6TH GRADE SAN FRANCISCO BAYLANDS PROJECT GUIDELINES

The SF Baylands project is designed to allow you to apply your skills from various academic disciplines to a single topic or issue.  Working with two partners throughout this project you should research a topic / issue, organize your information, and teach your peers about the issues surrounding your topic.  Please use these guidelines to plan your work and equally divide the tasks.

REQUIREMENTS

1. RESEARCH: 

We will spend a number of days in “research mode.”  During this time your group will be assigned a laptop computer to use for internet research and as a place to organize your group's notes and information. You will also have time to utilize the resources in our library. You should carefully research your topic and record important information for each of the requirements below.  Each piece of information gathered (including images and audio) should be noted on research note cards. A reference guide to your research can be found on the "Research" link on the project's homepage or by clicking here.

• Your presentation must contain information from at least three types of sources. Take the time to find the most current information available.

• Books
• Internet web site
• Periodical (an on-line periodical would fit under this category as well - this would be a good place to find current news articles)

You must correctly cite any information or images on a separate WORKS CITED page as part of your project.  Guidelines to citations can be found on the "Citations" link located on the project's homepage or by clicking here.

Conduct your research methodically and thoroughly by finding information on the following areas:

• Significance to the vitality of SF Bay: Look for the big issues and problems surrounding your topic and its relationship to SF Bay. Consider this your thesis or umbrella idea - i.e. every argument, example, or evidence you discuss should fall under this topic.

• Background/History: What is the background and history of your topic? Consider what created the issues around your topic. How long has your topic been important to SF Bay?  What were the significant events connected to your issue (legislation, economic development, natural occurrence)? Are their differing opinions to the importance of your topic?  If applicable, find a map that highlights elements of your topic (exp. a map showing SF Bay watershed).

• Science component: During your research days you will have a chance to conduct an experiment, under the guidance of Ms. Chandler, highlighting the science behind your topic.  Be ready to take notes documenting the procedure, any data that you collect, and any results or conclusions you come up with.  A well written lab report will help you teach others what you have learned.

• Data analysis / graph depicting key statistics or numbers (perhaps from own survey / research or field data) related to your topic: During your research, find data or graphs depicting the hard numbers (empirical data) behind your topic.  Please ask Ms. Murphy if you need help interpreting this info or deciding how to best teach what you found out.

• Current efforts at solution: What are individuals, organizations, or governments doing about the issues related to your topic? You should be able to find this information by researching your topic on the web (try the selected web sites on the project web page first) and within local periodicals.

• Think globally ... Where else in the world is this issue prevalent? Connect your local topic to the global awareness of your topic.  Perhaps you will find out that another area of the world is working on a solution to the issues that face SF Bay and it’s wetlands.  The library and the library’s online indexes will be your best bet to find great information. The librarians can help point you in the right direction if you get overwhelmed or confused.

2. FIELD WORK:

• Field notes / documentation: During the canoe trip and your community service work you will be expected to keep field notes. What did you learn? How did your fieldwork enhance your understanding or perspective of your particular topic? Save The Bay field leaders will also instruct you on what and how to document. Upon your return, check the archives section of the project web site for possible images from the trip that could be helpful in teaching others about your efforts out in the field.

• See the Field Work section of the project web site for specific instructions for each day of your field work.

3. PRESENTATION:

• Research Report: A well-written report depicting your research, science experiments, empirical data, and field work should be completed as a team. Each area of your research (exp. Current efforts at solutions) should be a thoughtful, thorough paragraph of this report. Only one report is necessary, but you should divide the paragraphs up between the members of your research team. A general outline for your paper is provided as a resource here. Note, your final paper must be in an essay form (except your graph and / or examples from your field study). A complete report should have a title page with your team member's name and a title that reflects your topic, the report (including excel graphs), and a correctly formated Works Cited page.

• Presentation Requirements: Once the report is completed than turn your attention to how you would like to teach what you've learned to others. While the presentation formats may be (and hopefully are) creative and varied they should all clearly address each of the following requirements.
  • A clear understanding of who the audience could be.
  • Contain a "Teaching Tool" that effectively expresses:
    • the topic you studied and why it is important
    • an explanation of current efforts at solutions
    • a hypothesis on the future of your topic and an explanation of why you think that is the case

      Possible "audiences" could be: Elemenary students Teachers, bosses Businessmen Senior citizens Peers The public Authors Politicians/Government/International Organizations Health officials Family members

      Possible "teaching tools" could be: Poster/billboard PowerPoint Game/game show Song Commercial/advertisement Book (picturebook, storybook) Magazine or newspaper article Newscast Public Service Announcement Seminar/workshop Lecture Acting/skit Webpage Test Survey Brochure/newsletter Podcast Debate Puppet show Art display/mural/collage Stencil

    • Please note that other possibilities exist!
    • Finally, each group should submit two analytical questions for the peer audience by Monday 7th.