussions (consequences) of plagiarism, forgery, copyright violation, or misrepresentation of your senior project.
Signatures of student, parent/guardian, project consultant, community mentor, and senior project coordinator.
LETTER OF INTENT TEMPLATE
Student Name_____________________________________________
Address____________________________________________________
Date______________________________________________
Senior Project Coordinator
Molokai High School
P.O. Box 158
Hoolehua, HI 96729
Dear Ms. Harada,
I understand that the senior inquiry project is a major requirement for the year. It is a long-term project that each student will be required to complete before the end of the senior year. The overarching essential question is “How Can I Make a Difference?” The project must fulfill various subject area as well as language arts and research skills and must be related to my career pathway. It allows me the opportunity to demonstrate 12 years of educational experience. The following paragraphs describe what I plan to complete for my project.
The general area of interest for my project is ____________________________________. I chose this topic because _________________________________________________________________. I already know the following about my area of interest: __________________________________________. Overall my project will cover ______________________________________________________________.
The focus of my research paper will be _______________________________________. My essential question will be ______________________________________________________________. Some of the ideas I hope to include are _______________________________________________________ and __________________________________________. Possible resources will include ______________________________________________________________________________________. My community resource will be ______________________________________________________ who is ________________________________ from _________________________________________________. My research and paper topic will be a learning stretch because ______________________________________________________________________________________.
My community service action will be ____________________________________________________________________________________. My action will relate to my research by ____________________________________________________ ____________________________________________________________________________________. The people I will target for most impact will be ________________________________________________. I will measure my impact by using _______________________________________________________. The potential expenses for the action will be ___________________________________________. The projected time spent on planning, organizing, and managing this action will be _______________________. Possible resources for this action will be ______________________________________________________. My mentor will be _____________________________________________ and he/she is qualified because _______________________________________________________. I will be volunteering or working
with_________________________________________ at _________________________________, address ____________________________________________, and phone number __________________________. This action will be a learning stretch because __________________________________________________. My action will make a difference by _________________________________________________________.
I will exhibit my project and results to my peers and guest evaluators using ___________ _____________________________________________________________________. Personal skill(s) I will improve are _________________________________________________________________________. My senior inquiry project will enhance my career pathway goals by ______________________________________________________________________________________. My project connects to my career pathway because _____________________________________________.
My definition of plagiarism, forgery, copyright violation, and misrepresentation of the paper, action, and/or portfolio is _________________________________________________________. The repercussions (consequences) of plagiarism, forgery, copyright violation, or misrepresentation of my senior project may include _________________________________________________________________
Signatures indicate understanding of and agreement to the requirements of the senior inquiry project (Print and sign):
| [pic] |
|Print Student Name: |Date: |
|Student Signature: | |
|Parents/Guardians: To be successful, your son/daughter must complete all requirements satisfactorily according to the rubrics (evaluation) and show sincere |
|effort to become an independent learner. Each major requirement will count heavily in the quarterly grades. This project must demonstrate a “learning |
|stretch” beyond what he/she already knows and is able to do. |
|A successful senior project involves parental and teacher support as well as student initiative and self-discipline. Your son/daughter has a full description |
|of the project that includes all requirements, rubrics, and schedule of deadlines and conferences. He/she will be responsible for keeping an organized project|
|portfolio and have it available for all meetings and conferences. Please review the packet with your child and acknowledge understanding of the project by |
|signing this form. The entire project packet can be viewed under “Senior Project” via the school website at molokai.k12.hi.us. |
|Print Parent/Guardian Name: |Date: |
|Parent/Guardian Signature: | |
|Responsibilities of project consultant (preferably a teacher or educational staff): |
|Meet at least twice a month with student |
|Enforce guidelines and deadlines |
|Provide academic guidance throughout the project |
|Help and encourage the student to select and develop his/her topic based upon personal interests, future plans, career interests |
|Examine research potential for stretch learning and personal growth |
|Guide student through research process and offer assistance when needed |
|Sign student meeting logs |
|Discuss research paper and outlines/scripts, review exhibition, observe exhibition presentation and panel rehearsals |
|Give feedback |
|Print Project Consultant/Advisor Name: |Date: |
|Project Consultant/Advisor Signature: | |
|Responsibilities of community mentor: |
|Share expertise of topic and collaborate with student on action |
|Help student decide on a topic for the project |
|Provide information in area of intended inquiry |
|Refer student to other available resource(s) |
|Meet at least twice a month with student |
|Document contacts with student |
|Look over inquiry report and outlines/scripts, review exhibition, observe exhibition presentation and oral reflection rehearsals |
|Give feedback |
|Print Community Mentor Name: |Date: |
|Community Mentor Signature: | |
|Responsibilities of senior project coordinator: |
|Oversee progress of all seniors |
|Conference with students as needed |
|Oversee school wide implementation |
|Coordinate committee activities and community awareness |
|Monitor contact of and training of community volunteers, project consultants, and mentors |
|Address questions and concerns from all parties |
|Verify credit earned, report completers to registrar |
|Print Senior Project Coordinator Name: |Date: |
|Senior Project Coordinator Signature: | |
Provide a copy of this letter of intent for each of the people who have signed above.
SAMPLE COMPLETED LETTER OF INTENT
Xxxxxxx Xxxxxxxxx
HC01-1xx
Kaunakakai, HI 96748
September xx, 20xx
Senior Project Coordinator
Molokai High School
P.O. Box 158
Hoolehua, HI 96729
Dear Ms. Harada,
I understand that the senior inquiry project is a major requirement for the year. It is a long-term project that each student will be required to complete before the end of the senior year. The overarching essential question is “How Can I Make a Difference?” The project must fulfill various language arts and research skills and must be related to my career pathway. It allows me the opportunity to demonstrate 12 years of educational experience. The following paragraphs describe what I plan to complete for my project.
The general area of interest for my project is body image of young females. I chose this topic because I feel there is a serious need for young girls to understand and accept their own bodies to improve and maintain a positive self-esteem value. I already know basic facts and statistics about my area of interest. Studies have found that by the 5th grade, girls are already beginning to diet, have already looked at themselves in the mirror and thought, ‘I am fat.’ In a 1992 study of female students at Stanford University, 70% of women reported feeling worse about themselves and their bodies after looking at magazines. The study surveyed more than 1,000 10 to 16 year olds and found that over 50 percent of them had a television in their bedroom. They also watch more television than teens and pre-teens without a television in the bedroom. The study links the risky behavior to the amount of and unsupervised exposure to the high-risk behavior found in the media. The study also addresses how television’s replacement for parent- child interaction contributes to harmful behavior. Overall my project will cover the emotional, physical, and factual understanding needed to produce a positive body image in young girls.
The focus of my research paper will be what external factors, both local and national, contribute to an unhealthy body image. Such factors include media and peer influences. The essential question will be “How can I help younger girls overcome a negative body image?” Some of the ideas I hope to include are how negative influences can affect girls and what practical knowledge can be shared to debunk any myths about the “perfect body”. Possible resources will be parents, magazine articles, self-image books, and numerous Internet websites such as “About-Face”. One of my community resources will include Kaunakakai Elementary School’s guidance counselor, Erin Raguindin. My research paper will be a learning stretch because I will have to look hard to find every possible relatable piece of information. I will have to understand the mindset of young girls today and tie it to their negative behavior.
The relationship between my paper and my action will be to translate the factual information into something that the girls can understand and apply to their own views. The challenge is taking what I know and using it to help make a difference. My action will be t present to the Kaunakakai Elementary School 5th grade girls.
Their teachers and counselor will be involved with parental consent. I hope to talk about common issues girls this age experience such as weight, hormones, and other “changes” that they may be ashamed to disclose due to a negative self-image. My plan is to cover two main concepts; bodily changes and how to cope, and media influence on body image. The basic idea is to explain why certain things may be happening to their bodies, how it is normal, what can be done about it, and how they can learn to embrace it. I will measure my impact by using pre- and post-tests, journals, activities. The potential cost was a private donation made for the “How I Look” journals that will aid the girls throughout the months with assignments and frequent entries. The potential time spent will be during the school-day for the 5th graders, and will include introductory lessons that will range from 5- 10 hours and follow up lessons within the same range. Planning and interviewing should take the majority of my time with approximately 20-35 hours. Possible resources will be the same used for my research paper, along with teachers and school counselors. I will also interview 3 young girls and their parents for pre-research. My mentor is my mother, Laurie Xxxxxx, and she is qualified because she is a part-time teacher at Kaunakakai Elementary School where I will be presenting. Also as a witness to the fashion industry and mother of three girls, she understands the struggles of females and their bodies. Kaunakakai School’s address is 30 Ailoa Street Kaunakakai, Hi 96748 and the phone number is (808) 553-1730. This action will be a learning stretch because I will have to demonstrate a higher level of patience and understanding with such a young audience and as a typical student, I will have to adjust to the role as their teacher. I feel my responsibility is to alter the way a small part of society thinks, promote positivity where so much negativity is present and give back to a younger generation.
I will exhibit my project and results to my peers and guest evaluators with a PowerPoint and presentation board to display evidence and information. Personal skills I will improve are oral communication to those of different age groups, social skills, patience and empathy toward various participants. My senior inquiry project will enhance my career pathway goals by allowing me to understand outside influences of media and businesses and how they can be altered for younger members of society. The connection to my Business/ Arts & Communication career pathway is to acknowledge and meet the needs of others as a variation of “customer service”. The main goal of business and communication is to change how people think and get them to agree with whatever facts you present. I believe these goals will be met through my project.
My understanding of plagiarism forgery, copyright violation, and misrepresentation of the paper, action, and /or portfolio is to use another’s work without crediting the source or calling it your own. It is also allowing someone else’s ideas to make up the majority of your work, decreasing its originality. Any false information is also considered plagiarism and falls under this category. Repercussions of plagiarism should be a grade of “zero” on any plagiarized material and it must be resubmitted without violating any of the above rules.
Signatures indicate understanding of and agreement to the requirements of the senior inquiry project (Print and sign):
|[pic] |
|Print Student Name: Xxxxxxxxx Xxxxxxxxxxxx |Date: 9/10/2012 |
|Student Signature: Xxxxxxxx Xxxxxxxxxxxx | |
|Parents/Guardians: To be successful, your son/daughter must complete all requirements satisfactorily according to the rubrics (evaluation) and show sincere |
|effort to become an independent learner. Each major requirement will count heavily in the quarterly grades. This project must demonstrate a “learning |
|stretch” beyond what he/she already knows and is able to do. |
|A successful senior project involves parental and teacher support as well as student initiative and self-discipline. Your son/daughter has a full |
|description of the project that includes all requirements, rubrics, and schedule of deadlines and conferences. He/she will be responsible for keeping an |
|organized project portfolio and have it available for all meetings and conferences. Please review the packet with your child and acknowledge understanding |
|of the project by signing this form. The entire project packet can be viewed under “Senior Project” via the school website at molokai.k12.hi.us. |
|Print Parent/Guardian Name: Xxxxx Xxxxxxxxxx |Date: 9/12/12 |
|Parent/Guardian Signature: Xxxxx Xxxxxxxxxx | |
|Responsibilities of project consultant (preferably a teacher or educational staff): |
|Meet at least twice a month with student |
|Enforce guidelines and deadlines |
|Provide academic guidance throughout the project |
|Help and encourage the student to select and develop his/her topic based upon personal interests, future plans, career interests |
|Examine research potential for stretch learning and personal growth |
|Guide student through research process and offer assistance when needed |
|Sign student meeting logs |
|Discuss research paper and outlines/scripts, review exhibition, observe exhibition presentation and panel rehearsals |
|Give feedback |
|Print Project Consultant/Advisor Name: Xxxxxxxx Xxxxxxxxx |Date: 9/14/2012 |
|Project Consultant/Advisor Signature: Xxxxxxxx Xxxxxxxxx | |
|Responsibilities of community mentor: |
|Share expertise of topic and collaborate with student on action |
|Help student decide on a topic for the project |
|Provide information in area of intended inquiry |
|Refer student to other available resource(s) |
|Meet at least twice a month with student |
|Document contacts with student |
|Look over inquiry report and outlines/scripts, review exhibition, observe exhibition presentation and oral reflection rehearsals |
|Give feedback |
|Print Community Mentor Name: Xxxxxx Xxxxxxxxxx |Date: 9/15/2012 |
|Community Mentor Signature: Xxxxxx Xxxxxxxxxx | |
|Responsibilities of senior project coordinator: |
|Oversee progress of all seniors |
|Conference with students as needed |
|Oversee school wide implementation |
|Coordinate committee activities and community awareness |
|Monitor contact of and training of community volunteers, project consultants, and mentors |
|Address questions and concerns from all parties |
|Verify credit earned, report completers to registrar |
|Print Senior Project Coordinator Name: Ms. Karen Harada |Date: 9/21/2012 |
|Senior Project Coordinator Signature: Ms. Karen Harada | |
Provide a copy of this letter of intent for each of the people who have signed above.
4D Research Plan
My research project topic is:
My essential question is:
In order to answer my question, I need to research the following:
DEFINE
[pic]DIG
[pic]DISCOVER
[pic]
DETERMINE [pic]
Are You the Question Master?
Objective:
Given a mystery topic, how many possible questions can you think of in ten minutes? The objective is to jot down as many different questions within the perspectives listed. Feel free to utilize the questions starters of Who, When, Where, What, Why, and How.
Directions:
• A mystery topic will be announced
• Ten minutes will be given to devise questions that would fall into each of the different perspectives
• Create as many questions as you can by filling in as many blanks as possible
• More than one question can be made for any given perspective
• After ten minutes, you will share your questions in your group. If you find that others have the same question, then you must cross it off your list.
• The winner of each group will face off with each other continuing to cross off similar questions
• Once you are left with your list of remaining questions complete the point tally sheet below.
• Points are earned for each unique question and the number of perspectives that you completed once sharing is complete. Each remaining perspective completed receives three points while each question will receive one.
• Penalty points will be issued if directions are not followed. Points will be deducted from the total score.
• The participant with the most points at the conclusion is crowned the Question Master!
Question Master
Point Tally Sheet
|Category |Quantity |Point Value |Points |
|Perspectives | |X 3 | |
|Unique Questions | |X 1 | |
|Subtotal | |
|Penalty Deduction | |
|Total | |
Mystery topic is:
|Perspective |Sample Questions: |Your Questions |
| |Wind Energy | |
|Chronological |When did Hawaii first have wind power? | |
|Procedural |How do wind turbines produce energy? | |
|Cause and Effect |Where are the wind turbines located and | |
| |what is the impact on the amount of | |
| |energy produced? | |
|Problems |When there is no wind for the day is | |
| |energy produced? | |
|Solutions |What do we need for wind energy to be a | |
| |cost-effective energy solution? | |
|Comparisons |How does wind energy compare with solar | |
| |power? | |
|Similarities |How are wind turbines similar to | |
| |windmills? | |
|Differences |What are the differences in management of| |
| |wind power between the electrical | |
| |companies on each island? | |
|Relationships |Who has been influential in the | |
| |development of wind energy in Hawaii? | |
|Analysis |How great a contribution would wind | |
| |energy make in supporting Hawaii to get | |
| |off the grid? | |
|Thematic |What is renewable energy and how does | |
| |wind energy compare with other forms of | |
| |renewable energy sources? | |
|Pros |What are the major benefits for promoting| |
| |wind energy in Hawaii? | |
|Cons |What are the obstacles preventing wind | |
| |energy from becoming Hawaii’s no. 1 | |
| |energy resource? | |
|Categories |What are the other categories of | |
| |alternative energy sources available? | |
|Global |How are other countries using wind | |
| |energy? | |
|Other | | |
SOURCE CHECKLIST
A source is credible when it shows authority, accuracy, bias, currency, reliability, and believability. When reviewing a source, follow the following guidelines.
|Criteria |Source & Notes |
|Authority |Type of Source: _________________________________ |
|Is the site signed by an author? |Documentation: |
|Is the author an expert? | |
|Is there a sponsor? | |
|Is there information about the author or sponsor? |Notes: |
|Hints: | |
|Look for a header or footer showing affiliation, or look on the book’s | |
|title page. | |
|Look at the URL: | |
|Look at the domain: .edu, .com, .ac.uk, .org, .net | |
|Bias | |
|Is it clear who is sponsoring the resource? | |
|Does the resource provide multiple points of view? | |
|Is the information supported by other research? | |
|Does the source use both primary and secondary sources? | |
|Currency | |
|Is the resource dated? | |
|How current are the links? Have some expired or moved? | |
|Coverage | |
|What topics are covered? | |
|What does this source offer that is not found elsewhere? | |
|Is the information valuable? | |
|How in-depth is the material? | |
SOURCE CHECKLIST
A source is credible when it shows authority, accuracy, bias, currency, reliability, and believability. When reviewing a source, follow the following guidelines.
|Criteria |Source & Notes |
|Authority |Type of Source: _________________________________ |
|Is the site signed by an author? |Documentation: |
|Is the author an expert? | |
|Is there a sponsor? | |
|Is there information about the author or sponsor? |Notes: |
|Hints: | |
|Look for a header or footer showing affiliation, or look on the book’s | |
|title page. | |
|Look at the URL: | |
|Look at the domain: .edu, .com, .ac.uk, .org, .net | |
|Bias | |
|Is it clear who is sponsoring the resource? | |
|Does the resource provide multiple points of view? | |
|Is the information supported by other research? | |
|Does the source use both primary and secondary sources? | |
|Currency | |
|Is the resource dated? | |
|How current are the links? Have some expired or moved? | |
|Coverage | |
|What topics are covered? | |
|What does this source offer that is not found elsewhere? | |
|Is the information valuable? | |
|How in-depth is the material? | |
Adapted by Molokai High School 6/14/11
Research Paper
o Rubric
|Elements |4 (+) = Exceeds; WOW |3 (() = Meets; ACCEPTABLE |2 (( -) = Approaches; ALMOST |1 (-) = Well below; NOT YET |
|Requirements: |• All requirements completed |• Requirements completed as |• One part not completed as |• Several requirements not |
|• Title Page |beyond what is expected |assigned, |assigned |completed, not as assigned |
|• Letter of Intent; |• No errors in format or |• Few errors in format and |• Some errors in format and |• Many errors in format and |
|• Outline |content |content |content |content |
|• Bibliography | | | | |
|• 5-8 pages, typed, | | | | |
|double spaced | | | | |
|• 1,000 word minimum | | | | |
|RESOURCES |• Citations are presented in |• Sources cited properly |• Some resources not cited |• No resources cited |
|• Citations |a variety of ways |• Sources documented using |• Several errors in format and |• Many errors in format and |
|• Source page |• Sources formatted with no |correct format |conventions |conventions |
|(bibliography) |errors |• 3 or more types used |• 2 types used |• 1 or no sources used |
|• Minimum of 3 types |• Innovative use of available |• One community resource |• No community resource |• No community resource |
|including 1 community |resources | | | |
|resource/expert |• 3 or more types of resources | | | |
|contributor |successfully used | | | |
| |• One community resource | | | |
|WRITING CONVENTIONS: (in |• No errors in format or |• Few (1-5) errors in format |• Some (6-10) errors in format |• Many (11+) errors in |
|paper) |conventions |and conventions |and conventions |conventions and format |
|• Word choice, usage |• Language precise, vivid; |• Demonstrates sound word |• Functional language, minimal |• Vague language, “tells”; |
|• Sentence structure |details “show’, do not “tell”; |choice; adequate specific, |use of specific words; occasional |sentences short, choppy or |
|• Mechanics |sentences create rhythm; |supporting details; sentences |attempts to “show”; sentences |rambling; errors in grammar, |
| |grammar, spelling, punctuation |vary; grammar, usage, spelling|simple; some errors in grammar, |usage, spelling affect |
| |always correct |generally correct |spelling, punctuation |readability |
|Writing Standards |
|Text Types and Purposes |
|W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
|W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through he effective selection, |
|organization, and analysis of content. |
|Production and Distribution of Writing |
|W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
|W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most |
|significant for a specific purpose and audience. |
|W.6 Use technology including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new|
|arguments or information. |
|Research to Build and Present Knowledge |
|W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden |
|the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
|W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and |
|limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding|
|plagiarism and over reliance on any one source and following a standard format for citation. |
|Range of Writing |
|W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single setting or a day or two) for a |
|range of tasks and purposes. |
|Proficient: Synthesize and cite information, with no significant errors, from multiple sources while maintaining the flow of ideas. |
|Reading: Informational Text |
|Key Ideas and Details |
|RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including |
|determining where the text leaves matters uncertain. |
|Integration of Knowledge and Ideas |
|RI. 7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in |
|order to address a question or solve a problem. |
|Range of Reading and Level of Text Complexity |
|By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently. |
|By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently. |
1,000 word minimum, 5-8 pages, typed, double-spaced, one-sided, 1-inch margins all around, 12 point font (Times, Times New Roman, Courier, New York, Palatino),
o Copies: one to turn in, one for portfolio, (optional) one for consultant/advisor, one for mentor,
• Electronic version also recommended
• Documents saved on Google Docs or other program
o Typed letter of intent
o Outline
o Draft
o Revision(s)
o Content: thesis, essential question, evidence of the problem or issue and possible solutions, original personal research
o Writing Traits:
• Specific details, substantial supporting evidence, credible information, original ideas
• Smooth transitions, introduction, body, and conclusion
• Original thoughts, new learning, discoveries, own words, insights
o Conventions
• Standard English, punctuation, grammar, capitalization
• Word choice, proper usage
• Variety of sentence structures
o Bibliography (resource page): minimum of 3 different types of resources must be used (one must be a community resource/expert contributor*)
o Self Evaluation (see form in this section)
SAMPLE RESEARCH PAPER #1: Exceeds expectations (+)
Something Spiffy
In elementary school, I was frequently asked what I wanted to be when I grew up. I had lots of ideas; first I wanted to be a painter, then an Egyptologist, then an astronaut, and once I even decided that I just wanted to go to school forever. But now I want to be a forensic scientist and am already on my way to becoming one. I began liking science at the beginning of sophomore year in high school when I took Chemistry. I fell in love with science that year, but it wasn’t until my junior year that I became deeply involved init. Now, in my senior year, I want to share what I have learned so far to try to inspire other girls to take the same path I did because women and minorities are under-represented in science, technology, engineering, and math careers and deserve the opportunity to be in these careers just as much as everyone else. If I can get just five girls to say that after seeing my presentation they become interested enough to look further into possibly pursuing a science, technology, engineering, or math career, I’ll have reached my goal.
“According to the Bureau of Labor Statistics for 1998-2008, the five fastest growing occupations are in the information technology field. Yet, national studies and local research have shown that women are significantly under-represented in science, technology, engineering, and math.” (Maui Economic Development Board) The Bureau of Labor Statistics has numerous tables showing the percentages of women and men by age, race, and occupation in the workforce. Once such table shows that in the computer and mathematical occupations 27 percent of the workforce is female, in the architecture and engineering occupations 13.8 percent of the workforce is female, and in the life, physical, and social science occupations 43 percent of the workforce is female. As you can see, women are very under-represented, especially in the computer, mathematical, architecture, and engineering occupations, and something needs to be done to give women more opportunities to be a part of those career areas. As for minorities being under-represented, the Bureau of Labor Statistics states that of all the women working the professional and related occupations, 25 percent are white, 20.7 percent are black or African American, 29.2 percent are Asian, and 14.5 percent are Hispanic or Latino. The Pacific Islanders are part of the ‘other ethnicities’ group, which is the remaining 10.5 percent. Pacific Islanders are among the most under-represented ethnicities, therefore more needs to be done to involve and educate them so that they, too, can have the opportunities to work in some of the fastest growing careers in the world.
Education on the importance of these careers needs to start at an earlier age than it currently is because the demand for specialists is increasing and so is the required level of education, motivation, and critical-thinking ability. The Girls Scouts of the USA and the Advertising Council joined together to encourage young girls to excel in science, technology, engineering, and math because studies show that “… by eighth grade, twice as many boys as girls show interest in science, engineering, and mathematics careers.” (Girl Scouts of the USA) To put this study to the test, surveys were given to four eighth grade science classes at Molokai Middle School asking each student what career he/she would like to go into. The results were that 45.2 percent of boys and 24.3 percent of girls wanted to go into a science, technology, engineering, or math career, which is consistent with the study mentioned in the Girl Scouts of the USA’s booklet. Another statistic to note is that 40.5 percent of girls and only 12.9 percent of boys were unsure of what career they wanted to enter. This means that although girls do not show as much of an interest as boys do in science, technology, engineering, and math careers by the eighth grade, there is still time to expose the girls to these career areas to try to raise their interest in the careers and also to raise the number of women being employed in them.
Recognizing the under-representation of women in science, technology, engineering, and math careers, the Maui Economic Development Board, Inc. created the Women in Technology Project in 2000. It is funded by a grant from the US Department of Labor and received much support from Senator Daniel Inouye, who stressed that everyone in the workforce needs to reach their full potential to insure growth in the economy. The Women in Technology Project’s main mission is “to encourage women and girls and underrepresented groups in Hawaii to pursue science, technology, engineering, and math education and careers.” (Gaskin) Jenilynne Gaskin, the Project Manager, frequently organizes events to raise interest in science, technology, engineering, and math among middle and high school girls. The Women in Technology Project works directly with companies to create job openings for the girls they motivate. Through their efforts, by 2006 the female technical workforce at Maui Research and Technology Park in Kihei, Maui increased to over 25%, which is up from 13% in 2000. (Gaskin)
I’ve had the opportunity twice to take part in events funded by the Women in Technology Project; “Tech Careers: I Am the Future”, which is a job shadow day, and the 2005 Maui Physics Olympics. For the job shadow day approximately 50 high school girls and a few boys were taken to the Maui Research and Technology Park where we learned about careers that involve engineering, exploring, or inventing. We were given a tour of the different research centers such as Monsanto, Boeing, Akimeka, and the Maui High Performance Computing Center. It was a really interesting experience that I recommend for anyone thinking about going into a technology or engineering career. The second event the Women in Technology Project funded was the trip of Molokai High School’s first, and only, physics team to compete at the Physics Olympics held at Ka’ahumanu Mall. Three other girls and I tested our physics knowledge in four tasks to try to out-perform and out-wit more than 10 other Maui schools, and ended up winning second place in the high school division. Had it not been for the Women in Technology Project, we wouldn’t have been able to compete.
I chose to do my senior project in getting more girls interested in science for more than a few reasons, but one big reason is to repay the Women in Technology Project Manager, Jenilynne Gaskin, for all that she has helped me and my school with. Because Molokai High is on its own island, students here don’t get the same opportunities that students on Maui get. I chose to become the advocate of the Women in Technology Project on Molokai to illuminate the opportunities our students can have. Not only could the girls benefit from this project, but because over 80 percent of the students are considered minorities at Molokai Middle School and Molokai High School, everyone can have the opportunity to learn something that could help them advance into a high-paying, rewarding, and respectable career. I truly hope that my actions inspire both girls and minorities to pursue such careers, just as I have been inspired to become a forensic scientist. To see those I have talked to working beside me later on in a science, technology, engineering, or math career that they wouldn’t have entered had it not been for my presentations would be the highest reward of all.
SAMPLE RESEARCH PAPER #2: Meets expectations (()
Diabetes
Did you know that there are 20.8 million children and adults who are diagnosed with diabetes in the Unite States (“All About Diabetes”)? Diabetes is an issue that affects many people, and according to the 1999 Edition of “The World Book Encyclopedia” this disease ranks among the leading causes of death in the United States. (178)
Diabetes is a non-curable, life-long disease that affects a large number of people. According to my survey that I had conducted it confirmed that almost every person who participated in the survey have at lest one person in their family with diabetes. The most number of people with diabetes in his/her family is five. This is a pretty large number considering that hereditary genes contribute to diabetes. The research from my survey that I conducted verified that diabetes is an issue here on the island, especially if one family is capable of having five people with diabetes. My personal research showed that 38.4% said yes they know what diabetes is and gave a correct explanation, 17.4% gave an answer that has nothing to do with diabetes at all, and 47.8% said they don’t know what diabetes is. That research proved that not a lot of people here, especially younger children know what diabetes is. Another question on the survey asked how can they prevent it. The results were that, 35.7% gave a specific way of preventing diabetes such as exercise, healthy eating and doctor visits, the other 64.3% gave either an “I don’t know” or an answer not even pertaining to diabetes such as, “lower your salt intake”. With those results from my survey it concluded that again not a lot of people know how to specifically prevent diabetes. “In Hawaii, Asians and Native Hawaiians aged 20 years or older are 2 times more likely to have diabetes than whites” (National Diabetes Statistics).
So what is diabetes you ask, diabetes is a disease where the pancreas is not able to produce or produces too little insulin, or the body does not know how to properly use insulin produced by the pancreas. Insulin is a hormone produced by special cells in the pancreas. (“The World Book” 178), which breaks down the sugar or glucose we intake through food or drinks. There are two significant types of diabetes, Type 1 and Type 2. Type 1 diabetes is most common in children or young adults; it is often called juvenile-type diabetes. In type 1, the cells in the pancreas that create the insulin are damaged or no longer works. Most people who are infected with type 1 diabetes must take medical insulin manually to maintain sugar levels. Type 2 diabetes is most common among adults and makes up about 90% of all diabetes cases (“Medical Encyclopedia: Diabetes”). In type 2 diabetes, the pancreas does produce insulin but not a sufficient amount to maintain sugar levels in the blood. Insulin may be needed to maintain sugar levels if it cannot be maintained through dieting and exercise. Oral pills are also used to maintain the glucose level.
Diabetes does not happen to everyone because everyone’s body is the different. Although there are some symptoms that people may experience that suggest that they may have diabetes. There are different symptoms for the different types of diabetes. Most of these symptoms are due to high sugar levels in the blood. Most symptoms may not occur in diabetics with type 2 diabetes because type 2 diabetes does not affect the body as quickly or rapidly, but with type 1 diabetes, symptoms commonly happen over a short period. Type 1 diabetes symptoms may include greater thirst, greater urination, rapid weight loss with an increase appetite, fatigue, nausea, and vomiting. Type 2 diabetic symptoms may consist of greater thirst, excessive urination, increased appetite, fatigue, distorted vision, and slow healing sores. There are tests that are performed to check if diabetes is present. A diabetes test is done by checking your blood’s sugar level. Sugar levels are measured in milligrams per deciliter or mg/dL. One test used is called a ‘Fasting blood glucose level’. In this test if the blood’s sugar level is higher than 125 mg/dL twice, diabetes is diagnosed. Blood levels between 100 and 125 mg/dL is called pre-diabetes, which means there is a chance of getting type 2 diabetes and its risk factors (“Glucose Test”). The ‘Fasting blood glucose level’ test is taken after not eating for 6 hours. The second test performed is called ‘Random blood glucose level’. This test is done randomly and without fasting. If the results come back higher than 200 mg/dL and accompanied by the diabetic symptoms, then diabetes is assumed (“Glucose Tolerance Test”). The last test performed is called ‘Oral glucose tolerance test’. In this test glucose is injected into the blood for 3 minutes and the sugar levels are tested at 1 and 3 minutes after injection. Before this test, it is advised to not eat or drink 12 hours prior to the test. If the blood’s sugar level is higher than 200 mg/dL after 2 hours of the glucose injection, then it means that diabetes is present (“Glucose Monitoring”). These tests may need to be taken more than once for them to be accurate.
If not cared for properly diabetes can lead to five major complications. One complication is known as, ‘Diabetic retinopathy’. This is a disease that causes continuous damage to the eye’s retina, and can lead to blindness. Damage is done to the blood vessels of the eye. There are two stages of this disease, one is called, non-proliferative diabetic retinopathy; this stage is less severe and blood vessels in the eye start to leak fluid causing vision to become blurry. The second stage is called, proliferative retinopathy this stage is more advanced and more severe. In this stage new blood vessels begin to grow in the eye and are capable of hemorrhaging, and can cause blindness and scarring of the retina (“Med. Engl.: Diabetic Retinopathy”). Another complication of diabetes is ‘Diabetic neuropathy’ or otherwise known as nerve damage. Nerve damage is a very common complication of diabetes. This is due to hyperglycemia or high blood sugar levels, which results in nerve damage. This can lead to damage to the tissue of the nerves, and can start to effect the entire body, such as feeling in the feet, blood pressure, diarrhea and constipation. Symptoms of this disease may include things such as loss of bladder control, weakness, dizziness, and the drooping of the face. This disease can also cause ulcers on the bottom of the feet. If it’s not taken cared of properly it can result in large holes in the feet. There is no cure for this but you can prevent it from getting worse by controlling sugar levels. Diabetes may also lead to ‘Diabetic nephropathy’ otherwise known as kidney disease, this occurs when the kidney losses its ability to function properly, due to high protein levels in urine (“Med, Encl.: Diabetic nephropathy”). This happens because the kidney doesn’t filter blood as thoroughly as it should anymore. This results in the fact that bad blood is being transported back into the body. This disease could eventually result in kidney failure and death, getting a kidney transplant is possible. “Arteriosclerosis of the extremities’ is another complication of diabetes. This is due to the narrowing of the hardening of arteries that supply the legs and feet (“Med. Encl.: Arteriosclerosis…”). If this condition gets really worse it can result in the losing of limbs due to amputations. And the last complication of diabetes is called, ‘Angina’. This is chest pain due to the lack of blood supply to the heart. This usually occurs over a few minutes after exercising then goes away when at rest. This can lead to heart attack, stroke and sudden death. Each of these complications can be avoided when blood sugar levels are controlled and if healthy eating habits and exercising takes effect.
So how can we, who don’t have diabetes, and those that do have diabetes prevent or maintain this disease. According to the Pacific Diabetes Education Program there are three very important things that need to be followed in order to prevent diabetes or maintain it. The first is ‘Listening to your Physician. Listening to your doctor can benefit you because they know what they are taking about. Everyone should take the advice from their doctors to prevent medical complications. The second is ‘Be Active’. Exercising regularly for at least 30 minutes a day can benefit everyone in the long run. Without regular exercise you can gain excessive amounts of weight which adds to the risk of getting diabetes. As long as you exercise and keep the excessive weight off your risk of getting diabetes is lowered. Exercising or being active helps to burn off sugar naturally rather than just taking medication. Being active can be anything from walking, running, swimming, and even dancing. Anything that gets your body moving will be considered as being active. Eating healthy foods like whole grain, fresh fruits and vegetables, food with no fat, foods with no sugar, and lots of water will help to keep blood sugar levels low and weight off. Foods high in fat and sugar such as chips, cookies, soda, and candy bars may also contribute to diabetes. White rice and white bread should also be avoided because rice and white bread when digested turns to sugar and then the sugar turns to fat.
Diabetes does affect a lot of people in the United States and it does affect many people here in Hawaii. There are lots of people around that don’t know what diabetes is and what it can lead to. Leading them to think they can eat whatever they want and not be healthy. Now we know what diabetes is, what it leads to, and how we can prevent or maintain it. This information can help everyone to live a long and healthy life, diabetes free or diabetes maintained.
SAMPLE RESEARCH PAPER #3 Meets expectations (()
Dementia
For as long as I can remember, my grandpa has struggled with a disease called dementia. I was there when we went through the slow process of taking care of him. At first it was just a few mishaps like forgetting what he had to do or where he put things. My dad had to fly to Kauai once a month to make sure everything was taken care of. He even hired workers to clean my grandpa’s yard. But as soon as my grandpa became steadily worse (and repeatedly fired the yard workers) we had to take action and move him out of his house. That’s when I had to learn the delicate way of handling and communicating with him. It was a hard process for me because I never learned about this disease and I’ve never been around people who had it before. Everything I learned about how to deal with dementia came from experience. Therefore, I hope to use this experience I learned to teach kids around my age how to cope with the things people with dementia do. I want to make sure that high school students know how to recognize people with this disease, and then once they know when a person has dementia, I want them to be able to communicate effectively with them.
Knowledge of how to deal with dementia patients means knowledge of the disease itself. “The 36-Hour Day” written by Nancy L. Mace and Peter V. Rabins describes dementia as a group of disorders that affect the brain and causes mental decline. There are many types of brain diseases that all can lead to a form of dementia. According to the article written by Dr. Glenn Brynes (), more than 50% of the cases of dementia are caused by the Alzheimer’s disease and 10-20% of dementia cases are due to vascular disease or stroke. Alzheimer’s disease affects the brain and causes a steady decline of the memory. This usually results in dementia which is the loss of brain functions such as memory, attention, language and problem-solving. Other brain diseases that can lead to dementia are Huntington disease, Parkinson’s disease, vitamin B12 deficiency, and hypothyroidism. Since dementia is strongly associated with age, it is only natural that as the age of life expectancy rises, so does the chances for getting dementia. The way this disease can be diagnosed is taking the person to see a specialist, or having a doctor issue small tests that ask basic questions that most people would look at as common sense. These tests such as the Abbreviated Mental Test Score (AMTS), Mini Mental State Examination (MMSE), and the clock-drawing test ask simple questions that are related to time, places, repeating of words or phrases, language use and comprehension. Samples of these tests can be found in the book “Alzheimer’s Disease” written by Elwood Cohen.
Some types of disease that cause dementia can be treated, but in most cases, dementia is not curable. Luckily, there are medications that can slow down the process. “Tacrine (Cognex), Donepezil (Aricept), Galantamine (Reminyl), and Rivastigmine (Exelon are all approved by the United States Food and Drug Administration (FDA) for treatment of dementia induced by Alzheimer disease. They may also be useful for other similar diseases causing dementia such as Parkinsons or vascular dementia.” () Aricept is the main pill that we have been giving my grandpa for about seven years. Along with Aricept, he also takes vitamin E (which is supposedly known to help with memory), a daily multiple vitamin (to help get his nutrients since he doesn’t eat right all the time), and a high blood pressure pill.
Dementia doesn’t only affect the person who has it, but it also affects the people around them; particularly the caregivers. As time goes on, daily tasks for the dementia patients will become impossible. For example, they may not remember when to eat, how to dress themselves, how to take a bath, or how to use the bathroom. The most effective way to help dementia patients is to set a daily routine. For example, when my grandpa wakes up in the morning, we allow him to make more coffee (even though there’s still a lot left), we make him breakfast, let him read the newspaper outside, and then make him a sandwich midday. By then, he’s ready to take a nap. After his nap we encourage him to go outside to water the plants. Watering the plants is a simple task that he used to do at our house when his memory was still good so he is comfortable with doing this everyday. Finally, we make his dinner and let him eat it either in his room or outside. He doesn’t eat with us because we found that as his dementia got worse, his ability to socialize and be around people dwindled.
Anyone who has dealt with a dementia patient knows that one of the main habits they have are notes. Post-it notes, journals, and calendars are all classic examples of notes that dementia patients write in to maintain a sense of organization in their mind. A case study done by Debra Mapel showed that her client wrote in every single note that she needed a toilet seat. If you only read the notes, you would think that she is being neglected and nothing is being done about her toilet seat, however, she was given a new toilet seat numerous times, yet she doesn’t remember. It’s in her mind already that she needs a new toilet seat, so she will continue to ask for one probably for the rest of her life.
That brings me to my case study on my grandpa. Understand that every dementia patient has different habits and personalities; these are just two of many different case scenarios. My grandpa constantly writes in his notes about his money. He carries all his coins in his pocket at all times and at night we hear him counting his money over and over. In his notes, he puts down the exact change he has and the exact number of quarters, nickels, dimes and pennies he has. He does this every night with every note that he writes. Another habit he has is asking us out to dinner everyday. This taught me that a characteristic that I had to learn is patience. When I’m asked this everyday from once to five times a day I need to understand that to him, it’s always the first time. Always answer politely a short answer that he can be satisfied with. Common answers I give him are “okay, I’ll ask my dad when he comes home” Or “how about tomorrow?” Both answers leave him satisfied so we can both go about our business and avoid any stressful conversations that’ll aggravate him. One of the most important lessons I learned from my grandpa s to avoid disagreeing with people with dementia. When he used to ask us about going home, we would always tell him he needs to stay here because he can’t take care of himself. Bad idea. You see, in his mind, he is perfectly fine and doesn’t need help. He can’t remember all the bad things that have happened to him or the doctors that have all told him he has dementia. He would throw fits and get extremely angry whenever we told him that he couldn’t go home. We quickly learned to agree with him or tell him we’ll talk about it tomorrow. By tomorrow, he won’t remember he asked.
So with all dementia patients, it’s best to give them an answer that won’t aggravate them. But don’t worry if you do give them a bad answer because you will have many chances to experiment with different answers. When taking care of a dementia patient, it takes some time and trial and errors to figure out exactly how they’ll react to different situations. Again, every person is different but as long as you remain calm around them and create a quiet and controlled environment, taking care of them should run more smoothly.
Living with a dementia patient is different than meeting them for the first time. You might get a heads-up from someone that they have this disease or you might just figure it out after you see the different symptoms like repeating themselves or asking questions. When put in this situation, once again stay calm and try not to confuse them by saying long sentences or speaking too fast. For example, a teammate of mine tried to talk to my grandpa while on one of our trips. She understood that he has a memory problem, but what she didn’t understand was his lack of comprehension. She was very energetic and asked him questions too fast and too soon. He sat and looked at her with a confused look on his face because he couldn’t understand what she was asking. Luckily, he’s a humorous man who simply told her to stop talking so fast and speak clearly. Not all dementia patients will be this simple; some might react badly to the new situation. What people need to do around patients with dementia is to ask simple questions or use answers with simple sentences. Speak clearly and slowly because since they are old, their hearing might also be impaired.
Dealing with people who have dementia is a difficult task that takes a lot of time and energy on the caretaker’s part, but once you have a routine down and understand what they’re going through, then you’ll have an easier time coping. As long as you remember to just be simple around them and keep them from getting aggravated.
But teaching kids to understand this disease and the people who have it, I hope to ease the intimidating situation people face with communicating with them. I’ve learned many things about dealing with dementia via my grandpa that I feel I am well prepared to deal with them in my career path of physical therapy. So by teaching what I know to a health core class, hopefully it’ll help them in their future careers since it’s inevitable that they’ll have to meet people with dementia.
SAMPLE RESEARCH PAPER #4 Does not meet expectations (()
Research Paper
The game of volleyball was originally called mintonette and was invented in 1895 by William G. Morgan. Morgan, who was a graduate of the Springfield College of the YMCA, designed the game to be a combination of basketball, baseball, tennis and handball. The first volleyball net was borrowed from tennis and was only 6’6” high compared to the now 8-foot nets.
The new age offensive style of setting and spiking first was shown in the Philippines in 1916. Over the years it was obvious that standard rules were going to be needed, therefore the USVBA (United States Volleyball Association) was formed in 1928.
Two years later, in 1930, the first 2-man beach volleyball game was played, which would eventually lead to the first professional games much later. Not surprisingly, the first beach volleyball association appeared in California in 1965 and the professional players came together as the AVP (American Volleyball Professionals) in 1983.
Eventually, of course, the sport of volleyball became a competitive sport in college and later it became more organized with organizing teams, playing within specific conferences, and eventually having one big show for all the marbles in a tournament form. But who would play on the teams? How would they be picked? With the intense competitiveness of the collegiate level of play, a standard for getting the vest players to win slowly staggered itself into some kind of form and eventually what it is today. Colleges used techniques that they had used for other sports; football, basketball, etc. Recruters would play a big role as with other sports, watching upcoming prospects and evaluating players all over the nation. And of course, with volleyball being a wide international sport, international prospects were also scouted and recruited by college scouts. Another method that colleges recruited players was through the prospect him/herself accually going to the college. expressing their interest in playing. As time went on, this too developed standard procedures and when video capabilities became available athletes would send in videos of themselves either personally made or made by a special recruiting tape company. Colleges now receive around 300-350 tapes and inquires p/year depending on the school.
Making the tape shouldn’t be too hard and should only take about a week to make. The introduction should have the person the tape is showcasing introduce him/herself, their name, their school, their graduation year, and what the video will show as far as the specific skills and in what order. Typically the first skill should be passing/digging. It should show the person passing floater serves and spinning serves. It should also show the person digging the big hit with her arms and hands. This section should be no more than 5 minutes. (Obviously, if the person is a really awesome hitter, who cares if he/she can pass. Remember that the video is based on the players skills.)
The video should then show the serve. He/she should serve to location. Unless the player has a great monster spinning serve or awesome jump serve the video should show a floater. If the player has a good serve, definitely show the coach. Do not show the coach a jumper that you have not control over. This section should be no more than 2 minutes.
The next section is hitting. It should show him/her hitting high outside, low middle (if they can), high back sets, shoots, back row sets, and hitting the overpass. They need to also show off their off speed shots (tips, slams, roll shots, etc) during this part. This should be about 3 minutes.
At this time, you may have been in the gym for 2 hours just for 10 minutes of tape. If the athlete is feeling good, continue, but if not, just come back another day and finish. It is alright with the college coaches.
Next up is setting. (If the person is a setter, setting should go before the hitting.) The athlete must show their complete package; being able to set low outside, high outside, middle sets, back sets, backrow sets, setting with the arms, making the set on the run, jump setting, dumping, etc. If the athlete isn’t a setter, still show the college coach as much of this as he/she can adequately do. Setters should do 3 minutes. Non-setters should just go 1 minute.
Blocking is the next skill. Fundamentals are important. Show good footwork, penetration, etc. If the athlete doesn’t have a great vertical jumping ability, you shouldn’t include blocking at all. This should last about 1 minute.
Lastly is the game play footage. The athlete needs to be clearly visible on the tape or it is pretty much useless. Therefore, when recording a game, make sure that you get clear game tape, with his/her number clearly visible. The game tape shouldn’t be longer than 5 minutes. Sometimes the parents zoom in on their sons/daughters so that college coaches can see the players spirit and teamness. This is a good idea but no more than 1 minute.
Remember, videotape production doesn’t need to be expensive, time consuming, or difficult. If you think part of the video may be confusing, you could possible include a “voice over guide”. Make sure that when taping any skill, show the flight of the ball as it comes to him/her and show where the ball lands. If the athlete cannot do a skill, whether it be jump serving, jump setting, etc., do not experiment with it on the college video. Also make sure not to use music, captions, fireworks, etc. in the video it is not needed. College coaches want good students, good athletes, and good attitudes. They are looking at the athlete and not the flashieness of their video. Also make sure to have the original kept in a safe place. Make as many copies as you need. Send copies to as many schools as you want. Some will say “Thanks” while some will say nothing. Contact the school the athlete wants to go to. It they have their heart set on one particular school, contact them once a week until you get a definitive answer. Some schools will keep leading you on. Press for an answer.
Videos should start being sent whenever the athlete is skilled enough to make it worth the college coaches’ time. If he/she is interested in a DI or DII scholarship, this should be spring of his/her junior year at the latest. If they want to play for a smaller school, then you can usually take your time, as those schools will take a quality athlete nearly anytime, allot of times even after the deadline for applications for the next fall have expired.
What you need:
• A good video camera – digital cameras make transition to DVDs that much easier
• A step-latter
• A tripod for the camera
• A person to help feed the balls
• A person to run the camera
• A good computer for editing…Microsoft media software is good enough and free.
• A Volleyball Court – Ask the school, they usually will help out
• Volleyballs
• Lighting…consider using a garage floor lamp from your hardware store.
SAMPLE RESEARCH PAPER #5: Does not meet expectations (()
CIGARETTE SMOKING
The best way to quit smoking is to never start. Cigarette smoking today taken by people taken more seriously than ever before, the laws today prohibit people from smoking in pub[l]ic areas, even in the restaurants and bars. It is a health hazard for everyone, even though we think that smoking cigarettes are bad for our health we still decide to smoke. There are lots of questions why people of today still smoke cigarettes, as of today a lot of teenagers get involved and develop some bad habits. They are to young to ruin their health, they should be engaging I sports activities instead. A question came to my mind about helping teenagers today: “How can I prevent young teenagers from smoking cigarettes?”.
Most smokers begin to smoke as teenagers, everyday 3,000 American youth start smoking. The best way to prevent a youngster from smoking is to have parents who don’t smoke. If parents and friends smoke then there is a greater chance that a child will end up being a smoker during sometime in their life. There is something in cigarettes that makes people addicted to it and it is called “Nicotine”, nicotine is carried by tar that begins to feed the cycle of addiction, nicotine is so toxic that a person would die if the amount nicotine found in two cigarettes was injected into his or her blood. Within seven seconds of inhaling on a cigarette, the nicotine reaches your brain then your heartbeat and breathing goes up to another level then your blood vessels constrict, or it is difficult for blood to flow through the body. It causes not just cancer but other health problems, one stick of cigarette contains more than 4,000 toxic substances that people sniff and inhale. If you smoke more than once and you start smoking at an early age you are guaranteed that your lungs will get infected and it will be damaged. This is some of the sickness and illnesses that a person can suffer from smoking: “heart disease, aneurysm, bronchitis, emphysema, strokes, and this contributes to severity of pneumonia and asthma. For those pregnant women who smoke can damage their reproductive health like for example reduce fertility, have higher risk of miscarriage, early delivery prematurely, infant death, cause of low birth weight in infants, and causer of sudden infant death syndrome or also know as (SIDS). Another health hazard of smoking is second-hand smoke, the smoke from other peoples cigarettes can harm the health of a non-smoker, second-hand smoke for children can be more sever than adults because their lungs are still developing, and they breath faster than adults do. About 3,000 non-smokers die each year from lung cancer caused by second-hand smoke.
The cost of cigarettes keep going up and people cannot afford it, I think in the future it will be a bad habit because it will affect your health and it cost too much money. Why don’t people user their money to provide a meal for the family, donate the money to charity, use the money for themselves or just leave the money in the bank or in your pocket? The tobacco companies will only target the youth on expensive advertisements just to get kids to start smoking, and to get your money.
Today there are many ways to help a person quit smoking. They can take medications, use the nicotine patch, and even attend classes, you could also get professional help. If a person who smokes intends to quit but cannot do it, they should go to their doctor or counselor and talk to him or her. First of all, if you smoke more than one cigarette a day you should slowly decrease the amount of cigarette you smoke a day and eventually you’ll stop smoking. Another way is to set a quit date, once you quit don’t smoke not even a drag or a puff, the benefits of quitting is that you will prolong your life, reduce the risk of disease, feel healthier, look better, improvement of your scence and saves your money. You can also change this bad habit into something else, for example, focus on your job or if you have one then you should engage in sports activities like weightlifting, running, basketball, softball, baseball bicycling, hunting, fishing and any kind of hobbie that a person is in to. If you can’t do it yourself and need someone to help guide you, you can use the hotline and ask some information and hopefully it will help you.
In conclusion, the prevention of cigarette smoking by teenagers must continue. It will definitely prolong teenager’s life. Laws banning cigarette smoking in public place have been activated. With the continued advertising of the prevention of cigarette smoking by teenagers, the possibilities of teenagers understanding the negative aspect of cigarette smoking and refraining from smoking completely may become a reality. I believe in the future it will diminish and people will smoke less because of the strict laws and rising prices, but for most of all people will become more aware of it’s hazardous consequences to the human body, their overall health and well-being.
SAMPLE BIBLIOGRAPHY #1: Meets expectations (()
BIBLIOGRAPHY
Breakin’ vs. Krumping. Kokie Nassim, director-producer. Audustry Home Entertainment, 2005.
Colburn, Hannah. Personal Interview, January 2, 2007.
“Hip-hop Culture.” Online, Internet. . Org/wiki/Hip_hop_culture. Accessed; February 6, 2007.
“Hip hop: Today’s Civil Rights Movement.” Online, Internet. . Accessed February 8, 2007.
Lee, Lily. Personal Interview, January 2, 2007.
Okazaki, David. Personal Interview, January 4, 2007.
Spiritual Warfare, Krump Kings. Kokie Nassim, director-producer. Audustry Home Entertainment, 2005.
Styles of Krump, Krump Kings. Kokie Nassim, director-producer. Audustry Home Entertainment, 2005.
Wahita, Officer. Personal Interview, January 2, 2007.
SAMPLE BIBLIOGRAPHY #2: Does not meet expectations (()
BIBLIORGAPHY
American Nonsmokers’ Rights foundation (ANRF). 2007. Smoking Law Status in Major U.S. Travel Destination. Retrieved February 21m, 2007, from
Child and Teen Tobacco Use. (n.d.) Retrieved February 21, 2007, from
Iannelli, M.D., V. (n.d.) Teens and Cigarette Smoking. Retrieved February 21, 2007, from http:/pediatrics.teenagers/a/teens_smoking.thm
SAMPLE TITLE PAGE
BODY IMAGE AND MEDIA’S MESSAGE
“How can I help younger girls overcome a negative body image?”
My target audience will be Kaunakakai Elementary School fifth grade girls.
My action will be to present to the Kaunakakai Elementary School fifth grade girls about how to cope with bodily changes and media influence on body image.
Xxxxxxx Xxxxxx
Period X
Friday, Xxxx 1, 20xx
Senior Inquiry Project Outline
Body Image & Media Influence
(Name) xxxxxxxxxx
I. Introduction
a. Personal Observations
b. Why we need action
c. Motivations
II. In the community
a. Lack of health education and awareness
b. Opinions of parents versus children (personal interviews)
c. Social and cultural norms
i. Teen pregnancy
ii. Dating well above age group
III. Body Image
a. General History
i. Female gender expectations
ii. Timeline of changes in social views (1800’s-Today)
b. Statistics
i. Adolescent/pre-teen dieting
ii. Eating disorders
iii. Psychological studies
c. “Body Drama”
i. Body Dysmorphic disorder
d. Appropriate time to learn
e. Outside influences/Causes
i. Family
ii. Friends
iii. American/Molokai Society
f. Effects
i. Provocative Clothing
ii. Self-conscious, low self-esteem
iii. Risky sexual behavior
iv. Unwilling to bond/communicate with other females
IV. The Media Message
a. Power and Control over young girls
b. Unrealistic role expectations
c. Definition of “beauty”
d. Toys
i. The Barbie Doll
ii. Unrealistic features
e. Television
i. Tween market
ii. Disney Channel (extreme emphasis on Hannah Montana)
f. Internet/Magazine Images
i. Model behavior
ii. Looking “grown up”
iii. Modified pictures
g. Music
i. Music videos
ii. Repeating lyrics but not understanding
h. Parental control
V. What has been done
a. How I look journal
b. Parent involvement
c. Celebrities fighting back
d. True beauty campaigns
i. Dove commercials/campaign
ii. “The Body Project”
iii. TV show, “How to Look Good Naked”
VI. How to help/Taking Action
a. Education/awareness on bodily changes
b. Counteract cultural myths and popular beliefs
c. How to deal and cope
d. Safe place for girls to be open and bond through common issues
VII. Conclusion
a. Action
b. Meeting the standards
c. Intended results/expectations
Senior Project Paper: Body Image and Media’s Message
xxxxxxxxxxx
3/29/0x
In such a close community, many would say that everybody seems to be comfortable with their bodies. However, this is not the case, especially with females. The influence of society and media on body image has resulted in a nationwide backlash of little girls dieting dangerously and engaging in risky sexual behavior; this epidemic has also reached the youth of Molokai. It is nearly impossible to roam the island without seeing a teen mother or a child exposing her midriff, thinking it’s “cool” because she saw someone on television doing the same thing. As soon as I observed my ten-year-old sister claim she was “fat” and want to go on a diet, I decided to take action. It is imperative that the young females of Molokai gain self-confidence in themselves and awareness of the misleading subliminal messages the media sends out.
Based on personal interviews of three mothers and their pre-pubescent daughters living on Molokai, the media and lack of parental control are to blame for this outrageous behavior that has now become socially acceptable. This is the problem; parents aren’t taking responsibility for what their daughters are exposed to and these girls they have already had sexual experiences past their maturity level. Patricia Hammond, parent of a 6th grade female, supported this by exclaiming how a family friend’s young daughter was never given guidance or rules to abide by, and has already made numerous visits to the Women’s Health Center for birth control among other things. Besides the typical health education class on drugs and puberty, not much else is being taught about what to do with their feelings toward their body (sexual education has not been provided at Kaunakakai School since my 5th grade year). So when no one else will provide answers, the three young girls I interviewed stated that they would turn to television, the internet, or friends. Luckily, the parents of the girls are extremely open and take the time to explain any “girl issues”-sometimes without even being asked- which provides the girls with more than enough information to make smart decisions with their bodies.
It is common knowledge that puberty and adolescence are an extremely confusing time. Members of the opposite sex begin to pay more attention to each other and girls are often ashamed to discuss the fact that they are wearing a bra or need to use the bathroom due to monthly menstruation. How can one group of girls be so embarrassed by natural bodily functions, yet others are completely uninhibited to talk about sex or to wear exposing clothing? Counselor Erin Raguindin claims, “Early developing girls claim an invisible superiority over the “late-bloomers” and the self-esteem issues begin.” Puberty is a time of many changes, one of those changes is the development of breasts. Many teenagers worry about their breasts developing late, which becomes a source of anxiety and stress. For many girls, seeing their breasts grow makes them feel embarrassed and uncomfortable, making them not want to undress in front of other girls, or even their own mom. By age 13, 53% of American girls are unhappy with their bodies; but by age 17, 78% are dissatisfied. By far the majority of adult women in the United States are not happy with their breasts and over 200,000 in 2002 chose breast implants. (Brown) Media always depicts breasts as something guys “supposedly” want to see and our society agrees. However, things are different in many other countries and cultures like Africa or India, where breasts are like elbows or ankles to us: just a body part that everybody has.
But how did this all start? Over the past century, expectations of how women are supposed to look and act have changed drastically. Parents refused to talk to their daughters about puberty and sexuality; as society claimed it to be taboo. Helen Kennedy’s study of Boston High School girls in 1895 revealed that 60 percent were ignorant at the time of menarche and over 25 percent of college women were totally unprepared. (Wolf) Today, there is no escaping the “sex talk” whether it comes from your parents or not. What eventually stemmed from this openness was an outbreak of myths; from the cure to menstrual cramps to effective birth control. When men dominated society, women were only interesting when they were only physically appealing. My little sister revealed to me that her female friends don’t like to be smarter than the boys because then “the boys wouldn’t like them”. American and Hawaiian society often stereotypes women to fit the myth by categorizing; women are allowed a mind or body, but not both.
How exactly have these expectations affected females? Studies already show that 80% of 10 year-old girls have dieted and the number is rising. The ultimate wish for girls ages 11-17 is to be thinner, and girls as young as five have fears of getting fat. (Mind on the Media) This statistic alone affected my decision to target girls of this age; 5th grade being a crucial time of vulnerability as they walk the thin line between childhood and womanhood. A major issue youth today has been facing is the onset of eating disorders. One young girl I interviewed was teased for being “too skinny” by other girls- who were most likely insecure with themselves-and came home crying. Anorexia nervosa has the highest premature fatality rate of any mental illness. The average age of sufferers is dropping rapidly, especially among girls ages 11-13.() On Molokai, many believe eating disorders aren’t a problem, but when I talked to girls in high-school, they revealed “everyone knows someone with an eating disorder at Molokai High, they just don’t know it”. Mrs. Raguindin stated she has also dealt with young girls expressing desperation to maintain an “acceptable” weight. Fact or opinion, this is a disturbing concept: our island has become a part of the statistic.
Girls need to face reality: today’s fashion models weigh 23% less than the average female and a young woman has about a 7% chance of being as slim as a runway model and a 1% chance of being as thin as a supermodel. Still, 69% of girls said that magazine models influence their idea of the perfect body. This body image is working its way to younger generations and becoming distorted: 75% of “normal” weight women believe they are overweight and 90% of women overestimate their body size. (Konrad) These beliefs are having devastating effects on young girls who dress to make themselves feel better when society’s definition of beauty will not.
Obviously, media’s message has the greatest control over young girls these days. Naturally, females have the tendency to compare themselves to each other in search of reassurance by these invisible standards. In such a small town, there is little for children on Molokai to do except play sports and watch uncensored television. Of the roughly 14,000 references to sex a teen would see on TV each year, only a small fraction (165) will include any reference to abstinence, birth control, or sexually transmitted disease. By the time a woman is 17 years old, she has received over 250,000 commercial messages through the media; only 9% of them having a direct statement about beauty.(American Academy of Pediatrics, 2001) During each of the interviews and preliminary research exercises I conducted with 5th grade girls of Kaunakakai Elementary, Hannah Montana was mentioned.. Hannah Montana is an increasingly popular Disney Channel star who wears flashy clothing, sings, and has worked her way into every pre-teen household in America. The actress who plays Hannah Montana is Miley Cyrus and she is only 16-years-old. She has recently caused controversy by posing half-nude in a magazine. She apologized but the damage had already been done; millions of loyal fans had immediately got the impression that wearing no clothing was encouraged.
Another concept I found to be alarming was of race and ethnicity and how it played a role in female attractiveness. Although I was convinced Hawaii was accepting of its many ethnicities, girls still think being too dark or too white is “ugly”. In an early activity with the 5th graders, one commented that skin that was too dark and hair that was too frizzy was considered unattractive. A 1997 advertising study showed that white women in roughly 62% of ads were “scantily clad”, in bikinis, underwear, etc, while the same was true for 53% of black women. (S. Plous and D. Neptune, 1997). Obviously these girls are seeing more than they are able to process and understand; which is why the guidance of a parent or other female figure is important.
On the national level, beauty campaigns have been protesting against advertisements that hurt a girl’s self-esteem. Examples include the Dove Beauty Campaign, which exhibits many in-depth investigations in society and its effect on the female population. Another campaign that began in 2001 called the “Body Project” has captured the interest of over 1000 high-school students: it educates students on media literacy and how to fight its image of beauty. (Gupta)
Despite all this, nothing is being done in the local community to reach our youth. They need education and awareness on what is happening to their bodies, and to counteract cultural myths and popular beliefs on what beauty really is. Girls need someone to communicate with, if not their parents, then peers who are experiencing the same issues they are. This is why I have chosen to do my senior project on body image and media influence; to reach girls at the age when their minds can still be influenced by positive enforcement instead of negative images. The objective is to create a welcoming and comfortable environment for girls to talk about common body issues and learn how to cope with the new changes and prejudices of society. Hopefully a similar program will be implemented into the 5th grade curriculum each year and have a continuous lasting effect. My expectations and hopes are that these girls and their parents will acquire a greater understanding of media messages, comfort in their own skin, and a bond with their female peers who will undergo the same struggles. After all, we are real girls with real body issues; my mission is to provide real answers.
Bibliography/Sources
Brown, Mary D.. “Breasts and Body Image in Puberty.” Female Intelligence Agency 2008. . Accessed; October 5, 2008
Brumberg, Joan Jacobs. The Body Project: An Intimate History of American Girls. New York: Vintage Books, 1997.
Chow, Hikilii. Personal Interview. 14 October 2008
Dellheim, Molly, Nan. “About Us.” How I Look Journal 2007. . Accessed; September 2, 2008
“Eating Disorders: Body Image and Advertising.” Eating Disorders Community April 25, 2000 . Accessed; October 10, 2008
Gupta, Sanjay. “Taking On the Thin Ideal.” TIME June 09 2008: 50.
Hammond, Patricia. Personal Interview. 09 October 2008
Konrad, Erin. “Body Image in Advertising.” 2008. Accessed;November 23, 2008
Luscombe, Belinda. “The Truth About Teen Girls.” TIME September 22 2008: 66-69.
Madani, Laurie. Personal Interview. 07 October 2008
Madani, Oceana. Personal Interview. 07 October 2008
McGuire, Christiane. Personal Interview. 20 October 2008
McGuire, Michelle. Personal Interview. 20 October 2008
Plous and Neptune, Racial and Gender Biases in Magazine Advertising, 1997, Psychology of Womens’ Quarterly.
Raguindin, Erin. Kaunakakai Elementary School Counselor. Personal Interview. 22 August 2008
Redd, Nancy Amanda. Body Drama. New York: Gotham Books, 2008.
Villarosa, Linda. “The Wonders Down Under.” The Root Feb 6, 2008. . Accessed; November 14, 2008
Wolf, Naomi. The Beauty Myth. New York: Harper Perennial, 2002.
RESEARCH PAPER SELF EVALUATION
Name Xxxxxxx Xxxxxx
Period 7
Date 3/2x/xx
1. Explain three interesting ideas or facts you learned about your research topic.
a. I learned how truly dangerous the behavior of young girls today really is and what steps have been taken to prevent it.
b. Eating disorders are more common than people believe, especially on Molokai.
c. Although society seems to be the center of blame for this problem, many believe it is the parents who are ultimately responsible.
2. If you were to write your paper over, what would you change and why?
If I were to write my paper over, I would change very little except include more statistics to support my formulated opinions. This would make my paper more convincing. I would have also tried to gather more Molokai-based facts and include them in my paper.
3. Who or what helped you the most when you were writing your paper? How?
What helped me most when writing my paper was the motivation and passion for my topic. I really enjoyed having the opportunity to express myself and didn’t give up on writing until I made my point.
4. What was the biggest problem related to researching or writing your paper you had to solve? What was the solution?
My biggest problem was sifting through the research to find relevant information that would make my paper “flow”. It was difficult to center in on one specific area because my topic is so general and could go in any direction. This was why my paper was initially so long and having to shorten it was a problem. Eventually, I tried to use only key information that I knew would support my action and the young girls of Molokai.
5. What helpful and realistic tip or bit of advice would you give someone who is going to be writing his/her senior project paper next year? Why?
Someone who is writing their senior project paper must not procrastinate and start research as soon as possible. Also, those who aren’t strong writers should use all possible sources efficiently. This would include asking your advisor and mentor to double-check and help evaluate your drafts.
6. What aspect(s) of your paper makes you feel most satisfied or proud?
I am proud of how much I was able to learn from something I thought I already knew about. I also take pride in the fact I was able to organize my research into a well thought-out paper that fully reflects my voice and ideas, while still representing the facts.
RESEARCH PAPER SELF EVALUATION
Name _____________________________________ Period _________ Date _____________________
Copy these questions. Answer the questions thoroughly in sentences. Attach this evaluation to the typed research paper revision.
1. Explain three interesting ideas or facts you learned about your research topic.
2. If you were to write your paper over, what would you change and why?
3. Who or what helped you the most when you were writing your paper? How?
4. What was the biggest problem related to researching or writing your paper you had to solve? What was the solution?
5. What helpful and realistic tip or bit of advice would you give someone who is going to be writing his/her senior project paper next year? Why?
6. What aspect(s) of your paper makes you feel most satisfied or proud?
Community Service Action
o Rubric
|Elements |4 (+) = Exceeds; WOW |3 (√) = Meets; ACCEPTABLE |2 (( -) = Approaches; ALMOST |1 (-) = Well below; NOT YET |
|Requirements: |• All requirements completed beyond |Requirements completed as |One part not completed as |Several requirements not |
|Letter of Intent |what is expected |assigned, |assigned; |completed, not correct, not |
|Action Plan | | | |as assigned |
|Verification of Completion | | | | |
|Completed on time | | | | |
|Learning Journal | | | | |
|Reflection | | | | |
|ACTION PROJECT: |• Evidence that identified target |• Evidence that information was |• Some evidence of sharing |• Information presented |
|• Target audience clearly |audience was engaged and curious |shared with identified target |with target audience |incomplete; |
|identified |• Evidence of interaction with and |audience; |• Some impact on audience |• Shows little/no evidence |
|• Evidence of sharing and |profound impact on target audience; |• Evidence of impact on audience|• Somewhat of a stretch |of sharing with or impact on |
|making a difference with |• Definite learning stretch beyond |• Clearly a learning stretch |• Some documentation of |audience, or learning stretch|
|target audience |expectations |• Documentation of sources used |sources |• Little or no documentation|
| |• Clear documentation of sources used| | | |
|Writing Standards |
|Text Types and Purposes |
|W.2 Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information|
|and examples appropriate to the audience knowledge of the topic. |
Completed Action Plan Form
Completed Verification of Action Completed Form
Completed Reflection
o Requirements for all options:
• Service learning with a specific target audience is required for any option chosen
• Concrete and visible impact in the school or the community
• Students devote at least 50 hours to the action activity, including the planning, organizing, and service
• Relevant to essential question and project thesis
• Rigorous and genuinely connected to curriculum content, standards, benchmarks, and general learning outcomes
• Demonstrates what has been learned by the act of doing something
• Produces some tangible evidence that applies knowledge gained during the research phase, demonstrates a “learning stretch” beyond what is learned in class
• Must be done on the student’s own time and will require advisement utilizing a community contact who serves as a subject matter expert
o Select one of three options:
• Career Focus—Job Shadowing/Mentoring: work with a community mentor, one on one, in a specific area related to the student’s desired goals and interest
• Personal Interest Product and Action
o Performance-based: execution of authentic skill, talent and/or ability. Include music, dance, art, drama, writing, displays, demonstrations, coaching
o Problem-based: begins with a problem or issue, come up with solutions. Thesis is developed from possible solutions and acted on. For example: topic in class can lead to persuading the legislature to pass legislation, scientific research can lead to study and impact a recognized problem in the community
o Mini Presentation of work completed so far, 3-5 minutes, visual/technology optional
SENIOR INQUIRY PROJECT SERVICE ACTION PLAN
FIVE COPIES: One to each: portfolio, senior project coordinator, project consultant, community mentor, and service action evaluator
Student name: Date:
|What action is planned? |
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|When will this action take place: |
|Date(s) |
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|Time(s) |
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|How long will it take to do it? (Weeks, days, hours, etc.) |
|Where will this action take place? |
|Who will be the participants? What will the participants learn? |
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|What evidence will be collected? How will this evidence be collected? How will this evidence be measured? |
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|Senior Project Action Evaluator: I have read and approve this action plan. I agree to supervise this action project and provide verification and evaluation |
|after the action is completed. |
|Print name___________________________________________________ |
|Signature____________________________________________________ |
|Title/position_________________________________________________ |
|Date________________________________________________________ |
SENIOR INQUIRY PROJECT VERIFICATION OF ACTION COMPLETED
Student name:
|Summary of action completed (Student fills out this portion) |
|What did you do? |
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|Date Time: |Date Time: |
|Date Time: |Date Time |
|Date Time: |Date Time: |
|Date Time: |Date Time: |
|How long did it take? (Weeks, days, hours, etc.) |
|Where: |
|What was the result of the action? (Attach evidence) |
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|SENIOR INQUIRY ACTION PROJECT EVALUATOR: |
|This is to verify that _________________________________________ planned, organized, and carried out his/her action as specified in the senior inquiry action |
|project plan. |
|Print name |Title/position |
|Signature |Date |
|What went well? |What could have been improved? |
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VERIFICATION OF PARTICIPATION (continued)
|List of participants: (Make copies of this page as necessary) |
|Print name |Signature |
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Service Action REFLECTION
1. Give three examples of how you feel you made an impact on your target audience. Describe and explain what your impact was.
2. What obstacles did you face in implementing or completing your service action as planned? How did you solve your problems?
3. With which aspects of your service action are you most proud or satisfied? Explain.
4. Who or what helped you the most to fulfill your service action plan?
5. How could you have made this action better?
6. What is the best advice you could give an underclassman preparing his/her service project?
Presentation (CLASS and Panel)
o Rubric
|Elements |4 (+) = Exceeds; WOW |3 (() = Meets; ACCEPTABLE |2 (( -) = Approaches; ALMOST |1 (-) = Well below; NOT YET|
|TIME MANAGEMENT |• Adheres to time constraints, |• Adheres to time constraints |• Does not adhere to time |• Does not adhere to time |
|10-15 minute presentation, |clearly aware | |constraints (< 10 min. or > |constraints (< 5 min. or > |
|3-minute question/answer | | |15 min.) |20 min.) |
|REFLECTION OF LEARNING: |• Essential question (purpose), |• Essential question, goals, |• Essential elements |• Incomplete explanation |
|• Original work, Goal/essential |goals and thesis fulfilled beyond |thesis explained |mentioned, |of project, |
|question, process, difficulties |expectations |• Learning completely |• Some evidence of learning |• Little or no learning |
|overcome, |• Learning clearly, thoroughly |explained through data, |• Little personal research |displayed |
|• Resources |explained /displayed using data, |evidence, contents, process |• Some resources not |• No personal research |
|• Personal research |contents, and process |• Personal research evident |acknowledged |• No resources cited |
|• New information |• Personal research clearly |• All resources acknowledged |• Some/Little impact on self |• No impact on self |
|• New/improved skills |evident |• Noticeable impact on self, |•Ideas flow in somewhat |• Illogical flow or ideas,|
|• Self learning |• Resources clearly credited |skills |logical order, weak, |details sparse, no clear |
| |• Profound impact on self, skills|•Ideas flow logically, clear |scattered, somewhat hard to |beginning, middle, or end |
| |•Ideas flow logically, |introduction, body, conclusion |follow | |
| |substantial, relevant, reveal | | | |
| |passion, insight | | | |
|ACTION PROJECT: |• Evidence that identified target|• Evidence that information |• Target audience not clear |• Information presented |
|• Target audience clearly |audience was engaged and curious |was shared with identified |• Some evidence of sharing |incomplete; |
|identified |• Evidence of interaction with |target audience; |with target audience |• Unidentified target |
|• Evidence of sharing and making|and profound impact on target |• Evidence of impact on |• Some impact on audience |audience |
|a difference with target audience|audience; |audience |• Somewhat of a stretch |• Shows little/no evidence|
|• Evidence of learning stretch |• Definite learning stretch |• Clearly a learning stretch |• Some documentation of |of sharing with or impact |
| |beyond expectations |• Documentation of sources |sources |on audience, or learning |
| |• Clear documentation of sources |used | |stretch |
| |used | | |• Little or no |
| | | | |documentation |
|QUALITY PRODUCT |• Extremely eye catching; |• Eye catching, colorful; |• Somewhat colorful; |• Little color, |
|• Multi media, Visual display, |organized; |• Generally neat, organized |• Neatness, organization |unattractive |
|technology |• Readable; |• Readable |attempted |• Unorganized |
| |• Creatively displayed |• Honest effort clearly |• Mostly readable |• Mostly unreadable |
| |• Tangible and concrete product |evident |• Some effort evident |• Little or no effort |
| |• Use of technology enhances |• Use of technology |• Technology somewhat |• Fails to use technology,|
| |presentation |complements presentation |complements the presentation |use detracts from overall |
| |• No grammatical, usage, mechanics|• Background, text enhance |• Some grammatical, usage, |effectiveness of |
| |errors |visual |mechanics errors |presentation |
| | |• No grammatical, usage, | |• Many grammatical, usage, |
| | |mechanics errors | |mechanics errors |
|Oral communication CONVENTIONS: |• No errors in format or oral |• Few errors in format and |• Some errors in format and |• Many errors in format |
|• Verbal: volume, clarity, |communication conventions: very |oral communication conventions:|oral communication |and oral communication |
|expression, standard English |effective use of verbal and non |effective use of verbal and |conventions: somewhat |conventions; not effective |
|• Non-verbal: posture, eye |verbal cues, no “ums”, exceptional|nonverbal cues, appropriate use|effective use of verbal and |use of verbal and non |
|contact, facial expression, |and appropriate use of language & |of language and transitions |non verbal cues, mostly |verbal cues, |
|gestures, demeanor |transitions |• Presenter holds peer |appropriate use of language &|• Presenter does not engage|
| |• Presenter’s demeanor lively & |audience and guest evaluators’ |transitions |peer audience and guest |
| |poised, captures peer audience & |attention for entire |• Presenter able to get peer |evaluators |
| |guest evaluators’ attention |presentation |audience and guest evaluators|• Details sparse |
| | | |to listen, but loses some |• No clear beginning, |
| | | | |middle or end |
|DELIVERY |Very professional, business-like |Professional, job interview |Somewhat professional attire,|Not professional, clothes |
|Appearance |attire, clothes very neat and |ready attire, clothes neat and |clothes somewhat neat & |inappropriate, not groomed |
|Courtesy |appropriate, very well groomed |appropriate, well groomed |appropriate, “casual”, |No greeting or introduction|
| |Polite greeting and introduction |Polite greeting and |somewhat groomed |“T-shirt, shorts, slippers”|
| | |introduction |Incomplete greeting and/or |Gum chewing |
| | |“Collared shirt, slacks, shoes,|introduction | |
| | |coordinated outfit, |“Jeans, short skirts, tight | |
| | |conservative dress” |dresses, plunging necklines” | |
|Question and Answer |• Answers questions knowledgably |• Answers questions accurately|• Some difficulty answering |• Unable to answer |
|• 3 minute time limit |and with extreme confidence & |and confidently & evokes some |questions, anxious, answers |questions, evokes no |
| |evokes provocative comments |comments |without thought |comments |
| |•Responses accurately reflect |• Responses reflect project |•Responses somewhat reflect |• Responses inaccurate, |
| |project outcomes, to the point |outcomes accurately and |project outcomes, some |inconsistent |
| | |appropriately |inconsistencies, inaccuracies|• No questions asked |
o Exhibition Presentation Guest Evaluation
|Student Name: Evaluator: |Met |Not Met |
|Was the essential question stated? | | |
|What were the key words? |
|Was the target audience evident? | | |
|Who was it? |
|Was the action activity successfully completed? | | |
|What was the action? |
|Did the student make a difference? | | |
|How? |
|Did the presentation engage you? | | |
| What most engaged you? |
|Overall rating (optional): Circle one 4 (+)= exceeds 3 (() = meets 2 ((-) = approaches 1 (-) =well below |
|Comments: |
|Speaking and Listening |
|Comprehension and Collaboration |
|SL.1 Initiate and participate effectively in a range of collaborative discussions. |
|SL.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed |
|decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. |
|SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of|
|emphasis, and tone use. |
|Presentation of Knowledge and Ideas |
|SL.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, |
|alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range |
|of formal and informal tasks. |
|SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of |
|findings, reasoning, and evidence and to add interest. |
|SL.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. |
|Proficient: Give a planned oral presentation to support a position on a specified topic and respond to questions from the audience. |
|Conventions of Standard English |
|L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
|L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
|Proficient: Write and edit for grade-appropriate sentence structure, grammar, punctuation, capitalization, and spelling with no significant errors. |
• Typed letter of intent
o 10-15 minute time limit followed by 3-minute question and answer period
• No more than 3-5 minutes of technology (i.e. video, PowerPoint)
o Script, outline, notes, storyboard or hard copy and electronic copy of technology
o Neat, eye catching display to turn in (Types—select the one(s) which best displays your project)
• Copy of self-produced video/movie
• Copy of computer generated graphic display
• Artistic renderings/drawings
• Live performance/demonstration
• Photographic display
• Actual products, samples
• Print product: brochure, booklet, instructional manual
• Posters, display board
• Other creative visual representation of end product
• Combination
o Content of presentation:
• Description of the project—what was planned; what was actually done; why was this topic chosen; what were the goal, essential question, benefit, and results
• Explanation of the process—what steps were involved? Time spent?
• What difficulties or obstacles did you encounter and how did you overcome them?
• Demonstration of learning: What new knowledge and information did you acquire? What skills did you improve or acquire? What did you learn about yourself?
• Did you fulfill your goals and expectations? Why or why not?
• Impact on your target audience and community: What difference did you make?
CAREER PATHWAY CONNECTION INTERVIEW and CHECKLIST
Student name:
|Check any skills you used, acquired, or improved while doing this project. |
| Organization | Writing | Oral Communication | Research |
| Reading | Data analysis | Computer | Graphs, charts, tables |
| Computation (Math) | Working independently | Multi-media technology | Time management (deadlines) |
| Using formulas | Leadership | Problem-solving | Critical thinking |
| Working in groups | Planning | Flexibility | Reflective thinking |
| Dress for Success | Appropriate Language | Other (specify) |
Interview someone whose career is in your pathway. (This can be your community mentor, your advisor, or one of your community resources.)
Name and occupation of person you interviewed: ________________________________________________________________________________
1. Which of the above skills are important for succeeding in your career?
2. Are there any skills that are not mentioned? What are they and why are they important?
3. What advice can you give a high school senior who wants to go into your career?
4. What is the most rewarding aspect of your career?
5. What is the greatest challenge that you face in your career?
TECHNOLOGY CHECKLIST
Keep track of the technology you used to help you complete your project. Check as many that apply and turn it in with your portfolio at the end of the project in May.
|Check |Type of Technology |Check |Type of Technology |
|(Sample) |Word processing |(Sample) |Word processing |
|X | |X | |
| |Word Processing | |Email |
| |Video camera (non digital) | |Photo software |
| |Editing equipment | |Audio equipment |
| |Computer graphics | |Web Design |
| |Film camera | |Scanner |
| |Digital camera | |Internet search |
| |Digital video camera | |Graphic organizer software |
| |Presentation software (i.e. PowerPoint) | |Spreadsheet software |
| |Video software (i.e. iMovie) | |Presentation equipment |
| |Other | | |
1. I verify that I have used all technology checked above ethically and honestly.
2. I verify that I was trained and certified to use the Internet for this project.
Print Student name______________________________________________________________
Student signature _______________________________________________________________
Date _____________________________________________
[pic][pic][pic]
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TOPIC
(Define terms/terminology. Words to define:
• The best resource(s) to reference are:
• The resource(s) are located:
(Dig for background or common information. Historical data to find:
• The best resource(s) to examine are:
• The resource(s) are located:
(Discover what current research has been conducted. Latest information discovered:
• The best resource(s) to explore are:
• The resource(s) are located:
(Determine new information that might be researched. Identify new information needed:
• The best resource(s) to evaluate are:
• The resource(s) are located:
Name
HELP WANTED! I need research help with…
1.
2.
My goals for conducting research are/will be:
My family
My favorite thing to do
I have always wanted to learn….because….
Phone(s)
Email
Teacher
Period
Picture
My thesis statement is:
................
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