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Your mentor should be a specialist in the field you are investigating.
They will assist you along the way and should be a valuable resource.

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Develop your skills and encourage metacognition and character development.

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You should have plenty to say and plenty to present to judges.

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Print out your finished work for your portfolio.
Design and put together your project board.

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Set up times with your mentor and develop a timeline for your project.
Participate and be active in your learning.
Take photos and document your activities and what you learned from them.

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5-10 sources

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20-40 sources

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50-100 sources

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What could I participate in?
What could I try?
What could I build?
What could I develop?

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Look over research already completed to build background.

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Create a question or issue to investigate

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Create a question or issue to investigate

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What problem, issue, idea, etc. would you like to investigate?

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Personality surveys, college planning surveys, discussions, explore ideas.

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Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when speaking.

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Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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Student uses effective time management when responding to questions responding in clear, concise, yet thorough responses.

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Student can respond to the questions with evidence-based answers or explains what additional information needed to find the answers.

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Student concludes the presentation and asks for questions.

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Student smoothly transitions into using a demonstration to support their topic.

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Student uses an identified demonstration piece that enhances the audience’s understanding of a piece of data, research or the overall topic.

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Students use the visual as a way to support their discussion and enhance their presentation.

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Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

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Student uses the adequate or given amount of time to explain, defend or promote a topic.

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Student maintains eye contact and interacts with panel judges while speaking.

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Student uses appropriate speech elements- ample voice tone, slow diligent speech with appropriate inflection.

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Student can present factual evidence on a specific given topic in a way that positively addresses the audience.

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Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

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Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

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The organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

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Student presents information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed.

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The student can provide evidence of planning by clearly explaining their background, purpose, development of purpose and outcome reflecting planning.

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The student can identify the complex parts of a problem or issue and examine a direction into inquiry and further investigations.