High schools across the country are
implementing projects into their curricula as they realize that students need tangible
experiences to prepare them for daily living, higher education, and the world
of work. The POLA Community Research Project does just that as it gives
students an opportunity to take stock of their skills, demonstrate
problem-solving tactics, self-direct their learning, practice time-management,
communication skills and realize decision-making capabilities and
independence. As students conclude the final year of high school, they
often have only a graduation ceremony to mark the end of their educational
experiences. The Community Research Project offers a chance to bring closure to
their high school years as they demonstrate that they are masters of their own
learning and directors of their unique, individual futures.
Course Outline:
In the beginning phase of the
Community Research Project, students brainstorm and select an area of study to
which they will devote a major portion of their senior year, apply it to one of
the many areas of The Port of Los Angeles Community, or those of Maritime Studies.
Then, they write a research paper and spend at least fifteen hours creating a
related project, which is an outgrowth of the research experience. Once these
two phases are completed, the students prepare a portfolio of their work and an
oral presentation, which will be delivered to a panel of judges. In this final
segment of the experience, the students will share what they have learned
through the experience and answer questions concerning the work they have done.
First Phase: Research Paper
The research paper teaches students
the important skills of accessing information, problem solving, and time
management as well as writing. For the Community Research Project, students
will write a 7-11 page documented research paper using the MLA format.
Yet, it is not the process itself
that is the most important part of the project. The critical part of research
is beginning with a viable yet challenging topic with which the student feels
he or she can work for several months. The student must select a topic that is
interesting and designed to meet his or her personal needs, and then be able to
relate to an area of The Port of Los Angeles Community or Maritime Industry, to
ultimately create a presentation before a panel of judges.
Second Phase: Project
In the second phase, students go
into action as they enter the project segment of the Community Research
Project. Here the student works independently to create a project that is an
outgrowth of the research he or she has done. Essential in this phase is
selecting a project, which challenges the student and demonstrates a learning
stretch. Therefore, the student can select something he or she has never done
before or something that forces the student to build upon skills he or she
already has.
Types of projects fall into six
major categories: however, students often combine types for a stronger project.
The following types are examples:
Physical project:
model of a naval ship, sailboat, lighthouse, Power Point, collection of
artwork, engineering (cranes), original trivia & board games
Written project:
short story, book of poetry, novelette, journal of reflective essays
Performance:
choreography, documentary, short film, video, recital,
Teaching or leadership: teach a class about (marine biology, history of the POLA,
Maritime Law, Port pollution), volunteer programs advocating a cause
Physical experience:
create a school program to support the Port of Los Angeles (Learn to sail,
Red Car Trolley, GreenPort)
Career-related:
job-shadow a law enforcer within Homeland Security, Coast Guard, Harbor
Police, Harbor Health & Community, and write a journal of
experiences, or volunteer at a local business, clinic, center and document
daily occurrences, procedures (Note: simple shadowing without an
extension of the experience is considered incomplete).
Third Phase: Presentation
In this final phase, students will
prepare a speech and visuals, which demonstrate the synthesis of the research
and project phases and what self-growth they have experienced through the
process. The speech, approximately 5-7 minutes in length, will be presented
before a panel of judges who will evaluate the student's portfolio,
presentation and answers in the question-and-answer period.
Course Expectations:
POLA Community Research Project
class requires that all seniors write a research paper; failure to complete ANY
of the Community Research Project requirements throughout the course of the
school year will result in an incomplete and no credit in the class. Here are
some reasons a student will receive no credit in the class due to a failure to
successfully complete the class.
Failure to complete or fulfill any of the research
paper requirements (this includes note cards, outline, rough draft checks,
etc.)
Plagiarizing ANY portion of the Community Research
Project (this includes the research process, research paper, and field
work logs and physical project)
Missing deadlines for Field Work Logs, or do not
fulfill Physical Project requirements
Not utilizing on/off campus pass properly
Not finding a legitimate mentor
Not completing the Project Presentation
Grading
Scale:
A= 90-100%
B= 80-89%
C= 70-79%
D= 60-69%
F= 59% and below
Supplies:
Students will need to bring in a
spiral notebook which will be used daily in class. The journal will be
kept throughout the year and will be worth 100 points each semester.
Students will also need to bring a
USB storage drive.
Tutoring:
Tutoring is available Thursday after
school.
Please fill out the portion below
and sign below to acknowledge that you have read the information above.
Print Student
Name______________________________
Signature_______________________________ Date _________
