ASSIGNMENT INFORMATION

Criteria

• five minute multimedia PowerPoint presentation or web page
• incorporates physiology concepts studied in Advanced Biology
• incorporates philosophical and social concepts studied in English II
• utilizes resources both from class, Internet and/or the library
• a complete works cited
• peer and self evaluation

Assessment
 

10-Step Project Development Process
 

1. Establish Criteria and Assessment Methods
 
• State the required elements of the assignment/project
• Make clear how the quality of the work will be assessed upon completion (identify standards used to determine the quality)
2. Determine Project Focus and Audience
 
• Generate and organize ideas
• Accept all contributions
• Ask for clarification
• Organize brainstorm using clustering, mapping, webs, etc.
• Identify major concepts, ideas, etc.
• Categorize ideas, looks for similarities and differences
• Ask questions
• Develop and "essential question" to be answered
3. Write a Three Paragraph Proposal
 
• Paragraph one: what is your key essential question?
• Paragraph two: what are you going to do?
• Subject focus
• Audience
• Type of project
• Paragraph three: how are you going to do it?
• Types of technology to be used (audio, visual, cameras, CD-ROM, scanner, computer software, Internet, etc.)
4. Review the Project Proposal
 
• Discuss with teammates and/or instructor
• Does the project address the criteria set in the first step of the process?
• Do you have the knowledge, skills, and time to complete the project?
• Is the project "doable"?
• Will the project answer the "essential question"?
NOTE: If "no" is the answer to any of the above questions, meet with your team and/or instructor to address these issues.
5. Share the Project Proposal
 
• Share the proposal with the larger group.
• Ask the group the question: what did you like about what you just heard?
• Ask the group a second question: do you have any suggestions for the team to consider as they carry out this project?
• Consider any revisions based on comments you receive from the group.
6. Develop Storyboards, a Script, or an Outline
 
• Use post-its, index cards, scratch paper, or other forms to plan and organize this project
• Place the forms used in the order and/or manner you will present them (both linear and non-linear presentations)
7. Get Approval for Storyboards, Script, or Outline
 
• Share storyboards, maps, outlines with instructor
• Determine whether the design is viable
• Do you have the time, skills, and knowledge to complete the project as planned?
8. Engage in Project Work (in other words, get to work!)
 
• Begin working on the project - adjust time and resources as needed.
• Pace yourself and make sure you making progress that meets your schedule/plan deadlines.
9. Premier Projects
 
• Share your project with the group in a formal process
10. Assess Projects
• Review and evaluate your project based on the criteria established in the first step of this process.

Stressors

• anger/rage
• feuding friends
• animals
• noise
• school (homework, tests, finals)
• change
• poverty (and everything associated with it)
• overworked/overwhelmed
• pressure (peer, parental, societal)
• poor health and/or injury
• frustration(s)
• phobiae
• unexpected events/accidents
• confusion/ignorance
• the unknown
• people (parents, siblings, friends, strangers, etc.)
• lack of power/feeling helpless
• personal tragedy
• worrying
• feelings of inferiority
• holding a grudge
• weather/climate
• fatigue
• cold
• lack of sleep
• high altitude
• children
• inability to have offspring
• traffic
• aging
• competition
• isolation
• disease/illness
• conflicting thoughts
• the opposite sex
• drugs
• doctor/dentist visits
• irrisponsibility (causes no stress for the person, but it does for those that have to work with them)
• physical activities
• occupation (babysitting, others)
• tyrannical teachers

Effects on: