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Tiger Culminating Project
2009-2010
This Manual Belongs to
______________________________________,
SENIOR!
Go to
www.theculminatingproject.com
if this manual doesn’t answer
your particular question.
The Culminating Project is a State of Washington graduation requirement. Its completion will
be indicated on your official transcript. You must satisfactorily complete all components of
the Culminating Project to be eligible for graduation. No graduation will occur for students
who do not complete this requirement.
1
Dear Tiger Senior:
Well, here you are – eleven down and one to go! There’s so much happening your senior year –
decisions to make, applications to submit, resumes to update, and exams to complete. Here at
LC, we know you’re busy and working hard, so we’re here to help you complete the
requirements for the state- mandated Culminating Project (a.k.a. “The Project”) as efficiently and
effectively as possible. The Project is designed to celebrate your skills and stretch your learning
in new and engaging ways. It’s a chance to shine… a chance to show-off… and a chance to
demonstrate just exactly how talented and independent you can be!
Here at school, you will work toward completion of your Project with a Mentor Teacher you will
see every day. Nearly every elective course and a few of our core courses can serve as Project
base classes. If you are a full-time Running Start student, you’ll complete the Project through a
Spokane Virtual Learning class that is a free, online support. In either case, a teacher will be
available to guide you toward successful completion of the Project. That Mentor Teacher will
help you establish and monitor the deadlines, meet Project mandates, understand the rubrics that
will be used to assess your work, and schedule your Presentation after your Portfolio is complete
and approved.
In this student handbook, you will find an outline of the work you’ll need to complete and submit
for the Project as well as copies of all the forms and rubrics required to finish your Project.
Additionally, if you go online to www.theculminatingproject.com you’ll find examples of
previous Projects as well as hundreds of Project ideas to get you going.
Again, all students in the State of Washington are required to complete the Culminating Project
before a diploma can be issued. Students with Individual Education Plans (IEPs) and/or served
by special education programs will meet this requirement as stated in the ir IEPs
Good luck, and we look forward to seeing what you can do!
Marybeth Smith
Tiger Culminating Project Coordinator
2
.
So, Just What IS the Culminating Project?
The Four P’s
1. PRODUCT/PERFORMANCE
It must S-T-R-E-T-C-H your skills or learning in a CHECK IT OUT!
demonstrable way. I.E. If you are a saxophone player,
learning a tune on the saxophone wouldn’t be a stretch… but There is a list of
writing a tune and performing it on the tuba just might be! Products/Performances
It must take you 20 HOURS OUTSIDE OF SCHOOL OR to give you some ideas.
WORK to complete.
Remember it must be
Your Product/Performance should be a fun, fascinating, and SAFE,
fabulous journey into a topic that you are passionately APPROPRIATE and
interested in.
CHALLENGING.
2. PAPER
You must write a 4-6 PAGE PAPER detailing the research you completed in order to
develop your Product/Performance. Research must be done throughout your work on the
Project. For example, if you are developing a foodraiser for SpokAnimal, you will want
to research the issues around homeless pets, pet overpopulation, animal abuse, etc.
Painting a picture? Research an artist whose work you admire.
The paper can be a Research Paper or an I-Search Paper. See page the paper section
for more details on this topic.
3. PORTFOLIO
You will compile ALL PAPERWORK RELATED TO YOUR PROJECT into a Portfolio
that is neat and complete prior to being allowed to schedule a Presentation.
Include:
Photographs Drafts Papers
Rubrics Logs
Forms Receipts
See Portfolio Rubric for required contents.
4. PRESENTATION
You will SHARE THE STORY OF YOUR PROJECT in front of a panel of 2-4 JUDGES.
Be prepared to bring a visual of your own creation, your Portfolio, and a 6-8 minute
speech about your Project to a scheduled evaluation. Judges will be asking you questions
about your challenges, your rewards, your findings, and your learnings associated with
the Project.
PowerPoints and movies are encouraged! Be creative!
Once you pass the Presentation, you’re done!
3
COMPLETING THE CULMINATING PROJECT
CHECKLIST
1. Identify your Mentor Teacher:
Beginning in September, you will begin receiving information about the Culminating
Project and which of your scheduled courses can serve as your base. Once you’ve identified the
course and instructor, the Student Office will keep this information and you can work together to
identify a Project that sounds intriguing and interesting to you. Once that’s done, you will…
Complete By
2. Outline and define your Project’s Product or Performance in a
Proposal Letter (see page 7) _________
3. Submit that letter to your Mentor Teacher along with a completed
Parent Acknowledgement Form (see page 10) _________
4. Your Mentor Teacher will evaluate your proposal using the
Proposal Letter Rubric (see page 9) _________
5. Once approved, track your Project’s progress (research and creation-
at least 20 hours) on the
Learning Log (see page 11) _________
6. When your Product/Performance and Learning Log are complete. Write
your 4-6 page Paper with Works Cited following the directions found here:
I-Search Paper Directions (see page 13)
Research Paper Directions (see Teacher) _________
7. Your Mentor Teacher will evaluate your Paper and Works Cited using the
I-Search Paper Rubric (see page 16), OR
Their own Research Paper Rubric (see Mentor Teacher) _________
8. When your Paper has been evaluated as successful, compile it and all other
related papers into a Portfolio. Your Mentor will evaluate it using the
Portfolio Rubric (see page 19) _________
9. With your approved Portfolio, you will be invited to make your final
Culminating Project Presentation. This will be evaluated using the
Presentation Rubric (see page 21) ___________
4
Identifying a Culminating Project Product or Performance
The Culminating Project requires that you produce a Product/Performance in an area of
your particular interest. The Product/Performance must be done on your own time and must be
challenging enough to take you at least twe nty hours of independent work to finish.
The selection of a Culminating Project topic deserves a great deal of contemplation and
discussion. You should take the time to discover a topic that will interest you and allow you to
demonstrate the skills that you have acquired. Decide what you want to learn from this project. Think
about what you like to do and what you could do to be more skilled in that area. Then, choose a topic.
DARE TO DREAM!!
Rather than make a quick decision regarding your project, make a list of all the options. Seek
advice and input from your family and friends. Ask yourself, “What have I always wanted to do or learn
more about?” Write down your answers, no matter how crazy they may sound; one of them just may be
the right focus for your project.
Restrictions that apply to a choice of topic include:
it must be legal and meet district standards (See paragraph below.)
your parent/guardian must agree with it
it should represent a learning stretch for you
Project Considerations:
• Technology – Do you have access to appropriate technology for the Project?
• Funding – Do not propose a project that exceeds your personal resources. A quality
Culminating Project can be done for little or no cost.
• Experience – Do you already possess knowledge in their project area? The more
knowledge possessed, the more the learning stretch tha t should occur.
• People – Do you plan to involve other people in your project? The more people
involved in the project, the more complicated it will be to coordinate.
• Fundraising – Do not propose fundraising for an organization that cannot provide a
representative to you to collect funds raised. You will not be able to deposit or store any
monies in any LCHS accounts while working on your project, nor can you collect
money as a representative of LCHS. Any money must to be collected IN YOUR
NAME ONLY and given directly to a representative of the non-profit organization you
are supporting. (For example: “My name is Stu Dent and I’m a senior raising funds for
the American Cancer Society as my culminating project for graduation. Would you like
to buy a T-shirt that I’ve designed to support this cause? My colleague, Mr. Jones from
the American Cancer Society, will be taking your money this evening.”)
District Limitations: While your project is designed to be an interesting and valuable learning experience,
limitations may be imposed because of safety and liability issues. The Culminating Project Building Coordinator,
along with the Culminating Project Focus Group, will have final approval. Generally speaking, the following
projects will not be approved: any activity that is dangerous or poses a high risk of injury, involves weapons,
aircraft, motor vehicles, cheer or drill competitions, tattoos or body piercing, or any that involve religious
instruction. A more complete list of restrictions is available online. Students may take a class to help reach the goal
for the project; simply going to class is not the project. Students may not use hours for which they are being paid.
Projects related to jobs must go beyond the regular work schedule and provide for the employer something that is
not part of the student’s typical job responsibilities. Court-ordered community service hours may not be used.
5
Potential Culminating Project Options
For a list of 100’s more Project ideas, visit www.theculminatingproject.com
Design a uniform or costume for a group.
Organize multicultural dance performance
Research background of a dialect of popular language
Organize a kids’ spelling bee/word challenge
Create a family history scrapbook
Develop a portfolio of poems or short stories
Write a one-act play
Create a visitor’s/new resident guide to your city
Plan a wedding
Plan and host a dinner party
Choreograph & perform a dance
Create an eco-garden (of indigenous plants of our shrub step ecosystem – their own yard, a
neighbor, vacant lot, etc.)
Design a home that is elderly/handicapped friendly (remodel or start from scratch)
Design a multi-age level public park/activities center
Create a critter park – several mini ecosystems within an area that house organism’s specific
to those ecosystems. Or a single ecosystem for critters.
Create a program to involve youth with senior citizens in nursing homes.
Promote a Get Out and Vote campaign for 18 yr olds
Design a fitness program
Develop an animal training program
Write a novel
Create an anthology
Design a tutoring center program
Design a magazine
Create a biography (video or written)
Film and edit a documentary
Build an engine
Create a family genealogical chart
Direct/produce a play/musical
Create, fund, publish, and distribute a newspaper
Bring a writer to a school/classroom.
Coordinate/create a lesson with writer and class
Create a charity organization (including the means to allow it to continue post Project)
Landscape a yard
Virtually recreate a historical journey (travel on L&C’s trail)
6
The Proposal Letter and Parent Acknowledgement Form
Prior to beginning the project, you will submit a Proposal Letter. The letter will be a statement of your
plan to successfully complete the project as well as an explanation as to why you chose this project. The
letter will explain how the project will be a stretch for you relative to your current skills and knowledge.
Components of the Proposal Letter:
Paragraph giving the reader background information about your Project’s topic and your interest
in it
Paragraph explaining how the Project will stretch your learning
Paragraph explaining the materials and information sources you plan to use
Paragraph clearly defining the PRODUCT /PERFORMANCE you will create as your Project
Paragraph indicating your understanding regarding plagiarism and consequences
You must have your Proposal Letter approved and your Parent Acknowledgement Form completed
before beginning any work on the project. In this requirement, you will demonstrate the skill of writing a
business letter with correct format and conventions. Later, you will include the letter in the finished
Portfolio.
Once the Proposal Letter is approved, if you alter or change your project, you must write a revised
Proposal Letter. Changes made after January 1, 2010 will be considered by the Culminating Project
committee during their regular meetings in January and February. Students will need to come before the
committee to explain the reasons for the change. No changes will be considered or allowed after
February, 2010.
Your Proposal Letter needs to contain the following statement regarding plagiarism and consequences:
“I understand that honesty and integrity are important characteristics of an upstanding citizen. As such, I
will demonstrate these qualities by committing to accuracy and honesty on all parts of the Culminating
Project; this means I will not plagiarize any of the written portions, and I will not lie about, or
exaggerate, any part of the 20-hour portion of the project. I know that those who cheat may not
participate in commencement exercises and possibly will not graduate at all. I also know that I want to
end my high school experience on a positive note, so I do not want to cheat myself out of this
opportunity.”
On the following pages, you will find a sample of a Proposal Letter that includes all of the required
information on it. Additionally, you will see a copy of the rubric used to assess it. Make sure that you
follow the format described, include the information required, and attend to all necessary details to attain
acceptable ratings in all areas from your Mentor Teacher.
The Parent Acknowledgement Form is also attached and will need to be completed and submitted at the
time you turn in your Letter of Proposal. No Project work may be logged or authorized until your Letter
of Proposal and Parent Acknowledgement are submitted and approved by your Mentor Teacher.
7
EXAMPLE PROPOSAL LETTER
Current date
Your Academic Mentor’s Name and Title
Lewis and Clark High School
521 W. 4th Ave.
Spokane, WA 99204
Dear Ms./Mr. Academic Mentor:
Cars are a lu xu ry desired by people all around the world. The benefits of own ing a car are nu merous; yet,
*Goal
the environmental impact can no longer be ignored. W ith the hole in the ozone layer in South America,
*Topic outrageous gas prices, and general destruction of our earth, I have a powerful desire to encourage change. I
have been interested in cars for a very long time. My goal is to rebuild a Vo lkswagen diesel engine so that
it can run on an alternative fuel source and be able to teach others to do the same.
*Learning Though I do have previous experience working with automobiles, the project will definitely be a learning
stretch
stretch for me because I have little knowledge about alternative fuel sources, vehicle mod ification, and
government laws and regulations. I want to make an impact that will help protect our environment now and
in the future.
I plan to research alternative fuels and power sources. Clean burning alternative fuels that are nontoxic and
*Research biodegradable are already available in all 50 states, but why do so few people know about it or use it? I
Plans
*Sources
understand that the auto industry and the United States government have some plans for supporting the
creation and use of more fuel efficient vehicles. I will gather information fro m the internet, public libraries,
automotive experts and environmental agencies. At this time, my plan is to work with an automotive shop
that specializes in imports.
*Product I want to modify a Vo lkswagen diesel engine so that it can run on an alternative fuel. This will be putting
Performance
the results of my research into practice as I train myself to equip cars already out on the streets to run on
less harmfu l fuel. My Product will be the appropriatel y modified Volkswagen diesel engine.
“I understand that honesty and integrity are important characteristics of an upstanding citizen. As such, I
*Plagiarism will demonstrate these qualities by committing to accuracy and honesty on all parts of the Cul minating
Statement
Project; this means I will not plagiarize any of the written portions, and I will not lie about, or exaggerate,
any part of the 20-hour portion of the project. I know that those who cheat may not participate in
commencement exercises, and possibly will not graduate at all. I also know that I want to end my h igh
school experience on a positive note, so I would not want to cheat myself out of this opportunity.”
*Clos ing
Sentence Thank you for considering this project. I look forward to sharing the results of my e ndeavor with you.
Sincerely,
Elsie Tiger
1313 Mockingbird Lane
Spokane, WA 90210
8
PROPOSAL LETTER RUBRIC
Student Name: Student #:_____
Last First
Advisor: Date: _________
Topic:_______________________________________________________________________
Signature of Acceptance: _______________________________________________________
MEETS NEEDS
STANDARD IMPROVEMENT
Goal/Topic: The product or performance should be defined
and a quality proposal statement should be in this paragraph.
This paragraph should describe the topic or focus of both the
paper and the product or performance. Include here the
research you propose to do that will lead to the successful
completion of the product or performance.
Learning Stretch, Experience and Interest: This paragraph
should include justification of why the selected product or
performance will stretch your learning. Describe prior
background, knowledge, skills and talents.
__________ Resources: This paragraph explains the materials and
information sources the writer plans to use. Details will include
projected costs.
Product/Pe rformance: This paragraph clearly describes the
Product or Performance the student will create during
completion of the Project.
__________ Plagiaris m: This paragraph clearly indicates that the writer
understands the expected ethical behavior and the penalty for
any violation.
__________ Conventions: Zero spelling errors and follows rules of
grammar and punctuation.
FORMAT: Complete as Y (Yes) or N (No)
____ Letter Typed; ____ Block Style; ____ Margins (1”); ____ Correct Heading; ____ Date
____ Inside Address; ___ Salutation; ____ Signature Block; ____ Met Deadline; ____
9
Student Name: Student #:
Last First
Mentor Teache r: Date:
Parent/Guardian Acknowledgment
As a parent/guardian, I recognize that all parts of the Culminating Project are
requirements for graduation from Spokane Public Schools, and I intend to support my
student throughout the process. Failure to satisfactorily complete all requirements of the
Culminating Project will result in the student failing to meet this graduation requirement.
I understand that the project must be a product or performance which takes a minimum of
20 hours outside of school time to complete. The project should challenge my student’s
current skills and knowledge and stretch his/her learning.
I fully understand that it is my student’s responsibility to select the project topic and it is
not the school’s responsibility to assign a topic. The school will determine whether or
not a student’s topic is appropriate.
Any academic dishonesty by the student on any part of the project may result in the
student failing the Culminating Project and forfeiting graduation in June.
I have read the proposal letter. If the project is to be altered or changed, the student must
write a revised letter.
Parent/Guardian Signature Date
Home Phone Work Phone
_______________________________________
Cell Phone
__________________________________________________
Email Address
10
Student Name: Student #:
Last First
Advisor: ___________________________________ Page_______of _______
CULMINATING PROJECT LEARNING LOG
The purpose of the Learning Log is for the student to record his or her authentic work to
complete the project. Students must use the format below to account for a minimum of
20 hours of time. The log must be submitted to the advisor and placed in the project
portfolio.
ENTER YOUR OWN INFORMATION
Date & Activity Time Spent Narrative description Reflections on process and
on Activity of activity (must be product (include feedback
detailed enough that from peers, parents, and
your work could be others) Explain how the
duplicated using the activity represented a
log) stretch for you.
TOTAL THIS
PAGE
11
The Researched or I-Searched Paper
The Researched Paper will demonstrate your ability
to access sources and interpret meaning, organize At the time of your
thoughts, analyze new knowledge and findings, form Presentation, you
reasoned judgments and conclusions, write with skill
and communicate effectively what you have learned. will need to place
your Paper and its
The I-Search Paper chronicles your journey of successfully
creating your Project’s Product/Performance and the
research you had to do to create it. Ideally, this search assessed rubric into
process will allow you to acquire a greater depth of your Portfolio.
understanding on the topic you want to pursue for
your Project.
Requirements for the Researched Paper:
The research paper will be 4-6 pages long, typed and double-spaced
- Internet/electronic databases
- Magazines, newspapers, journals, books, or other printed materials
to your Culminating Project’s
Product/Performance
information
Take thorough notes during your research; this will help yo u when you write the actual
paper. Notes can include summaries, paraphrases, and direct quotations of sources.
Create an outline that includes topics, subtopics, and key information. Write at least one
rough draft that allows you to edit and revise your work. Rough drafts can be written or
typed.
Students may submit a Research Paper or an I-Search Paper. Consult with your
Mentor Teacher to determine which paper type you should plan to submit.
See NEXT PAGE for more information on the I-SEARCH PAPER.
12
The I-Search Paper
Introduction
The research assignment for your Culminating Project is to write an I-Search paper. You
will start this paper before you complete the project as you will need to do some research
to develop your Product/Performance. However, the I-Search Paper is also a “reflective”
document that asks you to think about what you learned from the experience as you look
back and reflect on it. Make sure that you finish the Paper after the Product/Performance
is complete. The I-Search, then, becomes a story of the entire Culminating Project
process. This style of paper allows you to personalize your research to fit your particular
interests and needs, as well as write from a narrative point of view.
Like traditional research papers, you must use proper citations, CHECK IT OUT!
and for this you need to follow the MLA style. Be sure to cite www.citationmachine.n
sources, use quotation marks around verbatim excerpts, give et is a great resource for
credit for all ideas that are not your own, and include a MLA style citation
correctly formatted Works Cited Page. writing.
Unlike traditional research, you will actually use the word “I.” An I-Search paper
chronicles your journey of creating your product, and the research yo u had to do to create
it. Ideally, this search process will allow you to acquire a greater depth of understanding
on your topic.
FIVE COMPONENTS OF THE I-SEARCH PAPER
1. My Questions--What I Already Know, and What I Want to Know:
In this section, you will describe what you already knew about the topic, why you were
interested in it, and what questions you began with. Some questions to guide your work
in this section include the following:
o Why have I chosen this topic?
o What product will I create, and how does it relate to this research topic?
o What do I already know about this topic?
o What do I wonder about? What questions do I have? On what particular
question do I want to focus?
o What do I want to “discover” in order to answer my major question?
In this section, you will probably not cite any research, as it really is just the introduction
to your actual work. However, you might refer to particular sources that “hooked” you in
terms of interest or from which you have gained the knowledge you already have.
This section should be at least several paragraphs long and provide the reader with a
clear sense of why you’re researching your topic, how it relates to creating your product,
what you already know, and what you hope to find out. You may be expected to turn in
this section of your I-Search paper to your teacher before beginning your research in
order to be certain that you are on track for the I-Search assignment.
13
2. My Search Process – How I Prepared to Create the Product:
In this section, you will describe your actual research “journey.” You will need to
describe the sequence of steps that you go through as you research your topic, on your
way to creating your product. You might talk about:
What sources you began with (how these helped or not)
New sources as you find them
What new questions crop up as you learn more
What frustrations you encounter along the way.
This is also the section where you talk about the help and assistance that you get from
others, i.e. primary sources: mentors and other people you interview. You should explain
your research methods and actually talk about specific sites and sources. Be sure to
include your reflections in this section.
Example Sentence Starters:
When I went to the library, I looked at…
On the Internet, I found three articles that…
I interviewed someone who works in this profession and…
I soon found that…
In order to complete this section, you will need to keep notes and log your work as you
go. Failure to do so will make this section very difficult to do well. Your learning log
will be a valuable resource for this section, so keep detailed notes.
This section of your paper should be several paragraphs long.
3. What I Have Learned in Completing the Product/Search Results:
This section allows you to focus on what you have learned as a result of completing your
product. In it you will answer:
o What findings or conclusions have I arrived at?
o What sources have I used to come to these conclusions?
You need to be sure to cite your sources here! Be careful to connect what you have
learned to the question(s) you posed in the first section of your paper. You might use
comparison/contrast, pro/con, cause/effect, or sequencing as formats to demonstrate your
analysis.
After doing the product, I discovered that… Direct quotes must
ALWAYS be in
I was correct in thinking that…
I was confused or mistaken about… quotation marks.
Be certain to use MLA docume ntation in this section and cite your sources correctly.
You should use a minimum of 4 sources and NO reference works (like encyclopedias or
dictionaries). Also, since this section focuses on what you’ve learned, you will generally
need about three citations per page or one per paragraph. Personal interviews do count as
sources.
This is probably the longest section of your paper—2 to 4 pages in length.
14
4. What This Means to Me/My Growth:
This section provides the opportunity for you to reflect on how you have grown during
the process. You should personalize your new learning and explain how it impacts your
thinking on the topic. Draw conclusions from what you have discovered. Explain what
else you would still like to know (unanswered questions).
The following statements may help guide your thinking:
o What I now know that I didn’t know before includes…
o The findings that mean the most to me are…
o What I’ve learned will affect me and my senior project by…
o As a result of this research, I’ve decided to…
Length for this section should be several paragraphs.
5. References:
You will need to cite your sources in two ways. First, you will need to properly cite
sources throughout your paper. Also, it is essential that you include a properly formatted
(MLA Style) Works Cited Page at the end of your paper. You will need to carefully
document ALL SOURCES you use throughout your I-Search process in order to
complete this task correctly. From day one, you need to keep a list going of all Internet
sites, all reference materials, all people you interview, and any other media sources that
you use. You should do so in your Learning Log.
The MLA Handbook, 6th ed., by Joseph Gibaldi, is a good resource to use in order to be
certain that you use the correct format for all of your sources. Several other online
sources may also help you, one of which is the Write Source site,
http://www.thewritesource.com/mla.htm.
There are several other MLA websites, so a GOOGLE search will help !
Helpful Reminders:
• EDITING IS CRUCIAL: Do not rely entirely on Spell Check! Read and re-read your
work for correct spelling, punctuation, tense, word choice, and sentence fluency. Have
others read your paper to make suggestions or corrections. Reading it aloud is the
BEST way to catch many of your punctuation and sentence fluency problems.
• Do NOT wait until the last minute.
• Keep an ACCURATE LOG going of your research. If you don’t do this, you will find
it virtually impossible to complete the second section of the paper.
• If you get stuck, remember the paper’s ultimate purpose: to tell the story of what you
did to create your product.
15
Student Name________________________________________ Mentor Name _______________
Last First
I-SEARCH RUBRIC (CONTENT)
I. WHAT I ALREADY KNOW / WHAT I WANTED TO KNOW
Meets Standard Needs STANDARD
Improvement
Introduction: Introduces topic
Previous knowledge : Explains what student already knows
about the topic
Research question: Narrows/focuses the topic with a clear
research question. Tells about what the student wants to know.
II. MY SEARCH PROCESS – HOW I PREPARED TO CREATE THE PRODUCT
Meets Standard Needs STANDARD
Improvement
Sequence of research steps : Includes sequence of research
steps
Materials and resources: Describes materials and resources
used
Evaluation of materials and resources : Evaluates materials
and resources
III. WHAT I HAVE LEARNED IN COMPLETING THE PRODUCT - THE SEARCH RESULTS
Meets Standard Needs STANDARD
Improvement
Findings: focuses on discoveries made as a result of the
creation of the product/performance
Analysis: evaluates the discoveries made and assesses their
significance
Citations: All sources cited in text and easily located in
works cited.
IV. WHAT THIS MEANS TO ME – MY GROWTH
Meets Standard Needs STANDARD
Improvement
Reflection/Personal response to information: Explains how
the new information affects thinking/actions
Challenges: Describes how challenges met led to growth
V. WORKS CITED
Meets Standard Needs STANDARD
Improvement
Number and types of sources: Lists at least 4 sources of
required types
16
CULMINATING PROJECT
I-SEARCH RUBRIC (FORMAT)
Proper heading on 1st At standard Not at standard
page:
Student’s name,
instructor’s name, name
of class, date
Length of paper in 12 pt At standard Not at standard
font (5-8 pages not
includ-
ing works cited page)
4 section headings At standard Not at standard
Double spaced At standard Not at standard
1 inch margins on all At standard Not at standard
sides
Header on each page At standard Not at standard
except 1st: Student’s last
name and page #
Works Cited begins on At standard Not at standard
separate page
Overall assessment: At standard Not at standard
________________________________________________________________________
Mentor Signature of Final Paper Approval:
_________________________
Date
Note: Student Papers May Not Be Entered Into Portfolios Without
Signature of Approval
Note: There is an entire sample I-Search paper on the website for your review. It conta ins
all of the elements described above. You may download it or review it online for more
help.
17
The Portfolio
The Portfolio is the evidence of your learning. In this polished piece you will keep all of
the work that you have done for this project. When it is complete, give your neat and
complete Portfolio to your Mentor Teacher to review. S/he will help you determine if it
is complete. You will bring your completed Portfolio to your Presentation to show to the
judges.
UNTIL YOUR PORTFOLIO IS COMPLETE, YOU WILL NOT PRESENT!
Plan to submit your Portfolio to your Mentor Teacher in plenty of time (AT LEAST ONE
WEEK BEFORE YOUR PRESENTATION) for it to be reviewed and returned
to you for any necessary alterations.
At Presentation, you will turn over your complete and Mentor-approved Portfolio to the
judges. They will have you leave the room while they review it and become familiar with
your topic. When you return after a few moments to make your Presentation, the judges
will then better understand what sorts of questions they may wish to ask and what sort of
information they should anticipate from you.
Your Portfolio is a collection of evidence documenting your progress on the Culminating
Project. Your Portfolio is due the day of your Presentation and may be viewed by your
panel judges and attending audience. Make sure it is neat, organized, and well presented.
Portfolio Checklist: (ALL ITEMS MUST BE PRESENT AND IN THIS ORDER!)
Title Page
Table of Contents
Proposal Letter
Rubric with Mentor Signature
Parent/Guardian Acknowledgment Form
Learning Logs
I-Search or Researched Paper
Rubric with Mentor Signature
Works Consulted/Works Cited Page
Documentation such as receipts for PowerPoints, DVDs, expenditures, interview
notes, photographs of student working on the Culminating Project, and any
further documentation you wish to include.
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Student Name:____________________________ Student #:________________
Last First
Advisor: Date:
CULMINATING PROJECT
Portfolio Guidelines
Your Portfolio is a collection of evidence documenting your progress on the Culminating
Project. Your Portfolio is due the day of your presentation and may be viewed by your
presentation panel and attending audience. Make sure it is neat, organized, and well
presented.
Portfolio Checklist
Title Page
Table of Contents
Proposal Letter
Rubric with Mentor Signature
Parent/Guardian Acknowledgment Form
Learning Log
I-Search or Researched Paper
Rubric with Mentor Signature
Works Consulted/Works Cited Page
Documentation such as receipts for PowerPoints, DVDs, expenditures, interview
notes, photographs of student working on the Culminating Project, and any
further documentation you wish to include.
__________________________________________________________________
Mentor Signature of Final Portfolio Approval:
_____________________________
Date
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The Presentation
Now you are ready to present your project and all of its components to a panel of judges. This
is your time to strut your stuff! You are going to prove to a panel of judges that you reached
your goal and learned what you wanted to learn. The panel of judges will consist of at least 2
members from Lewis & Clark High School and/or the community. These judges will read and
preview your Portfolio before your Presentation so they are familiar with you and your project.
At your presentation, you will demonstrate to the judges what you did and what you learned
during your project. They will use a rubric to offer feedback and assessment.
This presentation is a professional experience for all. You will be prepared for this even, as
will the judges. After having practiced your presentation in front of friends/family, you should
receive feedback on your presentation skills and content.
Some Mentor Teachers may wis h you to present in class so that other students
can learn from your project. Other may want you to sign up for one of the
presentation time available in February, March, April, and May.
Before the presentation you will:
Give the portfolio to your Mentor Teacher AT LEAST ONE WEEK before the
presentation so they may review it.
Complete and organize your portfolio.
Prepare all parts of your presentation.
Practice your presentation and seek advice.
Practice your presentation on your peers and/or family and in front of a mirror.
At the Presentation you will:
Arrive early.
Dress professionally for your presentation. REMEMBER
This project is about YOU
Bring necessary materials, such as your product,
and you are the star of this
results from your performance, visuals, etc. Make
show. Be proud of what
sure all technology and other required presentation
you have done and
aids are ready and working.
remember that who YOU
Introduce yourself and your project as a whole.
are and what YOU
Explain what your goal for the project was and how
learned are of importance.
you reached it. The judges are excited to
Define your learning stretch and explain what you hear about what YOU
learned. have done and what
Speak at a slow pace and with a strong and clear YOU have learned.
voice.
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Student Name: Student #:
Last First
Advisor: Date:
CULMINATING PROJECT
Presentation Rubric
In order to successfully complete the presentation e lement of the Culminating Project,
judges must be “convinced” that answers to the following questions are discussed by the
student in the presentation.
Essential Questions Present Not Comments
Present
Why did the student do
this?
(rationale)
What did the student
learn?
(content)
What did the student
do?
(product/performance)
How did the student
grow?
(self-reflection)
Presentation Skills
For the purposes of providing feedback, which presentation skills were observed?
Yes ()
Appropriate attire
Answered additional questions well
Posture
Eye contact
Volume
Enthusiasm
Gestures
Time management during presentation
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THE END!
So there you have it! The Project is complete and you are ready to graduate. Go be
fabulous and enjoy your status as a Ready- for-the-World Graduate of
Lewis & Clark High School, Class of 2010!
1. My Mentor Teacher is: _______________________
2. His/her email address is: ______________________
3. My P roposal Letter and Parent Acknowledgement forms
are due: _____________
4. My 20 hours of work on the Project and Logs should be
done on: _____________
5. My Paper should be turned in to my Mentor by:
___________
6. My entire Portfolio should be submitted to my Mentor
by: ____________
7. My P resentation is scheduled for: _________________
Use the rest of the blank space in this manual to brainstorm Project ideas, make notes, or however it
would help you most.
22
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