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Schedule in Adobe Format
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Week |
1 |
2 |
3 |
4 |
5 |
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Introduction of Senior Project and All
Activities
Students begin researching potential
topics for projects and mentors
Students learn about different types of
projects, terminology, monitoring, documentation, and direction projects
may take. Students learn how to plan and document actions.
PowerPoint
Presentations
·
Characterization of
Research
·
Types of Research |
Students continue researching potential
topics for projects.
Students research literature for related
topics. They review current and past projects/research to build a
knowledge base of their topics. As a culmination of this research they
write evaluations of a few of the more related projects.
PowerPoint
Presentations
·
Terms of Research
·
Research Proposal
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Students begin finalizing their choice
for a mentor
Students write a proposal draft for their
project, which is to take place over the next few months. The format of
the proposal will depend highly upon the type of project. This proposal
should meet the expectations and approval of the student’s mentor.
Students begin functioning in their
project and may or may not be in class on a regular basis |
Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work. |
Adjustments may be made to proposals and
students will schedule a draft review date with their instructor.
Draft of Research Proposal is due |
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Content
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Week |
6 |
7 |
8 |
9 |
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Content |
Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work. |
Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work |
Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work. |
Formal Project Proposal Due
·
1st section
should be pristine
·
2nd section is
to be completed by mid-term
·
3rd section
should at least be outlined with as much detail a possible (students are
to add and edit details through out the course |
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Week |
10 |
11 |
12 |
13 |
14 |
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Students examine multiple methods for
presenting knowledge within their area of study.
Students begin work on:
·
a web page
·
a video documentary
·
a research paper
·
any other formal display
of knowledge base acceptable to the instructor |
Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work.
Students continue work on their chosen
presentation of knowledge base |
Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work
Students continue work on their chosen
presentation of knowledge base
Final decision of the format for a
display of knowledge base is due
Rubric is discussed with each student
for the evaluation of web page, documentary, research paper. . . |
Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work.
Students continue work on their chosen
presentation of knowledge base |
Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work.
Students continue work on their chosen
presentation of knowledge base |
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Content |
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Week |
15 |
16 |
17 |
18 |
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Content |
Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work.
Students continue work on their chosen
presentation of knowledge base |
Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work.
Students continue work on their chosen
presentation of knowledge base |
Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work.
Students continue work on their chosen
presentation of knowledge base |
Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work.
Students continue work on their chosen
presentation of knowledge base
Final of students’ display of knowledge
base is due. |
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Week |
19 |
20 |
21 |
22 |
23 |
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Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work.
Students may continue to update their
chosen presentation of knowledge base.
Instructor reviews the community event
guidelines and evaluations with students
PowerPoint
Presentations
·
Community Event
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Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work.
Students may continue to update their
chosen presentation of knowledge base.
Students assemble props, displays,
surveys, videos, and other items for use at the upcoming Senior Project
Fair.
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Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work.
Students may continue to update their
chosen presentation of knowledge base.
Students assemble props, displays,
surveys, videos, and other items for use at the upcoming Senior Project
Fair.
|
Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work.
Students may continue to update their
chosen presentation of knowledge base.
Students assemble props, displays,
surveys, videos, and other items for use at the upcoming Senior Project
Fair.
Students review programs for public
events and begin drafting a description for the upcoming senior project
fair. |
Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work.
Students may continue to update their
chosen presentation of knowledge base.
Students assemble props, displays,
surveys, videos, and other items for use at the upcoming Senior Project
Fair.
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Content
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Week |
24 |
25 |
26 |
27 |
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Content |
Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work.
Students may continue to update their
chosen presentation of knowledge base.
Students assemble props, displays,
surveys, videos, and other items for use at the upcoming Senior Project
Fair.
|
Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work.
Students may continue to update their
chosen presentation of knowledge base.
Students assemble props, displays,
surveys, videos, and other items for use at the upcoming Senior Project
Fair.
Description for Project Fair due to
Instructor for program |
Students function in their project and
may or may not be in class on a regular basis. They should document
work, take pictures, and videos of work.
Students may continue to update their
chosen presentation of knowledge base.
Students assemble props, displays,
surveys, videos, and other items for use at the upcoming Senior Project
Fair.
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Performance of Community Event:
Community Events are to be an exhibition
of student’s talents, intelligence, research, and/or ability as a young
adult who is ready to advance beyond high school. |
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Week |
28 |
29 |
30 |
31 |
32 |
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Students organize artifacts from their
project and prepare for publication and the (SPEC) Senior Project
Evaluation Committee.
Students function in their project and
may or may not be in class on a regular basis. They should continue to
document work, take pictures, and videos.
Instructor should review all aspects of
the SPEC and the evaluation there of. |
Students organize artifacts from their
project and prepare for publication and the (SPEC) Senior Project
Evaluation Committee.
Students function in their project and
may or may not be in class on a regular basis. They should continue to
document work, take pictures, and videos.
|
Students organize artifacts from their
project and prepare for publication and the (SPEC) Senior Project
Evaluation Committee.
Students function in their project and
may or may not be in class on a regular basis. They should continue to
document work, take pictures, and videos.
Students practice talking through their
presentation to the SPEC committee. This should be privately videoed
and reviewed by the student-even though props and displays may be
incomplete. |
Students organize artifacts from their
project and prepare for publication and the (SPEC) Senior Project
Evaluation Committee.
Students function in their project and
may or may not be in class on a regular basis. They should continue to
document work, take pictures, and videos.
|
Students organize artifacts from their
project and prepare for publication and the (SPEC) Senior Project
Evaluation Committee.
Students function in their project and
may or may not be in class on a regular basis. They should continue to
document work, take pictures, and videos.
Students make appointments for their
SPEC review and confirm times with their mentors. |
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Content |
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Week |
33 |
34 |
35 |
36 |
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Content |
Students organize artifacts from their
project and prepare for publication and the (SPEC) Senior Project
Evaluation Committee.
Students function in their project and
may or may not be in class on a regular basis. They should continue to
document work, take pictures, and videos.
(2nd video) Students practice
talking through their presentation to the SPEC committee. This should
be privately videoed and reviewed by the student. |
Students organize artifacts from their
project and prepare for publication and the (SPEC) Senior Project
Evaluation Committee.
Students function in their project and
may or may not be in class on a regular basis. They should continue to
document work, take pictures, and videos.
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Senior Project Evaluation Committees
(SPEC) review presentations from students as projects are completed.
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Senior Project Evaluation Committees
(SPEC) review presentations from students as projects are completed.
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