Putting

the

Pieces

Together

SENIOR VENTURE

ARMOUR HIGH SCHOOL

2014-2015

TABLE OF CONTENTS

SENIOR PROJECT FRAMEWORK

Introduction to Senior Projects

Rationale for Senior Projects......................................................................................... 5

Senior Project Overview.................................................................................................. 6

Elements of a High-Quality Senior Project Program.................................................. 7

Senior Project Guidelines........................................................................................... 8-9

Senior Venture Timeline

Senior Venture Timeline............................................................................................... 10

Initial Documents and Forms

Senior Project Pledge Form......................................................................................... 12

Letter to Parents............................................................................................................. 13

Parent Permission Form............................................................................................... 14

Faculty Advisor/Administration Agreement............................................................... 15

Senior Project Roles and Responsibilities

Senior Project Roles................................................................................................ 17-18

Choosing a Mentor........................................................................................................ 19

Role of a Mentor....................................................................................................... 20-21

Mentor Agreement Form............................................................................................... 22

Mentor Proposal Comment Form................................................................................ 23

Mentor Verification and Evaluation Form.................................................................. 24

Topic Selection

Topic Selection Guidelines.................................................................................... 26-27

Topic Selection Guide............................................................................................. 28-29

Topic Selection Approval Form.............................................................................. 30-31

Topic Change Form....................................................................................................... 32

PHASE I: The Research Paper

Research Paper Guidelines......................................................................................... 34

“Yes” Checklist.............................................................................................................. 35

Plagiarism........................................................................................................................ 36

Assembling Research Information........................................................................ 37-38

Research Paper Student Editing Sheet..................................................................... 39

Research Paper Rubric................................................................................................ 40

PHASE II: The Product

The Product..................................................................................................................... 42

Guidelines for the Product........................................................................................... 42

Project Rubric................................................................................................................. 43

PHASE III: The Portfolio

Portfolio Checklist.................................................................................................... 45-46

Portfolio Requirements................................................................................................. 47

Journal (Blog)................................................................................................................. 48

Project Journal Log........................................................................................................ 49

Letter to Judges.............................................................................................................. 50

Reflection/Self Evaluation...................................................................................... 51-52

Portfolio Rubric............................................................................................................... 53

PHASE IV: The Presentation

Oral Presentation Expectations................................................................................... 55

Guidelines for Oral Presentation................................................................................. 56

Tips for Successful Presentations.............................................................................. 57

Speech Preparation................................................................................................. 58-59

Outlines for Presentations............................................................................................ 60

Tips for Reducing Anxiety............................................................................................ 61

Presentation Poise................................................................................................... 62-63

Judges Evaluation Form/Presentation Rubric.......................................................... 64

Final Grade Determination

Final Grade Point Distribution..................................................................................... 65

Appendix

A – Career Clusters and Majors................................................................................... 67

B – Rubrics and Grading Forms............................................................................ 68-72

C – Timeline & Due Dates............................................................................................ 73

D – Forms.................................................................................................................. 75-87

E – Senior Venture Idea Lists.............................................................................. 88-106

INTRODUCTION TO SENIOR PROJECTS

RATIONALE FOR SENIOR PROJECTS

This Framework was developed with the following quotation as its guiding theme: “Enter to Learn; Leave to Achieve.”

Senior Projects allow students the opportunity to consolidate and showcase the learning from their high school years into a meaningful and relevant project. It is their venue to connect with the world outside of school and to demonstrate they have the skills to go on to further education and/or enter the workforce.

Senior Projects allow schools an avenue to promote the relevance and increase the rigor of the high school experience. A question we often hear from students is “Why do I have to learn this?” Senior Projects allow students to see the connections between what they are learning now and the application to their future lives. They become an “expert” in their chosen topic area and showcase the skills and abilities they have gained through their high school experience.

Senior Projects add increased rigor to the Senior year. The Senior Project also provides students with focused and structured learning, gives them experience with the responsibility for meeting timelines, making decisions, doing research, preparing a presentation and making presentations – all skills needed for success in the workplace. Senior Projects provide an opportunity for students to model the 3 R’s for schools – rigor, relevance, and results!

SENIOR PROJECT OVERVIEW

The Senior Project is a high school capstone experience that requires students to demonstrate not only what they know, but what they can do. States, school districts, and high schools focusing on restructuring, raising high school standards, and actively engaging all Seniors in a challenging and relevant educational process incorporate the Senior Project.

The Senior Project consists of four phases. The first phase includes the preparation of a research paper by each student. The research paper contains a thesis that the writer proves (supports) or disproves through research evidence. A student should carefully consider a possible product before selecting a research topic. Selection of a topic takes considerable thought. The paper exhibits the acquisition of knowledge through researching, writing, interviewing, and synthesizing an application of the real-world skills of time management, organization, self-discipline, persistence, and problem-solving.

The second phase includes the creation of a product that is an appropriate and logical extension of the research paper. The product must demonstrate the application of acquired knowledge through a reflective, physical, and/or intellectual stretch. It is recommended that Projects be completed during the school year. However, certain exceptions may be considered. For example, agriculturally related projects may need to begin the summer prior to the Senior year.

The third phase is the portfolio which includes specific writing throughout the project period. These writings will include reflective and informative journals, business letters, brochure, overviews, and a final Senior Project reflection.

The fourth phase is a presentation before a Senior Project panel with a ten to fifteen minute formal speech on the paper, the project, and personal growth. A question and answer period will follow the presentation. The portfolio will be provided to the panel of judges for review. The Senior Project panel can be composed of teachers, mentors, parents, and community members, preferably with knowledge or background of the project area. The panel and portfolio experiences provide the student with an opportunity to synthesize the paper, project, and self-growth journey using communication skills related to fluency, knowledge depth, listening, explaining, defending, comprehending, and applying real world skills.

Throughout this process, students will benefit greatly from the expertise of a carefully selected project mentor and faculty advisor. They will serve as resources to the student during all phases of the Senior Project.

ELEMENTS OF A HIGH-QUALITY SENIOR PROJECT PROGRAM

1. Clear and Aligned Purpose - Student learning outcomes are aligned with school, district, and state mission and goals.

2. Explicit, Rigorous Criteria - Performance is assessed by application of established criteria.

3. Student-Directed Learning and Youth Engagement - The student takes leadership for selecting, planning, and implementing his/her own learning goals.

4. Clear Scaffolding of Skills - Students need instruction and practice for the skills required in the project. Some schools include a culminating project in elementary and middle school levels as well as high school.

5. Learning Stretch - The project poses a challenge that requires significant new learning.

6. Authentic Project - Students apply core academic knowledge and skills beyond the traditional classroom setting to address a real problem.

7. Community Involvement - Members of the broader community play an important role in projects as mentors, panelists, advisors and/or resources.

8. Authentic Audience - Expert individuals and community organizations are critical members of the audience to hear and review the project.

9. Coordination and Comprehensive Communication - Students, parents, community members, teachers and administrators understand the purpose and processes of the project.

10. Adequate Staffing and Supervision - There is sufficient staff to coordinate the program and provide support to teachers, parents, and community partners.

11. Mechanism for Training Community Partners - Community partners are provided training to perform their role as co-educators and authentic partners.

12. Mechanism for Parent Involvement - Expectations are developed for parent involvement in the design, implementation, and celebration of the project.

13. Ongoing Professional Development and Program Improvement - School leaders and community partners organize formal training sessions, reflection activities and opportunities to continuously improve the program.

14. A Plan for Risk Management and Liability - Schools and communities ensure the project takes place in a safe environment and risk is managed.

15. Celebration and Recognition - All collaborators are provided opportunities to be recognized and celebrate the success of the project.

SENIOR PROJECT GUIDELINES

The Senior Project is an integral part of the final year of high school. It integrates skills, knowledge, and concepts learned into one culminating project. Here are some guidelines to use in completing all project phases.

Topic Selection: The topic can be developed around a career cluster focus or an area of interest. See sections of this Guide for forms and suggestions to help with the process of determining a project topic.

Research Paper: The research paper is a formal document that encourages the student to develop and demonstrate proficiency in conducting research and writing about a chosen topic. Following are some basic criteria for the paper:

Research-based with at least ten sources, one to be an interview. Examples of sources would be periodicals, library references, technical manuals, Internet, etc.
Note cards to document relevant information and to help in preparing the outline for the presentation.
Word processed and conforming to MLA (Modern Language Association) standards. Refer to an MLA handbook for information on this type of writing style. Or, you may use internet sources such as: EasyBib.com or Knightcite.com
Eight to ten pages in length, not including the title page and works cited page. An appendix with other supporting information may be included.

Product/Project: This is a tangible creation based on choosing, designing, and developing an item related to the research topic. A minimum of 15 hours should be spent outside of class on the project. An approval form must be submitted for the project before proceeding. A mentor and faculty advisor must be identified to assist with the project.

Portfolio: A portfolio will be created in a 3-ring binder which will be made up of the following sections. More detail can be found in the portfolio section of this manual.

1. Proposal

2. Project Journal

3. Research

4. Evidence of Work

5. Personal Information

6. Evaluation

7. Appendix

Journal: The journal is part of the portfolio. It should contain the following:

A log of the hours spent on the Senior Project.
Journal entries about experiences and knowledge gained. Use the forms (see the Portfolio section of this Framework) that are provided, but add thoughts and descriptions as well.
Photographs or other visual documentation.

Presentation: A formal presentation describing all phases of the Senior Project is the culminating event. A panel of judges will review and critique the presentation. Speech content should include information about the research paper, the product, and what was learned from this experience. This content should be supported by appropriate presentation media (e.g. PowerPoint, display with tri-fold boards, etc.) Following are some basic guidelines for the presentation. See complete guidelines in the presentation section of this Guide.

1. Overview of project, process and research

2. Question and answer time

3. Multi-media must be included as a part of the presentation

4. Product

5. Portfolio

Senior Venture Timeline 2014-2015

Activity Due Date

Letter of Intent September 25

Research Topic Identified October 10

Product Plan Submitted October 10

Product Plan Final Draft October 26

Mentor Identified October 26

Mentor Forms Submitted October 30

Parent Form Submitted October 30

Advisor/Admin Agreement October 30

Research Outline October 31 (tentative)

Research paper First Draft November 26 (tentative)

Product Checkpoint 1 December 5

Research Paper Final Draft December 12

Product Checkpoint 2 January 9

Product Checkpoint 3 February 26

Portfolio Checkpoint March13

Product Complete April 8

Student Work Day April 15 (tentative)

Portfolio Complete April 23 (tentative)

Presentation Practice May 1 (tentative)

Presentation Day May 8 (tentative)

INITIAL DOCUMENTS AND FORMS

SENIOR PROJECT PLEDGE

As a Senior, I have the opportunity to participate in the Senior Project program. This program allows me to design an educational experience beyond the classroom walls. I understand that my failure to comply with any of the following may result in a failing grade and/or make me ineligible for high school graduation.

· I will attend all the meetings and workshops concerning the Senior Project.

· I will submit all materials and information requested of me on the date required.

· I will successfully complete all four phases of the project: Paper, Product, Portfolio, Presentation.

o The research paper will meet the guidelines set by the English Teacher

o The development of the product will include a minimum of 15 hours of work outside of school.

o I will keep a log of work and progress.

o I will find an appropriate mentor who has expertise/experience with the topic.

· I will comply with the instructions given by the steering committee made up of faculty advisors and administration.

· I will faithfully comply with all school rules and policies that provide for mature and responsible behavior related the senior venture.

· I will attend all classes and maintain passing grades.

_______________________________________________ Date __________

Student Signature

Senior Experience

Letter to Parents

Dear Parents or Guardians of Seniors:

This is a momentous year for your Senior. You have learned by now that our school has set high expectations for our students. We believe each student should have the opportunity to display his or her skills through a Senior Project. As your student completes this Project, he/she will demonstrate the following skills: reading, writing, speaking, accessing and processing information, thinking, self-discipline, problem-solving, organization, and implementing technology. These skills will be showcased through a four-phase process to include:

· a word-processed research paper,

· a related physical product or activity to demonstrate an aspect of the research and/or service to the community,

· a portfolio, and

· a presentation given before a review panel composed of educators and community members.

The Senior Project topic is based on new knowledge and provides growth through a new learning experience.

The Senior Project involves parental and teacher support as well as student initiative and self-discipline. Attached is a copy of the due dates for the Project components.

Thank you for joining us on this exciting journey. If you have any questions, please do not hesitate to call the school at 724.2153.

Sincerely,

Brad Preheim, Principal

Armour High School

SENIOR EXPERIENCE

PARENT PERMISSION FORM

Student’s Name: _____________________________________

I have read through the Senior Experience materials and understand the requirements of all phases of the Senior Experience. I acknowledge and give permission for my son/daughter to participate.

My son/daughter will do the following as his/her project:

and will write a research paper on the following topic:

Parent or Guardian’s name: _____________________________________

Parent or Guardian’s signature: __________________________________

Date: ______________________________________________________

SENIOR EXPERIENCE

FACULTY ADVISOR/ADMINISTRATION AGREEMENT

Student’s Name: _____________________________________

Project Proposal: _____________________________________

Faculty Advisor

I have discussed the project proposed above with the student and am satisfied that it is appropriate and meets the requirements necessary for a successful senior experience.

Please do not sign below unless the following is true:

I accept the responsibility as Faculty Advisor for this student if his/her project is accepted as proposed. I will expect regular progress reports from him/her during project and I will be willing to assist this student as needed before the project begins and during the project. I agree to perform all duties outlined on the Role of Faculty Advisor form.

_________________________________________ _____________________

Signature of Faculty Advisor Date

_________________________________________ _____________________

Signature of Faculty Advisor Date

_________________________________________ _____________________

Signature of Faculty Advisor Date

Administration

I have discussed the project proposed above with the student and am satisfied that it is appropriate and meets the requirements necessary for a successful senior experience.

_________________________________________ _____________________

Signature of Principal Date

SENIOR PROJECT

ROLES AND RESPONSIBILITES

SENIOR PROJECT ROLES

Role of the Student

It is the responsibility of the student to meet all guidelines and timelines for the Senior Project.

Complete requirements of the Project in accordance with the

pre-established checklist and timetable.

Select a Senior Project Mentor.
Maintain copies (paper and electronic) of all work in progress, rough drafts, final draft, etc.
Submit a rough draft of the research paper to the English teacher.
Document product/process selection with the Faculty Advisor.
Keep a project log or journal.
Develop copies of the oral presentation outline for the evaluation panel.
Develop a portfolio to display work.
Write and distribute teacher-approved thank you letters to the Mentor and members of the Senior Project panel. Complete and return a Senior Project evaluation concerning the experience.

Role of the Faculty Advisor

All professional staff members (teachers, counselors, and administrators) are available as advisors.

Act as a consultant to the student, providing assistance with selection of the Project topic and final approval of Project scope.
Assist and advise the student in the technical portion of the Project.
Serve as the liaison with the student and the Mentor.
Oversee student work in accordance with Project guidelines.
Reporting to the Coordinator and/or English teacher any Senior who is not meeting timelines or requirements.
Review the rough draft of the research paper and advise the student about needed revisions.
Allocate related class time to work with students regarding their Senior Project.
Evaluate the product/process according to the Project guidelines.
Coach the student in preparation for the oral presentation and verify technical accuracy of the presented materials
Administer an end-of-project student evaluation survey form for the purpose of Project improvement.
Reviewing the completed project and evaluation form before submission to the committee.
Assist with the role of the English teacher that follows.

Role of English Teacher

The English Teacher is responsible for monitoring the research phase of the project.

Instruct the student in the proper form and process of the research paper.
Collect and evaluate all documentation pertaining to the Senior Project.
Review the rough draft of the research paper and advise the student as to where revisions may be needed.
Evaluate the final draft of the research paper.
Coach the student in appropriate methods of giving an oral presentation.
Conduct a post presentation discussion with the student for the purpose of Project improvement and implementation.

Role of Senior Project Mentor

The role of the Project Mentor is essential to the success of the Senior Project. Each student must have a Mentor who has expertise/experience with the topic.

Assist and advise the student in technical aspects of the research paper and/or product/process.
Serve as a resource to the student in all stages of the product/process project development.
Allocate time and make arrangements to work with student on the Project.
Sign and return the Mentor Agreement Form.
Provide accurate and honest verification of the student's work.
Document the hours spent with the student working on the Senior Project.
Additional assistance could be provided by:

reviewing student research materials,
evaluating the product/process,
advising student in planning the oral presentation, and
attending the oral presentation.

Role of Senior Project Coordinator

Schools should have one person designated as the Coordinator. This could be a paid position with release time provided. Specific duties are as follows:

Serve as the Chair of the Senior Project.
Prepare a yearly calendar with timelines for the Project.
Organize the panel of judges for student presentations.
Coordinate assignments of students with Faculty Advisors.

CHOOSING A SENIOR PROJECT MENTOR

A Senior Project Mentor is someone who has experience and an understanding of your Project topic and will take a sincere interest in guiding you to successful completion of your product.

What does the Mentor do?

• Provides expertise in the product area

• Gives suggestions and advice

• Supports your efforts

• Gives you feedback

What do you need to do before choosing a Mentor?

• Clearly define your product

• Be specific about what you expect from your Mentor, including time commitments

• Be able to show how the mentorship will benefit the Mentor

How do you choose a Mentor?

• Brainstorm possible experts within your chosen field of study

• Talk to parents, friends, and teachers about possibilities

• Look for someone who has the expertise and is interested in mentoring you through completion of your product/process

Once you have a Mentor - what should happen?

• Meet with your Mentor

• Determine how often you will meet with your Mentor

• Decide what areas of your project the Mentor will assist with (i.e. project details, review speech)

• Ask the Mentor to be part of your review team

THE ROLE OF THE SENIOR PROJECT MENTOR

This page is to be given to the Project Mentor at the time you discuss with him/her what his/her duties will be. Be sure that your Mentor reads your finished written proposal and understands the commitment before signing the proposal.

The role of the Project Mentor is essential to the success of the Senior Project at Armour High School. As responsible men and women in the community, the Project Mentors play an active part in the students’ learning experience.

As Project Mentor, you will be asked to accept the following responsibilities:

To help the student organize his/her Project and then indicate approval by signing the appropriate statement at the bottom of the proposal form.
To supervise the student as he/she follows through on his/her Project proposal.
To sign time sheets to indicate that he/she has completed the required hours.
To complete an evaluation form at the close of the Project.

Following is additional information which you will find useful:

1. The Senior Project begins in September and continues through April. Students are to meet with you a minimum of three times.

2. A student may not be paid for his/her Project work.

3. No parent may be in a direct line of supervision for the student.

4. Each student will also be assigned a Faculty Advisor who acts as a consultant for the student when writing the research paper and again during the process/product development. Because the Faculty Advisor may or may not have expertise in the Project area, your assistance is especially important to the student. The Advisor will further act as a liaison between the Mentor and school.

5. The student is bound by a set of guidelines which he/she should share with you.

6. The student will keep a journal and write a final evaluation of his/her Project. These are not to be done during his/her meetings with you.

7. In a pre-Project conference with the student, please establish a mutual understanding of what will be expected during project time.

We trust that the student’s work will be beneficial not only to him/her, but also to you as the Project Mentor and that you will both gain satisfaction. Thank you for your support of the Senior Project program.

WHAT IS A MENTOR? WHAT DOES A MENTOR DO?

It is common to hear Mentors described as:

teachers
trainers
sponsors
role models
advocates
coaches
openers of doors
friends

What are the benefits of having a personal Mentor?

Skills and knowledge relating to careers
Positive role model of a professional in the field
Connections with other professionals in the industry
Knowledge of how school and work interrelate
Learn what it takes to be successful in the industry
Expanded resources to help advance your care

What will your Mentor expect from you?

Good work habits
Punctuality - be on time
Dress appropriately
Maintain and demonstrate a positive attitude
Come prepared
Be alert and enthusiastic, try to make a good impression
Be willing and eager to talk; be willing and eager to listen
Be honest. Don't brag or exaggerate
Look at the Mentor and other adults when speaking to them

MENTOR AGREEMENT FORM

Student Name____________________

Project__________________________

In order for students to complete a Senior Project, the student must work with a Mentor who has expertise in the area being explored. The Mentor must be willing to verify the student’s efforts and time spent. A student should meet a minimum of three times with the Mentor. While there are no time restrictions on the length of these meetings, they need to be meaningful and worthwhile. If you are willing to serve as this student’s Mentor, please complete the form below.

I will meet with this student a minimum of three times during the course of his/her Senior Project to advise and monitor progress. We will have our first meeting before he/she begins the hands-on or service related project to set a reasonable time schedule so that the project will be completed on time. At this initial conference, we will also schedule at least two future meetings with each other. I understand that the student may request additional meetings or contacts to request assistance.

I agree to serve as a Mentor for the above named student for the Senior Project.

Mentor Name_________________________________________

Address_____________________________________________

Phone______________________________________________

E-mail_______________________________________________

Relationship to Student________________________________

_________________________________ _________________

Signature

MENTOR PROPOSAL COMMENT FORM

Student Name ____________________________________________________

Mentor Name _____________________________________________________

Project Title ______________________________________________________

Please read the first draft of your student’s proposal and give the following feedback:

1. Do you see anything in this proposal that could be problematic for the student in completing this project?

2. Does the student need to make additions to the process described in this proposal in order to complete a quality product?

3. Has the student been too ambitious? Are the expectations realistic?

4. Will this project take at least 15 hours to complete?

5. Comment on the timeline. What adjustments would you advise?

6. What, if any, additional research would you advise?

7. Are there clear and specific standards set for the product?

________________________________________________________________

Mentor Signature Date

MENTOR’S FINAL PROJECT VERIFICATION & EVALUATION FORM

Student’s Name: __________________________________________

Project Description: ________________________________________

1. How many times did the student meet with you? ______

2. What successes have you seen this student achieve?

3. What problems specifically did this student encounter and overcome?

4. After having worked with the student, please explain how you feel about the effort expended, and evaluate the final outcome or product.

Please rate the students effort, attitude, and success (1-poor to 5-excellent)

1 2 3 4 5

Mentor’s Name: _______________________________________________

Signature: ____________________________________________________

Phone: ___________________________ Date: _____________________

TOPIC SELECTION

TOPIC SELECTION GUIDELINES

A Senior Project is about doing and learning something that you want to do and learning more about! This is your chance to choose a topic that will be interesting and worthwhile and will extend your knowledge. However, making the decision may not be easy. Choose carefully, consult with your Faculty Advisor, and remember to keep your project manageable. Carefully choose a product or process that you can build or produce or a community-based service you can provide. Answer these questions as you decide your topic:

Is there a clear connection between the research topic and the product/process you want to produce?
Does the product/process represent significant amounts of time, effort, and appropriate complexity? Does it go beyond what you already know how to do?
Is the project something you will do outside of your regular class or co-curricular requirements?
Will the product involve tangible evidence of your work – either something physical that can be seen and touched, a community-based service that can be documented as beneficial or something that can be written, produced, taped, or presented?
Is the project related to your chosen career cluster?

The following guidelines may assist in choosing the subject to be explored.

1. The research topic should be one in which the student is interested, but not one about which the student is already an expert.

If a student has been a diabetic for ten years, worked closely with the Juvenile Diabetes Association, and has been a volunteer in the children’s diabetic ward in a local hospital, he or she probably knows a great deal about the subject juvenile diabetes. Unless that student pursues a new approach to diabetes, that topic might not yield much new learning.

2. The research topic may be one that requires cumulative knowledge across grade levels and content area.

It should be a natural outgrowth of interest and combined skills of all, or most content areas. For example, a student who researches the changes in the ozone layer is using cumulative knowledge from at least English, math, science, and history.

3. The research topic should be one that is challenging to the student academically and creatively.

The student should take care not to choose a topic that is limited to relatively simple ideas or one that has little application or extension possibilities. The topic should require an academic and creative stretch/risk.

4. Students should avoid choosing topics that might involve expenses they are not prepared to handle.

For example if the research involves travel or long distance calls, the student may want to make another choice. If the product that grows out of the research will require materials, the student may want to make another choice. Remember, the student is not required, encouraged, or advised to spend money in order to complete the project. Expenditures will not enhance the evaluation of the project.

5. Primary research is a valuable component of any inquiry.

It may be wise, therefore, to explore the possibilities for personal interviews, informal surveys, empirical observation, etc., before making a final topic selection.

6. Students should avoid choosing topics that might endanger themselves or others.

For example, experiments which are potentially explosive or activities such as handling poisonous snakes are not appropriate.

7. Students should use good judgment to be certain that the topics they choose are appropriate for presentation to a review panel and the general public.

Remember that the student must have Project Proposal approved by the Senior Project Coordinator and Faculty Advisors prior to beginning the Project.

8. The research topic should be one that is broad enough to allow the student access to enough information, yet narrow enough to make the research scope reasonable.

For example, a student choosing the career cluster Health Science would find it impossible to include everything about health science (home remedies, history of emergency services, the treatment of burns, how to stop bleeding, evolution of first aid courses, etc.) On the other hand, a student choosing to research The Application of Band-Aids to Skin Abrasions probably will not find enough information. A better choice would be Bandaging for Sports Injuries.

TOPIC SELECTION GUIDE

Your project will probably fall into one of the following categories: Career Exploration, Design a product system or service, Event/activity planning, Investigation, Learn a new skill or improve an existing skill, or Research. Use the information below to guide you in designing your scoring tool.

Career Exploration

Research: Conducts research into required education, professional responsibilities, ethical issues, salary, employment outlook, and opportunities for advancement.

Networking: Develops contacts within the chosen field.

Career Plan: Creates a professional career plan.

Application: Applies the information acquired about a chosen career to the development of a quality product or activity.

Design a Product System or Service

Research: Conducts research into similar work done by others.

Fine Tuning: Makes appropriate adjustments as necessary.

Evaluation: Evaluates the quality of the design by gathering information from sources such as impact studies, product testing, or market research. Makes adjustments as needed to conform to specified standards of quality and/or safety.

Event/Activity Plan

Research: Conducts research into relevant precedents, laws and/or regulations. Considers similar work done by others. Understands what made similar events successful or unsuccessful.

Publicity: Takes appropriate measures to insure that the target audience takes part in the event or that the event is attended.

Efficiency: Makes efficient use of time, money, people, resources and facilities. Makes contingency plans for unexpected circumstances.

Evaluation: Evaluates the success.

Investigation

Focus: Develops a central question.

Procedure: Designs an appropriate procedure to gather information.

Objectivity: Objectively observes, measures, and records results.

Generalization: Generalizes about the data by comparing and contrasting and noting trends.

Learning a New Skill or Improving an Existing Skill

Research: Conducts research into current methods and practice.

Documentation: Determines a way to measure and document progress.

Evaluation: Establishes qualitative measurable standard for skill level based on expert advice. Demonstrates acquisition of new skill or measurable skill improvement.

Research

Focus: Develops a central question of social, economical, environmental, political, historical, or scientific significance.

Research: Investigates a variety of primary and secondary resources and formulates a thesis.

Writing: Write a paper building and developing an argument using logical thinking and data from research to support the conclusion.

Application: Applies the information acquired about the topic to the development of a product or activity.

SENIOR PROJECT TOPIC PROPOSAL

Here are some areas to think about before preparing the Topic Proposal on the following page.

Can you describe the scope of your Project or the steps you need to do in completing it?

What subject(s) or topic(s) do you expect to learn about through your Project?

What skills and understanding will you develop and/or demonstrate?

What kind of product/process do you envision?

Is the topic related to your career cluster? If so, how?

Who is the person(s) with expertise in your area of interest that could serve as your Senior Project Mentor? If you do not know of a person, write down some ideas about how you might find a mentor.

What do you hope your Project will contribute to your school and/or community?

What do you hope to learn about yourself?

What most excites you about your proposed Project?

SENIOR PROJECT TOPIC APPROVAL FORM

Student Name___________________________________________

Product/Process Title____________________________________

Product/Process Proposal

Description:

Steps for Product/Process Completion:

Special Equipment/Facilities/Environment:

Cost Analysis

Materials List:

Budget:

Your proposal should include the following:

What is the topic or area of study that will be the focus of your senior project? Why did you choose this topic? What previous knowledge or experience in this area do you have?

What will be the focus of your research paper? Describe your topic, discussing any preliminary areas of exploration or questions you have identified.

What will your project be? How will you make your research “come alive”? Who can serve as a mentor to you to complete the project and what is their experience or expertise in your chosen field? What resources (time and/or money) do you anticipate this will require?

What is the connection between your research paper and your project? How are these components related and how do they together show a concerted effort to explore your topic or area of study?

SENIOR PROJECT TOPIC CHANGE FORM

As sometimes happens, a student may need to modify the original Senior Project. If that happens, a student should address the following questions as he/she modifies the original proposal and secures the required signatures.

How do you wish to change the proposed project?

What is the purpose of the changes?

How will these changes help to further explore an area of interest?

How will these changes allow better demonstration or representation of learning?

Have the proposed changes been discussed with others, such as parents, Faculty Advisor, and Senior Project Mentor? What were the responses about the proposed change?

How will these changes affect the Project time line?

Student Date

Faculty Advisor(s) Date

Parent/Guardian Date

Senior Project Coordinator Approval: _____ yes _____ no

Coordinator Date

PHASE I

RESEARCH

RESEARCH PAPER GUIDELINES

Length: Eight pages minimum

Paper Submission: All students must submit a hard copy accompanied by an electronic copy in Microsoft Word submitted through email.

Format: MLA format, 12-point font, Times New Roman, all double-spaced.

Header:

Your name Course Date (day month year)

Works Cited: This is an alphabetical listing of the sources cited in the paper to prove, support, or disprove the thesis statement. A minimum of five sources is required.

Parenthetical (In-text) Documentation: Any fact you use to back up the central point of your paper must be documented, whether the fact is directly quoted or in your own words. Paraphrasing does not mean changing every third word of the original language of the source. If you do not document a fact that supports your central point, you are guilty of plagiarism. If you use a writer’s exact words but do not give credit and/or do not place the exact words in quotation marks, you have committed plagiarism.

Quotations: The only reason you need to use exact quotations is if the language of the original resource is very unusual and cannot be paraphrased or the exact quote supports or gives an example of the thesis statement already established. If you think the original language must be used, please follow these guidelines:

Never use a quotation without introducing who gave the quote and/or the significance of the quote. A quote by itself, even punctuated correctly, makes little sense if it is not worked smoothly into the context of your own sentence structure and into what your paper is trying to prove.

For quotations that are four lines long or longer, indent each line of the entire quote one inch and single space the material. Do not use quotation marks. Use parenthetical documentation as necessary.

“YES” CHECKLIST

Before your English teacher will read and grade your research paper, it must pass the YES list test below. If any category earns a “NO” check, your paper will be returned. Since there are no papers accepted late, it is imperative that you turn your paper in before the final date, so that if needed you have time to complete revisions to your paper.

YES NO

____ Eight pages minimum ____

____ Word-processed in Microsoft Word ____

____ Parenthetical documentation ____

____ Works cited page ____

____ Five sources minimum ____

____ Pages are numbered ____

____ Rough draft ____

____ Note cards and source cards ____

____ Outline and thesis page ____

PLAGIARISM

Plagiarism is cheating or stealing another author's words and ideas without giving appropriate credit. If you do not give credit to the person or persons who wrote the information you receive when researching, you are stealing the information. Colleges or businesses can and will terminate you because of plagiarism. It is more of a moral and ethical issue than a legal one. Most of the problems occur outside of copyright infringement. Plagiarism will cause many problems nonetheless-from failure of the course to expulsion in college.

Avoiding plagiarism is easy to incorporate into your research. Plagiarism will result in loss of credit, a lower grade, and will require additional paperwork to be done to achieve credit.

· Keep careful notes. Differentiate in the manner in which you write ideas, paraphrases or quotes.

· Give credit to the author's ideas, arguments, or thinking. Be safe-cite it. All information must be documented, not just what you have copied word for word.

· Documenting sources also helps you as a researcher evaluate what you believe about a subject.

· You do not have to document information that is common knowledge, such as dates of well-known events in history.

· If the information is a little-known fact, be sure to document it to give you credibility as a writer.

· Always document statistics, charts, maps, or graphs-the author prepared them, so he/she must be given the credit.

· DO NOT turn in a paper that has already been graded for another class or another teacher or the same teacher but a different year, without the teacher's permission.

· DO NOT change the order of a sentence or replace just a few words without citing the sources. You are still using the author's ideas.

· If a person or persons are quoted in your source, then you MUST quote the information within your text.

· "Cutting and Pasting" downloaded articles from the Internet is plagiarism if you do not cite the source immediately after the information.

· Downloading an essay from an Internet site, changing the wording or allowing the computer to change it for you is plagiarism.

When in doubt, ask the teacher, and

always, always, always accurately document your sources.

ASSEMBLING RESEARCH INFORMATION

Checklist for a Research Paper

Construct a thesis and complete a working outline to do research
Construct a working bibliography
Make note cards and source cards
Organize the note cards and make an outline
Write rough draft
Revise to final draft
Complete final paper

Making Note Cards

Use a separate card for each source card and note .
Place the source number in the upper right corner of each card
Use a separate note card for each main idea
Write a label in the upper left corner of the note card
Write the page number at the bottom of each note card
Use only one side of the card
Be sure to indicate quoted or paraphrased materials
Be sure all notes exist within context and are accurately recorded
Reread the notes to make sure you understand them

Organizing Note Cards

Use label topics (from upper left corner) to organize the cards
Discriminate between main and subordinate ideas
Arrange cards in the order they will appear in the paper
Complete your outline integrating the researched material

Writing a Rough Draft

An introductory paragraph is:

A general statement of information
A transition sentence using works directly related to the thesis
A thesis statement and explanation that:

Contains a one-sentence statement of the topic being examined.
States an opinion.
Narrows the topic so it may be adequately supported in research.

The body of the paper contains:

The weakest pro-argument or least important reason/example in support of the thesis.
A secondary strongest point.
The strongest pro-argument or most important reason/example in the support of the thesis.
Proper documentation of the sources.

The conclusion:

Restates the thesis.
Paraphrases or summarizes ideas supporting the thesis.
Takes the topic one step beyond and predicts the future of the problem.

The works cited page:

Is an alphabetical list.
Contains all sources used in the paper.

Miscellaneous:

Follow either MLA style
Avoid plagiarism - presenting someone else’s words or ideas as your own

Borrowing someone’s words or ideas is acceptable as long as you give appropriate credit.
Common knowledge does not require documentation

Writing the Final Paper

· Revise and edit the evaluated rough draft.

· Make a copy to share with your Mentor.

RESEARCH PAPER STUDENT EDITING SHEET

Name: __________________________________________________________

Thesis Statement:

1. Content/Organization

· Length appropriate Yes _____ No _____

· All sections support thesis Yes _____ No _____

· Clearly written Yes _____ No _____

· Well-phrased sentences Yes _____ No _____

· Good transitions Yes _____ No _____

· Conclusion restates thesis Yes _____ No _____

· Conclusion offers solution Yes _____ No _____

2. Use of Sources

· Correct number of sources Yes _____ No _____

· How many:

o Works cited ________

o Works consulted _____

· Paraphrased information

correctly documented Yes _____ No _____

· No paragraph citations Yes _____ No _____

· Number of citations in paper Yes _____ No _____

3. Mechanics

· Underlined publication titles Yes _____ No _____

· Quotation marks around magazine

articles Yes _____ No _____

· Parentheses around citations Yes _____ No _____

· Periods follow parenthesis Yes _____ No _____

· End punctuation mark before closing

quotation marks in a direct quote Yes _____ No _____

· Corrected all spelling errors Yes _____ No _____

· Eliminated fragments Yes _____ No _____

· Eliminated run-on sentences Yes _____ No _____

· Eliminated contractions Yes _____ No _____

· Mechanical/grammatical errors Yes _____ No _____

RESEARCH PAPER RUBRIC

Rough Draft (keyboarded)

Final Draft (keyboarded)

Term Paper Rubric											Comments
Name:
	Total Pts.	5	4.5	4	3.5	3	2.5	2	1.5	1
Ideas/message	300										0

organization	75										0

voice	95										0

presentation	60										0

word choice	75										0

sentence fluency	75										0

conventions	100										0

Note cards	10										0

Outline	10										0

Works cited page	100										0

Title page	10										0

						0		/910		0
						0		/910		0
	910

Total 100 Points Earned __________ Grade __________

PHASE II

THE PRODUCT

The physical product gives you the chance to explore your career cluster or your area of interest in greater depth than possible during the normal course of your busy senior year. Frequently, students begin knowing what they want to do for their Senior Project, yet are unsure what to produce as a product. Your Mentor is an invaluable resource for feedback and ideas.

The product can be oriented around performance of a skill, the development of some physical product, or the study of a profession. Whatever the product, you must keep in mind that during your oral presentation, you will be required to illustrate your activities in some way. Products that have been built should be photographed at various stages of completion. Other fields of study must be illustrated in the same way. Problem-solving your way to a well-documented presentation is a vital part of putting together a dynamic speech.

The product is an appropriate and logical outgrowth/extension of the research paper. The product shows evidence of inventiveness/creativity in its concept(s). The student-generated product demonstrates care and attention to detail in its design.

GUIDELINES FOR THE PRODUCT

1. The product must be student-generated. It must be a showcase of the student’s skills – not a parent’s, friend’s, or mentor’s.

2. The product should show evidence of application and synthesis of the research paper.

3. The product should be tangible evidence that reflects the academic stretch/risk, which the student has experienced during completion of the Project.

4. Students are not expected to spend a lot of money in order to complete the Project. Expenditures will not enhance the evaluation of the Project.

5. Research for the product should reflect one or more of four primary areas: personal experience, experiment, survey and/or interview.

6. The product can be community service oriented.

7. A group/community could benefit from the product.

8. There will be no pairing or sharing of products.

PROJECT RUBRIC

1. 15 hours minimum (determined by portfolio, 2 points per hour)		30 points

2. Project presents an extension of the research		5 points

3. Documentation (in portfolio)		5 points
· Journal or log entries	1 point
· Letter of recommendation	1 point
· Research paper	1 point
· Papers/notes/flyers/charts	1 point
· Copies of all required forms	1 point

4. Reflection/self-evaluation		10 points

4. Signed mentor sheet (minimum of 3 meetings)	10 points	10 points

5. Quality of the project. This includes: attention to detail, the quality of the finished product, the quality of the portfolio, effort put forth, and the extent that it was a learning “stretch.”		40 points
· Quality of Finished Product
· Learning Stretch
· Effort put Forth
Points awarded are a composite of scores and comments from Advisors, Mentor, Administration, and Student.
Total Possible		100 points

If the student fails to meet the product completion deadline, they will have 5 points deducted from their product score. Each subsequent school day in which it is not complete will result in an additional point deducted for each day. The senior project coordinator may make an exception for extenuating circumstances (ie. severe illness)

PHASE III

THE PORTFOLIO

PORTFOLIO REQUIREMENTS

The portfolio is where you make your project come alive. It is also the portion where you get to display your creativity: How well can you paint a picture in words describing your experiences? How cohesive a story can you build with your pictures? Your research paper is factual writing—your opinion and experiences have no place in it—but in the portfolio you are graded on how well you explain your experiences and share your insights—the things you learned from being there, not just from your reading.

The portfolio is similar to a scrapbook, although there are specific requirements for the elements.

Use the following checklist and instructions to complete your portfolio.

PORTFOLIO CHECKLIST

A portfolio is a good way to strengthen learning. It enables you to reflect on new information and to apply that knowledge in new and creative ways. A Senior Project portfolio should include all forms, references, and activities associated with the Project: proposals, research information, logs, journals, etc. Portfolio items should be accurate, clean, neat, in sequence, assembled, labeled, and filed in a three-ring binder (or in some other organizer) for future reference.

This is the first impression the panel will get of you and your project—make sure that you create a positive one. Your notebook must meet the following guidelines and must include all of the sections and components listed below.

Required Components in This Order

Notebook and Paper: Obtain a white view binder that includes a clear cover slot into which a cover page can be inserted. All pages in your presentation notebook must be 8-1/2” x 11” in size. Use only Arial and Times New Roman fonts or equivalents.

♱ Notebook Cover: Create a notebook cover page that includes 1) your project title, 2) your name, 3) a centered picture or graphic that represents your project, 4) school name, 5) your senior project teacher’s name, and 6) the presentation date. Insert it in your cover clear slot.

♱ Title Page: Organize similar to your Cover Page but do not include your graphic.

♱ Table of Contents Page: Organize it similar to the checklist below.

Section 1 divider labeled: Proposal

♱ Your Faculty Advisor/Administration Agreement and signatures (if not included on your proposal cover page)

♱ Your actual Original Project Topic Approval Form

♱ Your Addendum or Topic Change Form, if needed

♱ Your Senior Project Pledge

♱ Your Parental Permission Form

♱ Your Mentor Proposal Comment Sheet

♱ Your Mentor Agreement Form

Section 2 divider labeled: Project Journal and Learning Log

♱ Your complete Project Journal in 8-1/2” x 11” 3-hole paper format

♱ Your Blogs

Section 3 divider labeled: Research

♱ Your Research Paper

♱ Your Annotated Bibliography

♱ All research documents gathered regarding your project are included here.

Section 4 divider labeled: Evidence of Work

♱ Photos showing progress and completion of your project

♱ Materials collected

♱ Other project documentation created, such as project notes, conclusions, graphs, charts, etc.

Section 5 divider labeled: Personal Information

♱ Personal Resume’

♱ Letters of Recommendation

Section 6 divider labeled: Evaluation

♱ Research paper evaluation

♱ Mentor evaluation form

♱ Project evaluation form

♱ Product self evaluation form

♱ Reflection/self-evaluation

♱ Insert other evaluation forms (portfolio, presentation) when available.

Section 7 divider labeled: Appendix

♱ Your Budget Page with a list of expenditures and the total cost of your project

♱ Thank you letters

♱ Other records or learning experiences

♱ Optional: Rough Drafts, Outlines, etc.

PORTFOLIO REQUIREMENTS

Daily Entries – There will be one log for each mentor or supervisor with whom you spent time. In these logs you will write down the date and times you did your hours, and the tasks you performed.

Pictures and visuals of your project – This is where you show the story of your service hours. It is the only opportunity your advisor will have to “see” what you did. If the story doesn’t “prove” that you were there and accomplished something, you may have to start over.

Mount the pictures on 8-1/2 x 11 paper and caption them (explain each picture). A general rule to follow is that 5 pictures is too few and 50 is too many. Twenty or thirty pictures is about average. If your project demands confidentiality, talk to your advisor. Pictures must still be provided—your creativity will be useful here! It is also wise to use more than one camera or more than one roll of film to allow for breakage or processing errors. You are advised to place your pages of pictures inside page protectors.

Mentor’s evaluation – Your mentor’s evaluation(s) sheet needs to be included in your portfolio.

Reflections page – On these two to three typewritten, double-spaced pages, we are looking for eloquent writing that summarizes what you did. Discuss such topics as where you were, what your duties were, what you saw, what you noticed about your surroundings, how your presence was helpful, who worked with you, what interested you, what surprised you, what affected you, and a more in-depth explanation of what your feelings, observations, insights, and experiences were. Show:

● What you learned—about other people and especially about yourself.

● What attitudes or opinions were strengthened or changed.

● What challenges you faced and how you overcame them.

● What affected you the most.

● What surprises you found.

● What you could or would do differently next time.

Expand on your daily entries. This is your opportunity to look at your whole service and what it accomplished. This will serve as the basis for your formal Board presentation.

THE SENIOR PROJECT JOURNAL (BLOG)

All students must complete a Journal (Blog) as a part of their Senior Project. The Journal (Blog) is a component of the Project portfolio.

Students should record at minimum of three entries each week during the project period.

Include the following information in each Journal (Blog) page: the date and the number of hours that you worked on the project during that particular week.

Each entry should cover the following:

Describe what you did on the Senior Project.
Write your personal reaction or evaluation of what you did. Some things you may wish to include:

i. Did you like what you were doing? Why or why not?

ii. Did everything happen exactly as you expected, or were there some surprises?

iii. How will you benefit from what you are learning?

iv. What frustrations did you experience?

v. What successes did you achieve?

Please note: Even if your Project is repetitive in nature, your Journal (Blog) must meet these minimum requirements.

Remember that your Journal (Blog) will be read by your Faculty Advisor and the Senior Project Steering Committee.

It is your responsibility to have your Faculty Advisory check your Journal (Blog) each week.

PROJECT JOURNAL LOG

Name: _________________________________________________________

Project: ________________________________________________________

Date

Time

Activity

Comments

SENIOR PROJECT REFLECTION

Directions: Using the format below, type the corresponding topic and answer by writing complete sentences. This must be word processed for your portfolio.

Your Name

Faculty Advisor’s Name(s)

English Teacher’s Name

Mentor’s Name

Date (Month Day, Year)

Reflection

What were the total hours spent on the project? (This calculation does not include class time.)

A. Research

Using this paragraph format, respond to each heading/question in complete sentences. This is an example of the proper format.

B. Product

C. Mentoring

What were at least two of the biggest problems you encountered as you worked on the project?

What did you do to manage your time?

What did you learn from the experience of working with other people?

What personal satisfaction was gained from this Project experience?

Briefly describe the “risk” you took in completing this Project. Include what you consider to be the “stretch” in this Project for you.

How were your original plans for the Project the same or different from the final outcome of your Project?

Assess the success of your product.

What did the Project teach you about yourself?

What would you do differently now that you have finished?

What grade would you give yourself for the Project? Give your justification.

SENIOR PROJECT PORTFOLIO SCORING RUBRIC

(5) _____ Cover/Title Page/Table of Contents

§ Cover

§ Title Page

§ Table of Contents

(10)_____ Section 1 Proposal

§ Project Approval Form

§ Original Approved Proposal

§ Senior Project Pledge

§ Parental Approval Form

§ Mentor Proposal Comment Form

§ Mentor Agreement Form

(15)_____ Section 2 Project Journal and Learning Log

§ Project Journal

§ Blogs

(10)_____ Section 3 Research

§ Research Paper

§ Annotated Bibliography

§ Research documents

(15)_____ Section 4 Evidence of Work

§ Photos

§ Materials collected

§ Other project documentation

(10)_____ Section 5 Personal Information

§ Personal Resume’

§ Letters of Recommendation

(10)_____ Section 6 Evaluation

§ Research paper evaluation

§ Mentor evaluation form

§ Project evaluation form

§ Reflection/self-evaluation

§ Presentation evaluation form

§ Portfolio evaluation form

§ Final Grade Form

(5) _____ Section 7 Appendix

§ Budget Page

§ Thank you letters

§ Other

(20)_____ Organization/Quality of Portfolio

§ Portfolio organized according to instructions

§ Portfolio is neat, orderly, professional and attractive

________ Total Points – 100 possible

If the student fails to meet the portfolio completion deadline, they will have 5 points deducted from their portfolio score. Each subsequent school day in which it is not complete will result in an additional point deducted for each day. The senior project coordinator may make an exception for extenuating circumstances (ie. severe illness)

PHASE IV

THE PRESENTATION

ORAL PRESENTATION EXPECTATIONS

When: __________, 20____

Where: Armour High School

Who: Panel of three members

What: You will be evaluated on preparedness, your professionalism, your ability to communicate and to think on your feet, and on the overall quality of both content and organization of your presentation

Contents of the presentation should cover what you have learned from doing the research, from writing the paper, and from completing the Project. Also include what worked and what did not work, how you solved the problem, and the nature of your personal growth. Let your personality shine through! Show insight and depth of thought. Sound intelligent! (This means you must rehearse!)

Presentations will follow this procedure: Each presentation will be scheduled every 20-30 minutes. The first five minutes will be used for setup. The presentation must be between eight to twenty minutes. You must speak at least eight minutes. The additional time may be used to show a video, to do a demonstration, to play an instrument, etc. The last few minutes will be question/answer time. The judges will ask you questions, ask you to clarify a point, or ask you to elaborate on a point made in your speech. The time in between will be for judges to evaluate and to score your presentation. The remaining minutes are used for the set up of the next presentation.

You must inform your teacher of any equipment needed (monitor, projector, computer, etc.) for your presentation. Remember your product is not your visual aid. This moment is a time of academic focus on one person--YOU. You have worked hard -- let your judges know this.

STUDENT GUIDELINES FOR THE ORAL PRESENTATION

The Senior Project presentation is the culminating event, which must include the entire learning experience. It should reflect elements of the product, paper and the portfolio.

1. Prior to the presentation (planning the event), confirm the time and place. Also confirm with the Faculty Advisor that the judges have been invited.

2. Plan the presentation using the presentation rubric: Check the speech itself – Do you have an introduction (attention-getting device)? Is your outline completed? How are you going to conclude your presentation (a concluding device)?

3. Prepare audio / visual materials that you will need. Check the technology to make sure it’s working and ready to use.

4. Practice and time the presentation using the audio/visual materials.

5. On the day of the presentation, arrive early to check that everything is in order and functional.

6. Keep these tips in mind when answering questions following your presentation:

a. Answer with confidence.

b. Request clarification when necessary.

c. Admit when you don’t know the answer.

d. Pack up and remove product/presentation materials.

7. Bask in success — show appreciation to your Mentors, Faculty Advisors, and judges with thank you notes sharing personal reflections.

8. Remember that you will be making a formal presentation. Please dress according to presentation guidelines. If you are not sure what constitutes appropriate dress, consult your Senior Project Faculty Advisor.

9. Do not chew gum.

10. Be aware of your body language. Avoid nervous gestures that may adversely affect your presentation.

11. Maintain eye contact with the judges.

12. Do not read your presentation.

13. Practice your presentation several times until you feel comfortable with its format and content. Also, time your presentation to be sure that you speak for a minimum length of time.

14. Proof of a product is required as a part of your oral presentation.

15. Be sure that your presentation covers the following: subject of the research paper, subject of the physical product, connection between the paper and the product, the stretch for you, and a self-evaluation.

Try to anticipate what questions your audience might ask you (or ask a parent or a friend to compose questions for you) and plan the answers you would give. The judges may not ask these exact questions, but this will give you an opportunity to practice answering questions. Remember that questions should address a clarification or extension of your topic.

TIPS FOR SUCCESSFUL PRESENTATIONS

Preparation

Practice your presentation and know your subject well.
Prepare handouts for your audience that highlight the main points of your presentation.

Format

Think “multi-media!” Use a variety of formats, including video images, slides, overheads, computer graphics, 3-D models, and 2-D presentation boards. Plan carefully to make sure you have all of the equipment you need.
Use materials such as poster board, markers, colored paper, and cardboard to prepare “professional style” presentation boards.

Standards

Set high standards for your presentation; check all written work for grammar and spelling errors; create a clear graphic layout; and thoroughly label all products and exhibition board.
Ask your Mentor to review the materials before your presentation.

Speech Organization

Introduction: Introduce your topic and try to capture the audience’s attention.
Body: List and explain five key points that you want to make:

Point 1: How did you become interested in the topic?
Point 2: How does the topic relate to your career cluster?
Point 3: What did you learn from the research?
Point 4: What did you learn from the Project?
Point 5: What did you learn about yourself and how has this information affected your plans for the future?

Connect the introduction, learning, and possible plans for the future.

SPEECH PREPARATION

Step 1: What are you going to talk about? Answer the following questions.

How do your paper and project connect?
What emotions did you experience as you worked through the paper and product/process? (anger, excitement, pride, frustration)
What problems did you encounter? (money, time management, skill) Explain.
What personal growth did you gain from the paper and product/process? What self-knowledge did you gain? What knowledge of your topic did you gain?
How did the Project relate to your career cluster?
How did the Project affect your plans for the future? Explain.
What Project advice would you pass on to next year’s seniors?

Step 2: How am I going to say this? Use the answers to the questions above as references.

Organization – jot down your ideas on separate 3 x 5 index cards and arrange them into an order that is logical.
Slip blank cards into spaces where a visual aid is needed.
Add blank cards for the introduction and conclusion.
If you have a product that can be displayed, jot down your ideas for that display on another card, e.g., photographs.
Plan your introduction. The introduction should:

Grab the audience’s attention.
Make the topic’s thesis clear (be sure to mention both paper and product/process).
Take no more than 60 seconds.

Plan your conclusion. A good conclusion should:

Restate topic/thesis.
Leave the audience thinking.
Take no more than 30 seconds.

Plan the display of your Project. Will it be an on-going, integral part of your speech, such as a slide show? Part of your introduction? Happen after your conclusion? Will you wear it? Sit on it? Serve up samples? (Avoid distributing items during your speech – this causes too much distraction.)
Plan your visual aids. Two types should be included.
Make sure your Faculty Advisor knows what equipment you will need.
Look at each idea card and fill in details, colorful anecdotes, and factual information.
Place all cards back in order and begin practicing your speech.

Step 3: Speech techniques to remember.

Eye contact – This is extremely important. Practice often enough so that you rarely need to look at your cards. Remember this is a friendly audience. Your peers and your judges are pulling for you. You need the reinforcement that their encouraging expressions will give you. Look at them. True communication happens with the eyes. A speech without eye contact is only half a speech.
Posture – Stand proud. You have a right to be. You have accomplished a great deal. Avoid:

Gripping the podium.
Locking your knees – you’ve come too far to faint now.
Twitching, wiggling, and shaking.

Voice – your voice needs to:

Be loud enough to be heard.
Vary appropriately in pitch and tone.

Gesture – Use your hands to help you make your point. Gestures should be natural and spontaneous, not choreographed and mechanical.
Props (audio-visuals) – Plan and practice using any prop or audio-visual you will need during the presentation.

Step 4: Prepare for questions.

Of course, there is no way to know for sure what the panel members will ask you, but you can make some educated guesses and that process will provide you with the confidence and clear-headedness to take on any question. Answer the following brainstorming questions.

If you were a judge listening to your speech, what would you want to know?
What would you like people to ask?
What unusual qualities does your Project have that might spark interest?
What part of your paper might make people curious?
What controversial topics, if any, do you touch on?
What possessed you to choose this topic?
Who helped?
How did you finance it?
How much time did you spend?
Does the Project double as credit for another class?

Your Senior Project presentation should be the peak of your high school career. Your audience will be small and supportive. You will be well prepared. This is your chance to show off, to shine. Enjoy!!

OUTLINE FOR SENIOR PROJECT PRESENTATION

Introduction:

Attention getter:

Main points of presentation (briefly describe your topic and product)

Research paper discussion:

Presentation of the Senior Paper and Project Activity

A. Describe thesis research paper

B. Connect content of paper to project activity

Product explanation and discussion:

C. Explain your product/project

D. Explain what you learned about the overall topic and about yourself

E. Describe whether the project affects your future plans and how you can use what you learned from this project later on in life.

Career cluster connection:

Professional Development Portfolio

A. Personal Statement

B. Best Works: Highlight sections of the portfolio as evidence of both academic and employability skills that support the Personal Statement including but not limited to the following areas:

1. Investigative Planning/Problem Solving

2. Technology Information

3. Teamwork

4. Written Communication

C. Accomplishments and activities highlights

D. Post High-School Plan

Conclusion: (Time: ______)

Miscellaneous:

"This concludes my presentation. Are there any questions?" (Q & A period)

Post speech:

Thank the judges, shake hands, and exit while scoring takes place. Return to the room once scoring sheets are removed. Collect tri-fold, PowerPoint, portfolio, and any other items.

TIPS FOR REDUCING ANXIETY

1. Organize

Being well organized gives you more confidence, which allows you to focus on the presentation. Prior planning prevents poor performances.

2. Visualize

Mentally rehearse walking into the room, delivering your presentation with enthusiasm, fielding questions with confidence, and sitting down after a great job.

3. Practice

Practice by standing up, as if audience were in front of you, and rehearse your presentation aloud. Practice with your visual aid. (Example: Senior Project PowerPoint)

4. Breathe

Take deep, slow cleansing breaths. This will help with your relaxation.

5. Focus on Relaxing

As you breathe, tell yourself on the inhale, “I am” and on the exhale, “relaxed.”

6. Release Tension

Unreleased energy may cause hands and legs to shake. Try an isometric exercise, such as clenching your fists for 10 counts, relaxing, clenching your fists again for 10 counts, relaxing, until you feel calmer.

7. Move

If you stand in one spot and never gesture, you will experience tension. You can’t gesture too much if the actions are natural.

8. Eye Contact With The Audience

Relate and connect with your audience. This should help you relax because you are less isolated and learn to respond to their interest in you.

PRESENTATION POISE

Posture

· Stand up straight, but not stiff.

· Point your feet toward the audience with your weight evenly distributed.

· Don’t place your weight on one hip and then shift to the other.

· Shifting can distract the audience.

Movement

· Move to the side or front of the podium to get nearer the audience.

· When no podium is available, stay within 4-8 feet of the front row.

· Don’t stay in one spot but don’t pace either. An occasional step to either side, or even a half step towards the audience for emphasis, can enhance your presentation.

· Stay close, stay direct, and stay involved with your audience.

Shoulder Orientation

· Keep your shoulders oriented toward the audience. This becomes critical when using visual aids.

· You will have to angle away from the audience sometimes, but it should not be more than 45 degrees.

· Don’t speak unless you have eye contact with the audience.

· Don’t talk to your visual aid.

Gestures

· Learn to gesture in front of an audience exactly as you would if you were having an animated conversation with a friend-nothing more, nothing less.

· Using natural gestures will not distract from a presentation; however, doing one of the following certainly will, so avoid:

1. Keeping your hands in your pocket

2. Keeping your hands handcuffed behind your back

3. Keeping your arms crossed or flapping

4. Wringing your hands nervously

Eye Contact

· The rule of thumb for eye contact is 1-3 seconds per person. Try not to let your eyes dart around the room.

· Try to focus on one person, not long enough to make that individual feel uncomfortable, but long enough to pull him or her into your presentation. Then move on to another person.

· Good eye contact helps establish and build rapport. It involves the audience and reduces the speaker’s feeling of isolation.

Voice

· Learn to listen to yourself; stay aware not only of what you are saying but also how you are saying it. A suggestion would be to videotape your presentation and critique it.

· Monotone: Anxiety usually causes monotone voices. The muscles in the chest and throat tighten up and become less flexible, and airflow is restricted. The voice then loses its natural animation and monotone results. You must relax and release tension. Upper and lower body movement is vital.

· Talking too fast: When we become anxious, the rate of speech usually increases. Articulation is what is important. Sometimes when you talk too fast you trip over words. Breathe and slow down. Listen for the last word of a sentence, and then proceed to your next sentence. Pausing can be very effective in a presentation. This allows important points to sink in. Sometimes the audience needs a period of silence to digest what you are saying.

· Volume: Practice will solve most problems in volume. Have a person who will give you a straight answer listen to your presentation from the back of the room. Ask that person if you can be heard, if you trail off the end of a sentence, if lack of volume makes you sound insecure, or if you are speaking too loudly.

JUDGES PRESENTATION EVALUATION

Senior Project Presentation Rubric

Name _______________________ Project ___________________________

CONTENT (35 points)

Introduction – personal introduction; reason for choosing topic; purpose of product/project clearly stated or implied attracts attention	1	2	3	4	5
Body – clearly states main points; accurate, appropriate supporting details	6	7	8	9	10
Organization – logical flow of ideas	1	2	3	4	5
Conclusion – summarizes; reflects personal growth/learning	1	2	3	4	5
Language Usage – transitions; avoids slang; appropriate word choice	1	2	3	4	5
Relation to Learning – relates research to project and product to presentation	1	2	3	4	5

CONTENT TOTAL __________

DELIVERY OF SPEECH (25 points)

Non-verbal – eye contact, poise, posture, appropriate/natural gestures; limited use of information on note cards.	1	2	3	4	5
Verbal – volume, rate, clarity of speech	1	2	3	4	5
Dress/Appearance/Demeanor – neat, appropriate dress; courteous, punctual and prepared	1	2	3	4	5
MultiMedia – support speech and enhance presentation	2	4	6	8	10

DELIVERY TOTAL __________

QUESTION AND ANSWER SESSION (15 points)

Impromptu Skills – fluent, confident; answers questions easily	1	2	3	4	5
Quality of Responses – evidence of knowledge; responds directly to questions	6	7	8	9	10

Q & A TOTAL __________

PRODUCT (25 points)

Quality of Product/Project–shows evidence of time spent; well planned and constructed

Evidence of Research – product relates to research and to presentation

IF NO PRODUCT IS EVIDENT – give 0 points. Do not mark any points in the criteria above.

if product is poorly developed, you may give less than the points in the boxes in the criteria above.

PRODUCT TOTAL __________

TOTAL POINTS: __________ (100 possible)

Comments:

SENIOR PROJECT FINAL GRADE

POINT DISTRIBUTION

Final grades will be based on the following scale.

Research Paper 100 points

Product 100 points

Portfolio 100 points

Presentation 100 points

Grade		Percentage	Points	Grade		Percentage	Points
A	=	94-100%	374-400	C+	=	77-79%	306-317
A-	=	90-93%	358-373	C	=	74-76%	294-305
B+	=	87-89%	346-372	C-	=	70-73%	278-293
B	=	84-86%	334-345	D+	=	67-69%	266-277
B-	=	80-83%	318-333	D	=	60-66%	240-265

_____ Research Paper

_____ Product

_____ Portfolio

_____ Presentation

Total _____/400 = _____%

Final Grade ______

Appendix
Appendix A: CAREER CLUSTERS AND EXAMPLES OF CAREER MAJORS

Appendix B

Rubrics & Grading Forms

RESEARCH PAPER RUBRIC

Rough Draft (keyboarded)

Final Draft (keyboarded)

Term Paper Rubric											Comments
Name:
	Total Pts.	5	4.5	4	3.5	3	2.5	2	1.5	1
Ideas/message	300										0

organization	75										0

voice	95										0

presentation	60										0

word choice	75										0

sentence fluency	75										0

conventions	100										0

Note cards	10										0

Outline	10										0

Works cited page	100										0

Title page	10										0

						0		/910		0
						0		/910		0
	910

Total 100 Points Earned __________ Grade __________

PROJECT RUBRIC

1. 15 hours minimum (determined by portfolio, 2 points per hour)		30 points

2. Project presents an extension of the research		5 points

3. Documentation (in portfolio)		5 points
· Journal or log entries	1 point
· Letter of recommendation	1 point
· Research paper	1 point
· Papers/notes/flyers/charts	1 point
· Copies of all required forms	1 point

4. Reflection/self-evaluation		10 points

4. Signed mentor sheet (minimum of 3 meetings)	10 points	10 points

5. Quality of the project. This includes: attention to detail, the quality of the finished product, the quality of the portfolio, effort put forth, and the extent that it was a learning “stretch.”		40 points
· Quality of Finished Product
· Learning Stretch
· Effort put Forth
Points awarded are a composite of scores and comments from Advisors, Mentor, Administration, and Student.
Total Possible		100 points

(5) _____ Cover/Title Page/Table of Contents

§ Cover

§ Title Page

§ Table of Contents

(10)_____ Section 1 Proposal

§ Project Approval Form

§ Original Approved Proposal

§ Senior Project Pledge

§ Parental Approval Form

§ Mentor Proposal Comment Form

§ Mentor Agreement Form

(15)_____ Section 2 Project Journal and Learning Log

§ Project Journal

§ Blogs

(10)_____ Section 3 Research

§ Research Paper

§ Annotated Bibliography

§ Research documents

(15)_____ Section 4 Evidence of Work

§ Photos

§ Materials collected

§ Other project documentation

(10)_____ Section 5 Personal Information

§ Personal Resume’

§ Letters of Recommendation

(10)_____ Section 6 Evaluation

§ Research paper evaluation

§ Mentor evaluation form

§ Project evaluation form

§ Reflection/self-evaluation

§ Presentation evaluation form

§ Portfolio evaluation form

§ Final Grade Form

(5) _____ Section 7 Appendix

§ Budget Page

§ Thank you letters

§ Other

(20)_____ Organization/Quality of Portfolio

§ Portfolio organized according to instructions

§ Portfolio is neat, orderly, professional and attractive

________ Total Points – 100 possible

JUDGES PRESENTATION EVALUATION

Senior Project Presentation Rubric

Name _______________________ Project ___________________________

CONTENT (35 points)

Introduction – personal introduction; reason for choosing topic; purpose of product/project clearly stated or implied attracts attention	1	2	3	4	5
Body – clearly states main points; accurate, appropriate supporting details	6	7	8	9	10
Organization – logical flow of ideas	1	2	3	4	5
Conclusion – summarizes; reflects personal growth/learning	1	2	3	4	5
Language Usage – transitions; avoids slang; appropriate word choice	1	2	3	4	5
Relation to Learning – relates research to project and product to presentation	1	2	3	4	5

CONTENT TOTAL __________

DELIVERY OF SPEECH (25 points)

Non-verbal – eye contact, poise, posture, appropriate/natural gestures; limited use of information on note cards.	1	2	3	4	5
Verbal – volume, rate, clarity of speech	1	2	3	4	5
Dress/Appearance/Demeanor – neat, appropriate dress; courteous, punctual and prepared	1	2	3	4	5
MultiMedia – support speech and enhance presentation	2	4	6	8	10

DELIVERY TOTAL __________

QUESTION AND ANSWER SESSION (15 points)

Impromptu Skills – fluent, confident; answers questions easily	1	2	3	4	5
Quality of Responses – evidence of knowledge; responds directly to questions	6	7	8	9	10

Q & A TOTAL __________

PRODUCT (25 points)

Quality of Product/Project–shows evidence of time spent; well planned and constructed

Evidence of Research – product relates to research and to presentation

IF NO PRODUCT IS EVIDENT – give 0 points. Do not mark any points in the criteria above.

if product is poorly developed, you may give less than the points in the boxes in the criteria above.

PRODUCT TOTAL __________

TOTAL POINTS: __________ (100 possible)

Comments:

SENIOR PROJECT FINAL GRADE

POINT DISTRIBUTION

Final grades will be based on the following scale.

Research Paper 100 points

Product 100 points

Portfolio 100 points

Presentation 100 points

Grade		Percentage	Points	Grade		Percentage	Points
A	=	94-100%	374-400	C+	=	77-79%	306-317
A-	=	90-93%	358-373	C	=	74-76%	294-305
B+	=	87-89%	346-372	C-	=	70-73%	278-293
B	=	84-86%	334-345	D+	=	67-69%	266-277
B-	=	80-83%	318-333	D	=	60-66%	240-265

_____ Research Paper

_____ Product

_____ Portfolio

_____ Presentation

Total _____/400 = _____%

Final Grade ______

Appendix C

Senior Venture Timeline 2014-2015

Activity Due Date

Letter of Intent September 25

Research Topic Identified October 10

Product Plan Submitted October 10

Product Plan Final Draft October 26

Mentor Identified October 26

Mentor Forms Submitted October 30

Parent Form Submitted October 30

Advisor/Admin Agreement October 30

Research Outline October 31 (tentative)

Research paper First Draft November 26 (tentative)

Product Checkpoint 1 December 5

Research Paper Final Draft December 12

Product Checkpoint 2 January 9

Product Checkpoint 3 February 26

Portfolio Checkpoint March13

Product Complete April 8

Student Work Day April 15 (tentative)

Portfolio Complete April 23 (tentative)

Presentation Practice May 1 (tentative)

Presentation Day May 8 (tentative)

Appendix D

Forms

SENIOR PROJECT PLEDGE

· I will attend all the meetings and workshops concerning the Senior Project.

· I will submit all materials and information requested of me on the date required.

· I will successfully complete all four phases of the project: Paper, Product, Portfolio, Presentation.

o The research paper will meet the guidelines set by the English Teacher

o The development of the product will include a minimum of 15 hours of work outside of school.

o I will keep a log of work and progress.

o I will find an appropriate mentor who has expertise/experience with the topic.

· I will comply with the instructions given by the steering committee made up of faculty advisors and administration.

· I will faithfully comply with all school rules and policies that provide for mature and responsible behavior related the senior venture.

· I will attend all classes and maintain passing grades.

_______________________________________________ Date __________

Student Signature

Senior Experience

Letter to Parents

Dear Parents or Guardians of Seniors:

· a word-processed research paper,

· a related physical product or activity to demonstrate an aspect of the research and/or service to the community,

· a portfolio, and

· a presentation given before a review panel composed of educators and community members.

The Senior Project topic is based on new knowledge and provides growth through a new learning experience.

The Senior Project involves parental and teacher support as well as student initiative and self-discipline. Attached is a copy of the due dates for the Project components.

Thank you for joining us on this exciting journey. If you have any questions, please do not hesitate to call the school at 724.2153.

Sincerely,

Brad Preheim, Principal

Armour High School

SENIOR EXPERIENCE

PARENT PERMISSION FORM

Student’s Name: _____________________________________

I have read through the Senior Experience materials and understand the requirements of all phases of the Senior Experience. I acknowledge and give permission for my son/daughter to participate.

My son/daughter will do the following as his/her project:

and will write a research paper on the following topic:

Parent or Guardian’s name: _____________________________________

Parent or Guardian’s signature: __________________________________

Date: ______________________________________________________

SENIOR EXPERIENCE

FACULTY ADVISOR/ADMINISTRATION AGREEMENT

Student’s Name: _____________________________________

Project Proposal: _____________________________________

Faculty Advisor

I have discussed the project proposed above with the student and am satisfied that it is appropriate and meets the requirements necessary for a successful senior experience.

Please do not sign below unless the following is true:

_________________________________________ _____________________

Signature of Faculty Advisor Date

_________________________________________ _____________________

Signature of Faculty Advisor Date

_________________________________________ _____________________

Signature of Faculty Advisor Date

Administration

I have discussed the project proposed above with the student and am satisfied that it is appropriate and meets the requirements necessary for a successful senior experience.

_________________________________________ _____________________

Signature of Principal Date

THE ROLE OF THE SENIOR PROJECT MENTOR

As Project Mentor, you will be asked to accept the following responsibilities:

To help the student organize his/her Project and then indicate approval by signing the appropriate statement at the bottom of the proposal form.
To supervise the student as he/she follows through on his/her Project proposal.
To sign time sheets to indicate that he/she has completed the required hours.
To complete an evaluation form at the close of the Project.

Following is additional information which you will find useful:

1. The Senior Project begins in September and continues through April. Students are to meet with you a minimum of three times.

2. A student may not be paid for his/her Project work.

3. No parent may be in a direct line of supervision for the student.

5. The student is bound by a set of guidelines which he/she should share with you.

6. The student will keep a journal and write a final evaluation of his/her Project. These are not to be done during his/her meetings with you.

7. In a pre-Project conference with the student, please establish a mutual understanding of what will be expected during project time.

WHAT IS A MENTOR? WHAT DOES A MENTOR DO?

It is common to hear Mentors described as:

teachers
trainers
sponsors
role models
advocates
coaches
openers of doors
friends

What are the benefits of having a personal Mentor?

Skills and knowledge relating to careers
Positive role model of a professional in the field
Connections with other professionals in the industry
Knowledge of how school and work interrelate
Learn what it takes to be successful in the industry
Expanded resources to help advance your care

What will your Mentor expect from you?

Good work habits
Punctuality - be on time
Dress appropriately
Maintain and demonstrate a positive attitude
Come prepared
Be alert and enthusiastic, try to make a good impression
Be willing and eager to talk; be willing and eager to listen
Be honest. Don't brag or exaggerate
Look at the Mentor and other adults when speaking to them

MENTOR AGREEMENT FORM

Student Name____________________

Project__________________________

I agree to serve as a Mentor for the above named student for the Senior Project.

Mentor Name_________________________________________

Address_____________________________________________

Phone______________________________________________

E-mail_______________________________________________

Relationship to Student________________________________

_________________________________ _________________

Signature

MENTOR PROPOSAL COMMENT FORM

Student Name ____________________________________________________

Mentor Name _____________________________________________________

Project Title ______________________________________________________

Please read the first draft of your student’s proposal and give the following feedback:

8. Do you see anything in this proposal that could be problematic for the student in completing this project?

9. Does the student need to make additions to the process described in this proposal in order to complete a quality product?

10. Has the student been too ambitious? Are the expectations realistic?

11. Will this project take at least 15 hours to complete?

12. Comment on the timeline. What adjustments would you advise?

13. What, if any, additional research would you advise?

14. Are there clear and specific standards set for the product?

________________________________________________________________

Mentor Signature Date

MENTOR’S FINAL PROJECT VERIFICATION & EVALUATION FORM

Student’s Name: __________________________________________

Project Description: ________________________________________

1. How many times did the student meet with you? ______

2. What successes have you seen this student achieve?

3. What problems specifically did this student encounter and overcome?

4. After having worked with the student, please explain how you feel about the effort expended, and evaluate the final outcome or product.

Please rate the students effort, attitude, and success (1-poor to 5-excellent)

1 2 3 4 5

Mentor’s Name: _______________________________________________

Signature: ____________________________________________________

Phone: ___________________________ Date: _____________________

SENIOR PROJECT TOPIC APPROVAL FORM

Student Name___________________________________________

Product/Process Title____________________________________

Product/Process Proposal

Description:

Steps for Product/Process Completion:

Special Equipment/Facilities/Environment:

Cost Analysis

Materials List:

Budget:

Your proposal should include the following:

What is the topic or area of study that will be the focus of your senior project? Why did you choose this topic? What previous knowledge or experience in this area do you have?

What will be the focus of your research paper? Describe your topic, discussing any preliminary areas of exploration or questions you have identified.

What is the connection between your research paper and your project? How are these components related and how do they together show a concerted effort to explore your topic or area of study?

SENIOR PROJECT TOPIC CHANGE FORM

How do you wish to change the proposed project?

What is the purpose of the changes?

How will these changes help to further explore an area of interest?

How will these changes allow better demonstration or representation of learning?

Have the proposed changes been discussed with others, such as parents, Faculty Advisor, and Senior Project Mentor? What were the responses about the proposed change?

How will these changes affect the Project time line?

Student Date

Faculty Advisor(s) Date

Parent/Guardian Date

Senior Project Coordinator Approval: _____ yes _____ no

Coordinator Date

PROJECT JOURNAL LOG

Name: _________________________________________________________

Project: ________________________________________________________

Date

Time

Activity

Comments

REQUIREMENT: Both the Research and the Product MUST be a “LEARNING STRETCH” for you.

Project Ideas

Help for the Hungry/Homeless
1. Help cook and/or serve a meal at a homeless shelter
2. Gather clothing from your neighbors and donate it to a local shelter
3. Make "I Care" kits with combs, toothbrushes, shampoo, etc. for homeless people
4. Help with repairs at a local homeless shelter
5. Make a care package with mittens, socks, t-shirts, long underwear, etc. for a child at a homeless shelter
6. Collect grocery coupons to give a local food bank
7. If your community doesn't have a food bank, work with local officials to start one
8. Pack and hand out food at a food shelf
9. Organize a neighborhood group to plant, tend and harvest a vegetable garden
10. Donate the produce to a food shelf

Senior Citizens
1. Adopt a "grandfriend"
2. Visit a nursing home
3. Rake leaves, shovel snow, clean gutters, or wash windows for a senior citizens
4. Pick up medicine for an elderly person
5. Write your "grandfriend" a letter, or write letters for an elderly person
6. Go for a walk with a senior citizen in your community
7. Hold an afternoon dance for your local nursing home
8. Teach them your dances and ask them to teach you theirs
9. Deliver meals to homebound individuals
10. Offer to pick up groceries with/for a senior citizen
11. Help senior citizens in your neighborhood obtain and install locks or smoke alarms
12. Teach a senior friend hot to use a computer or the Internet
13. Get a group together to sing or present a play at a nursing home

School Activities
1. Paint a mural over graffiti
2. Organize and invite local police officers to present a drug awareness or bike safety assembly
3. Form volunteer teams for a campus safety escort service
4. Tutor a student that needs help learning English or some other subject
5. Organize a canned goods drive in conjunction with a school dance and donate the goods to a food shelf

Neighborhood Enhancement
1. Help neighbors paint and repair their homes
2. Clean up a vacant lot
3. Organize a campaign to raise money to purchase and install new playground equipment in an area park
4. Campaign for additional lighting along poorly lighted streets
5. Paint a mural or clean up in a local park
6. Plant flowers in public areas that could use some color

For Those with Special Needs
1. Volunteer to help at a Special Olympics event
2. Set up a buddy system for kids with special needs at your school
3. Raise money for Braille or large print books for the visually impaired
4. Volunteer at an agency that works with emotionally disturbed children
5. Read books or the newspaper on tape for visually impaired people
6. Bring toys to children in the cancer ward of the a hospital

Politics and Government
1. Contact your local League of Women Voters or voter registration office
2. Ask what you can do to help people register to vote
3. Identify a local issue you are concerned about and contact someone in local government with your ideas on what to do about it
4. Organize a public issues forum for your neighborhood
5. Volunteer at a poling booth the day of an election
6. Offer to pass out election materials

The Environment
1. Plant a garden or tree where the whole neighborhood can enjoy it
2. Set up a recycling system for your home and participate in your neighborhood curbside recycling pick-up
3. Organize a carpooling campaign in your neighborhood to cut down or air pollution
4. Adopt an acre of a rainforest
5. Clean up trash along a river or in a park
6. Create a habitat for wildlife
7. Create a campaign to encourage biking and walking
8. Test the health of the water in your local lakes, rivers, or streams

Based on past experience, these topics are difficult to research and find a product:

The following sample projects reflect Stretch and Challenge. Only finished projects

• Design an effective sustained advertising campaign for a product (more than a

• Design a lesson and work as a teacher’s aid for an elementary school teacher

o Organize an Agriculture Day for elementary schools, a Health Fair, or a Business

Following are examples of workable goals and activities for Senior Projects. Goals are what you want to accomplish by doing the Project; activities are what you do (action) to accomplish your goals. The activity grows out of the goals.

EXAMPLES OF SENIOR PROJECT TOPICS

BY CAREER CLUSTER

The following list is a sampling of topics that could be used for Senior Projects. It is not an all-inclusive list, but is intended to serve as a starting place when beginning the process of topic selection.

Fashion and social change ⎬		Design and construct a 20’s era gown
Vietnam veterans ⎬		Volunteer work with vets
Robotics ⎬		Construct a robotic hand
Aluminum welding ⎬		Construct a model (or actual) river boat
Musical arranging ⎬		Write an orchestration for school band or orchestra
Adoption laws ⎬		Find biological parent
Art of silk screening ⎬		Design and create a T-shirt logo for school club
Waste disposal and the environment ⎬		Organize group to pick up trash in town
Importance of fathers in the home ⎬		Form a fatherhood club; create agendas for meetings
Historical sites in Tiverton ⎬		Create a walking tour of Tiverton; with a brochure
Progression of 20th Century architecture ⎬		Design a modern building; make a model
History of sailing vessels ⎬		Make a model of a sail boat; take sailing lessons
Stained glass through the ages ⎬		Take stained glass lessons; create a project
Golf course management ⎬		Design and make a model of an 18 hole golf course
History of “belts” in the martial arts ⎬		Learn karate with a goal of reaching a belt level
Harmonica in blues music ⎬		Learn to play the harmonica
Crimes against women ⎬		Take a self-defense class
History of the VW Beetle ⎬		Remodel/Rebuild a 1964 VW
Health benefits of Yoga ⎬		Take Yoga lessons and chart progress w/ photos
Marine biology ⎬		Set up and maintain a salt-water aquarium
Illiteracy in Rhode Island ⎬		Teach an adult to read
Vincent Van Gogh ⎬		Learn to oil paint
Homelessness ⎬		Volunteer at a homeless shelter
Astronomy ⎬		Build a telescope
Financial Planning ⎬		Create a financial plan for your future
The filmmaking of Stanley Kubric ⎬		Create and edit an original film
Braking devices on automobiles ⎬		Make a brake rebuilding video
Sports medicine ⎬		Learn to wrap and treat sports injuries
Obesity ⎬		Design/monitor a weight loss program for an adult
Sports and Asthma ⎬		Volunteer to work with asthmatic child in a sport
The poetry of William Blake ⎬		Write and bind a book of personal poetry
Illustration as a career ⎬		Write and illustrate a children’s book
Head trauma		Make and label a model of the brain
Radio communication ⎬		Build a radio or become a ham radio operator
Wildlife art ⎬		Make a book or video of wildlife in Georgia
Drunk driving and MADD ⎬		Create a school program against drinking/driving
Horticulture ⎬		Construct a greenhouse
Hearing impaired ⎬		Learn sign language
Child development ⎬		Volunteer at a Day Care Center; make a book
	Research Paper		Senior Project
	Animals
	Orphan wild animals		Animal rehab. Volunteer
	Endangered animals		Animal rehab. Volunteer
	Horse training		Train a horse
	Deer population		Wildlife study
	Animal abuse		Humane Society volunteer
	Art
	Picasso		Paint a mural
	Cartooning		Design a cartoon character
	Architecture		Draw blueprints/make model
	Architectural art		Model home
	Murals		Paint mural
	Floral design		Make floral arrangements
	Impressionist artists		Paint impressionistic art
	Commercial art		Commercial art advertising
	Business
	Public relations		Work Mt. Hood Jazz Festival
	Stock market		Chart stock
	Japanese Restaurant		Learn Japanese cooking
	Small business		Plans for one-hour photo
	Medical secretary		Shadow medical secretary
	Emergency room medicine		Shadow emergency room doctors
	Veterinary medicine		Shadow veterinary doctor
	Child Abuse
	Child abuse		Program design prevention
	Sexual abuse Molestation		Volunteer with group sessions
	Computers
	Computer Programs		Write a bulletin board service
	Computers		Design accounts
	Computer components		Design Electric Motor
	Education
	Elementary education		15 hours of Kindergarten
	Hearing impaired		Learn sign language
	Child Care		Teach baby-sitting classes
	Fashion
	Fashions 1940-1990		Fashion show
	Fashion		Sew prom dress
	Dress design		Sew "flapper" dress
	Homeless
	Homeless		Volunteer at shelter
	Homeless		Food-clothing drive
	Math/science
	Hydropower		Create a model
	Cruise missiles		Build a model
	Weather forecasting		Forecast weather for a week
	Water pollution		Examine Lacamas Lake
	Medicine
	Dentistry		Work at dental clinic
	Emergency medicine in US		Shadow emergency room doctors
	Performing Arts
	Women in theater		Belle of Amherst performance
	William Shakespeare		Shakespearean monologues performance
	Victorian designs		Design set for Belle of Amherst
	Radio broadcasting		Take part in a broadcast
	Drugs
	Crack babies		Community Awareness Program
	Drug testing		Work in health care facility
	Drugs in elementary schools		Present program in schools
	Teens and drugs		Write and perform one-act play
	Photography
	Silent films		Make silent movie
	Recreation/Sports
	Shooting		Design trap thrower
	Holsters		Design and make holster
	Karate		Take lessons/demonstrate
	Religion/philosophy
	Pow-wows		Make wing dress
	Social Issues
	Care of elderly		Volunteer retirement/nursing home
	Student rights when arrested		Handbook on what to do
	Handicapped housing		Design barrier-free house
	Teen Peer Pressure		Write/direct/perform play
	Teen pregnancy		Volunteer at Crisis Center

10-song grind core CD	12-hr fast & fundraiser
2D animation-Macromedia Flash	3-D modeling
Afghanistan school supply drive	Coordinate mentors for authors, publish magazine
Bali orphanage care packages	Band website
Bat habits, behaviors, biology	Book: interviews on love
Book: poetry, art, short stories	Bound book of short stories
Bound book: autobiography	Brochure layouts/graphic design
Build a board game	Build bench, planters
Build concrete slab and shed	Build foundation & gazebo
Build kitchen table	Build new school entrance sign
Build terrarium from big screen	Build Trek deck & steel railing
Build TV entertainment center	Build, program robot
Campus project-picnic tables	Candy Cane Dash
Cater a community dinner	Cello audition prep
Ceramic dinnerware set	Charcoal family portraits
Cheer camp-elementary school	Coach youth soccer
Comedy show	Compose movie soundtrack
Compose, perform songs on piano	Computer animation
Conduct Ridgecrest talent show	Construct backyard fireplace
Construct chest w/ drawers	Construct deck bar
Construct entertainment closet	Construct semi-formal dress
Construct Victorian doll house	Create art therapy
Create art/hold gallery show	Create ceramic dinnerware set
Create ceramic tea set	Create library/study
Create Linux system	Create quilt
Create recipes, birthday/wedding style cakes	Create regular ed/special ed club
Create SC weight room mural	Create skating costumes
Create, record original songs	Cross stitch family picture
Current events pod casts	Customize shoe artwork
Design clothing	Design, build desk
Design, build mosaic-top table	Design, plant garden
Design/construct formal dress	Direct feature-length comedy
Documentary-gymnastics	Documentary-racism
"Drawing Jam" event-planning	Explore game of golf
Expressive writing	Film trailer, script, poster
Football highlight film	Formal dinner/etiquette course
Foster dog/create pamphlet	Germany presentation
Glass blowing	Glasses drive
Gospel choir competition/Korea	Guitar theory
Gymnastics documentary	Half-marathon training
Half-marathon fundraiser-Mexico	Hip hop instrumentals
Hmong history/culture event	Hospital internship
Humor/drama comic book	Interior design portfolio
Internship w/ youth pastor	Internship with construction
Internship-UW Athletic office	Islam presentations-World Geo
Japanese version of SC website	Jewelry silversmith
Kidney seminar	Landscaping
Learn and research boxing	Learn art of French cuisine
Learn different dance types	Learn guitar scales, chords
Learn Russian language	Learn Tae Kwon Do
Learn to glass blow	Long board graphic design, build long boards
Lymphoma cancer research	Mock interview workshop
Movie advertising/marketing	Musical soundtrack composition
Organize tennis tournament	Posada Safe Haven drive
Photography + gallery show	Plan trip to Australia
Plan youth dance performance	Plan, teach skills to preschool
Pole-you documentary	Preschool fieldtrip + scrapbook
Produce, host "Mr. Shorecrest"	Puppy training, grooming
Research, experience raw food diet	Rebuild sailboat
Reconvert 1753 cello	Record CD-drums
Recreate 1940's rationing	Red Cross lifeguard training
Redecorate bedroom	Refurbish hydroplane/outboard motor
Refurbish sailboat	Remodel inside of camper
Remodel room, refinish floors	Research French-Algerian war
Research suicide, depression	Research yoga & styles
Research/photograph rugs, ceramics	Reshape dog behavior
Restore dirt bike	Ridgecrest talent show
Run 4-H rabbit show	Salsa dance performance/history
SC environment assessment	School of the Americas movie
Screen print original artwork	Senior slide show
Snowboard video; winter photography	Stock portfolio management
Talent showcase event	Teach French-Room 9 Community
Teach Hang Time hip hop class	Teach tennis
Teach/direct choir-Chinese song	Teach/inform about hearing loss
Technology "how to" book	Teen pregnancy presentation
Train for triathlon	Triathlon-special needs youth
Truck ethanol conversion	Turbo car mechanics
United Way fund raiser	Unity Festival
Video of senior year	Video-playing covers of songs
Violin recital	Voter information booth
Writing, drawing, photography	Writing/art collection
Youth basketball camp	Youth basketball tournament

Goal 1:	to teach science to fourth grade students
Goal 2:	to learn the responsibilities of a teacher in a fourth grade classroom
Activity 1:	design and implement a science demonstration for a fourth grade science class
Activity 2:	help the teacher with the daily clerical tasks (collecting milk and lunch money, taking attendance, grading papers)
Career Cluster:	Education and Training

Goal 1:	to study literature from various Asian cultures
Goal 2:	to compare these Asian cultures as they are depicted in the literature
Activity 1:	read Chinese, Japanese, East Indian, and Korean authors
Activity 2:	look at the various works for similarities and differences in the cultures
Career Cluster:	Education and Training

Goal 1:	to research modern murals
Goal 2:	to use a new medium in creating the mural
Activity 1:	go to the library and read about modern mural painting
Activity 2:	experiment with various mediums used in painting murals
Career Cluster:	Arts, A/V Technology and Communications

Goal 1:	to learn the workings of a political campaign
Goal 2:	to learn the persuasive techniques needed to elect a candidate
Activity 1:	work for the election of candidate X at his campaign headquarters
Activity 2:	listen and watch a seasoned campaigner as he does telephone work
Career Cluster:	Government and Public Administration

Career Cluster	Research Paper	Project
Agricultural and Natural Resources	Animal Abuse	Humane Society volunteer
	Crop	Planting a new crop, measuring yield results
	Deer Population	Wildlife study
	Floral Design	Make floral arrangements and market them
	Horse Training	Train a horse
	Horticulture	Build a greenhouse
	Landscape Design	Create and prepare a landscape design for a house
	Organic Farming	Analyze organic versus regular farming techniques by planting test lots
	Orphan Wild Animals	Animal rehabilitation volunteer
	Veterinary Medicine	Shadow veterinary doctor
Architecture and Construction	Home Building	Help build a Habitat for Humanities house
Arts, A/V Technology and Communications	Architecture	Draw blueprints, make a model
	Art Show	Organize an art showcase of your photography work
	Cartooning	Design a cartoon character
	Commercial Art	Commercial art advertising
	Impressionist Artists	Paint impressionistic art
	Murals	Paint mural
	Plays	Write a play, coordinate its presentation
	Poetry	Write a selection of poetry for possible publication
	Silent Films	Make silent movie
Business and Administration	Business Ownership	Start a small business which markets or produces a product or service
	Marketing and Promotion	Prepare/implement a business marketing plan
	Medical Secretary	Shadow medical secretary
	Stock Market	Chart stock
Education and Training	Coach	Serve as a coach for a sports or fine arts group
	Elementary Education	15 hours aiding in a Kindergarten classroom
	Hearing Impaired	Learn sign language, teach it to a group of elementary school students
	Karate Skill Demonstration	Learn karate, do a demonstration of techniques and a report on the history and origins.
	Sports Broadcasting	Announce at a sports event, coordinate broadcasting arrangements with the radio station
Health Science	Children’s Book	Research and write a children’s book on a health topic. Read the book to an elementary school class.
	Crack Babies	Community Awareness program
	Dentistry	Work at a dental clinic
	Drug Testing	Work in health care facility
	Drugs in Elementary Schools	Present program in schools
	Emergency Room Medicine	Shadow emergency room doctors
	History of Diseases	Research changes in different types of diseases from the 1900’s to present
	Nutritional Cooking	Prepare and sell a cookbook with recipes of nutritious foods
	Teens and Drugs	Write and perform a one-act play
	Tobacco (Substance Abuse)	Conduct a school awareness program that could include presentations, guest speakers, brochures, posters, etc.
Hospitality and Tourism	Dance	Organize a dance team, prepare a program to present at a Senior Citizens Center or during half time at a sporting event
	Music	Coordinate/present a piano recital, proceeds for charity
	Music Arranging	Write a composition for an orchestra
	Radio Broadcasting	Take part in a radio broadcast
	William Shakespeare	Shakespearean monologues performance
Human Services	Babysitting	Offer a series of classes in babysitting
Human Services	Care of Elderly	Volunteer in a retirement/nursing home
	Child Abuse	Design a prevention program
	Handicapped Housing	Design a barrier-free house
	Homeless	Coordinate a food and/or clothing drive
	Homeless People	Food-clothing drive
	Homeless People	Volunteer at a shelter
	Preschool Learning	Serve as a student teaching aide for a preschool
	Student Rights When Arrested	Handbook on What to Do
	Teen Peer Pressure	Write, direct, and perform a play
	Teen Pregnancy	Volunteer at a Crisis Center
Information Technology	Programming	Create a record-keeping program for a business
Information Technology	Web Page	Design and maintain a web page for your school or a community organization
Law and Public Safety	Community Safety	Survey/analyze the community for safety issues. Prepare a written analysis to present to the city commission. Select one issue, such as vacant buildings, as the focus of your project.
Retail/Wholesale Sales and Service	Design	Research fashion design in history, create a dress/suit for a particular period
	Fashion	Sew prom dress
	Fashions 1940-1990	Fashion show
	Modeling	Study modeling techniques, model fashions for an event
Scientific Research/ Engineering	Hydropower	Create a model
	Water Pollution	Examine and test water nearby, compile statistics, compare to reports from some time ago
	Weather	Study and report on the changing weather patterns for a certain time period or region
	Weather Forecasting	Forecast weather for a week
Transportation, Distribution and Logistics	Car Restoration	Restore an antique car
All Clusters	Individual Career Plan	Prepare a career plan for your interest area, arrange for job shadowing in your career area
	Job Certification	Select an occupational area and attain certification – child care, computers, nurses aide, etc.
	State/Community Analysis	Research, analyze, and predict the current job/occupational outlook for your community

PHASE II: The Product

PHASE III: The Portfolio

PHASE IV: The Presentation

SENIOR EXPERIENCE

PARENT PERMISSION FORM

SENIOR EXPERIENCE

FACULTY ADVISOR/ADMINISTRATION AGREEMENT

Faculty Advisor

Signature of Faculty Advisor Date

Signature of Faculty Advisor Date

Signature of Faculty Advisor Date

Administration

Signature of Principal Date

THE ROLE OF THE SENIOR PROJECT MENTOR

Career Exploration

Design a Product System or Service

Event/Activity Plan

Investigation

Learning a New Skill or Improving an Existing Skill

Research

When in doubt, ask the teacher, and

Required Components in This Order

THE SENIOR PROJECT JOURNAL (BLOG)

Name: _________________________________________________________

Reflection

What were the total hours spent on the project? (This calculation does not include class time.)

Posture

Movement

Shoulder Orientation

Gestures

Agricultural and Natural Resources

Architecture and Construction

Arts, A/V Technology and Communications

Business and Administration

Education and Training

Finance

Government and Public Administration

Health Science

Hospitality and Tourism

Human Services

Law and Public Safety

Manufacturing

Retail/Wholesale Sales and Service

Scientific Research/Engineering

Transportation, Distribution and Logistics

SENIOR EXPERIENCE

PARENT PERMISSION FORM

SENIOR EXPERIENCE

FACULTY ADVISOR/ADMINISTRATION AGREEMENT

Faculty Advisor

Signature of Faculty Advisor Date

Signature of Faculty Advisor Date

Signature of Faculty Advisor Date

Administration

Signature of Principal Date

THE ROLE OF THE SENIOR PROJECT MENTOR

Name: _________________________________________________________

Project Ideas

EXAMPLES OF SENIOR PROJECT TOPICS

BY CAREER CLUSTER