introduction to academic writing and ap research...skills focus bridging the gap from ap seminar to...

AP Research – Mabank High School

UNIT 1 – Course Foundations Introduction to Academic Writing and AP Research

Weeks 1-3: 8/17/16 – 9/9/16

Learning Objective(s)/Essential Knowledge

E.K. 1.1C1, 1.1C2, 1.1D1, 1.1E1, 1.2A2, 1.3A4, 1.5C3, 2.1B1, 5.3A1

L.O. 1.1C, 1.1D, 1.1E, 1.2A, 1.3A, 1.5C, 2.1B, 5.3A

Enduring Understandings:

E.U. 1.1: Personal interest and intellectual curiosity inspire investigation of topics or issues that may or may not be clearly defined. A well-crafted investigation explores the complexity of an issue or topic. Further inquiry can lead to unexpected conclusions, resolutions, innovations, or solutions. E.U. 1.2: Strengthening understanding of a concept or issue requires questioning existing ideas, using what is known to discover what is not known, and making connections to prior knowledge. E.U. 1.3: The investigative process is aided by the effective organization, management, and selection of resources and information. Appropriate technologies and tools enable the scholar to become more efficient, productive, and credible. E.U. 1.5: There are multiple ways to investigate questions, problems, and issues. Methods should be aligned with the purpose of the inquiry. E.U. 2.1: Authors express their ideas, perspectives, and/or arguments through their works. The first step in evaluating an author’s perspective or argument is to comprehend it. Such comprehension requires reading, viewing, listening, and thinking critically. E.U. 5.3: Reflection increases learning, self-awareness, and personal growth through identification and evaluation of personal conclusions and their implications.

Skills Focus Bridging the gap from AP Seminar to Research

Grade AP Seminar papers with AP Research rubrics

Establish PREP portfolio

Teacher and advisor roles

Advisor tool-kits

Situating approach to inquiry within academic disciplines

Transforming a topic or issue into a problem statement

Transforming a problem statement into a research question

Evaluating and revising research questions

Connecting the performance task to the rubric

Assessments

Formative Assessments:

Wheel of Disciplinary Understanding

Problem Statement to Research Question

Research Question Development

Summative Assessments:

PREP Check

Research Question Revision

The Right Way to Cite

Learning Plan Activities/Tasks:

Half-Week:

1. Students will work through course syllabus and

course description.

2. Students will examine their own and peer papers

from AP Seminar and work with their teacher to

grade their papers from AP Seminar and explore the

AP Research rubric and begin to identify the scope of

the AP Research task requirements.

3. Through examining the AP Research rubric, students

will begin to connect the performance task to the

rubric

Wednesday AP Research syllabus and course description

Thursday Grade AP Seminar paper with AP Research rubric

Friday The Bridge from AP Seminar to AP Research

Week 1:

1. Students will engage in discussion of the added components of the Research course (identifying a gap, effective research question, choosing an aligned method, synthesizing new knowledge)

2. Students will explore the PREP Guide and use the Bedford researcher to create a project timeline

3. Students will begin preliminary searches to choose a topic for the AP Research performance task.

4. Students will continue topic exploration. GOAL: three to five foundational texts and 15-20 peer reviewed articles/sources.

5. Students will read two sources, (West & O’Neal, 2004; Hammond, 2008) and create an annotated bibliography entry using the They Say, I Say template to reveal a “gap” in the two sources’ findings, thus both aligning the sources as well as exposing an area that warrants further research.

Monday Bridging the gap

Tuesday The Process and Reflection Portfolio (PREP)

Wednesday Methods for topic exploration

Thursday Topic exploration

Friday Looking for a gap in the literature

Week 2:

1. Students will discuss how academic disciplines may guide the approach to inquiry.

2. Students will review discipline-specific ways of knowing.

3. Students will discuss and associate potential research topics within academic disciplines and determine research implications.

4. Students will review PPT “Discipline-specific styles for Academic Papers noting differences among various styles.

5. Students will examine the Color Wheel of Disciplinary Understanding and complete one for an assigned specific discipline.

6. Teacher will guide students on examining the differences in research approaches: exploratory, explanatory, and creating.

7. Teacher will lead discussion in steps to acquiring and the role of advisors.

8. Students will participate in “Whose Line Is It?” activity from the Student Workbook.

9. Students will complete the “Building a Tool Kit” exercise from AP Research workbook.

10. Students will document actions taken to

Monday Approach to inquiry

Tuesday Academic disciplines

Wednesday Introduction to citation styles/methods

appropriate per academic disciplines

Thursday Teacher and advisor roles

Friday Advisor tool kit

communicate with and secure an advisor into their PREPs.

Week 3:

1. Students will review strategies to help them transform identified topics of inquiry into problem statements and ultimately into effective research questions. They will define the criteria for good research questions and practice writing, evaluating, and revising their own. They will collaborate with other students to evaluate and revise research questions for their scope, focus, value, and feasibility.

2. Students will be assigned a controversial issue from Transforming a Topic or Issue into a Problem Statement in the 2016 AP Research Student Workbook and examine it for its inherent variables (“time, place, people, text, sources, events” and revise if necessary.

3. Students will reflect on the feedback they found most useful and answer the guiding question of how this feedback will influence development of their research questions.

4. Students will differentiate between well- and poorly-formed research questions and develop their own initial research questions according to these criteria.

5. Students will present their possible research questions to the entire class, defending their choice.

6. Students will work with other students to offer and receive feedback on their research question drafts.

7. Students will document the evolution and consideration of their research questions in their PREP.

Monday NO SCHOOL

Tuesday Transforming a topic or issue into a problem

statement

Wednesday Moving from problem statement to a research

question

Thursday Drafting a research question

Friday Group research question revision

Primary Resources Graff, Gerald, and Cathy Birkenstein. They Say, I Say: The Moves that Matter in Academic Writing. 2nd ed. New York: W.W.

Norton & Co., 2010.

Hammond, Augustine et al. “Do adolescents perceive police officers as credible instructors of substance abuse prevention

programs?” Health Education Research 23, no. 4 (2008): 682-696.West, Steven L., and Ken K.

O’Neal, Ph.D. “Project D.A.R.E. Outcome Effectiveness Revisited.” American Journal of Public Health 96, no. 6 (June 2004):

1027-1029.


UNIT 2 – Beginning the Research Topic to Proposal

Weeks 4-6: 9/12/16 – 9/30/16


E.K. 1.1C, 1.1D, 1.2A, 1.3A 1.4A, 1.5C, 2.1B, 2.2A, 2.2B, 4.1A, 4.1B, 4.2A, 4.3A, 5.3A

L.O. 1.1C1, 1.1C2, 1.1C3, 1.1D1, 1.2A1, 1.3A1, 1.3A2, 1.3A3, 1.3A4, 1.3A5, 1.3A6, 1.4A3, 1.5C3, 2.1B1, 2.1B2, 2.2A1,

2.2A2, 2.2A5, 2.2B1, 2.2B4, 4.1A1, 4.1A2, 4.1A5, 4.1B1, 4.1B2, 4.1B3, 4.1B4, 4.2A1, 4.2A2, 4.2A3, 4.2A4, 4.3A1,

4.3A4, 4.3A5, 5.3A1


E.U. 1.1: Personal interest and intellectual curiosity inspire investigation of topics or issues that may or may not be clearly defined. A well-crafted investigation explores the complexity of an issue or topic. Further inquiry can lead to unexpected conclusions, resolutions, innovations, or solutions. E.U. 1.2: Strengthening understanding of a concept or issue requires questioning existing ideas, using what is known to discover what is not known, and making connections to prior knowledge. E.U. 1.3: The investigative process is aided by the effective organization, management, and selection of resources and information. Appropriate technologies and tools enable the scholar to become more efficient, productive, and credible. Enduring Understanding 1.4: The relevance and credibility of the source of information is determined by the context of its use. E.U. 1.5: There are multiple ways to investigate questions, problems, and issues. Methods should be aligned with the purpose of the inquiry. E.U. 2.1: Authors express their ideas, perspectives, and/or arguments through their works. The first step in evaluating an author’s perspective or argument is to comprehend it. Such comprehension requires reading, viewing, listening, and thinking critically. E.U. 2.2: Authors choose evidence to shape and support their arguments. Individuals evaluate the line of reasoning and evidence to determine to what extent they believe or accept an argument. E.U. 4.1: Scholarly works convey perspectives and demonstrate effective reasoning that have been selected for the intended audience, purpose, and situation. E.U. 4.2: Scholars responsibly and purposefully engage with the evidence to develop a compelling argument or aesthetic rationale. E.U. 4.3: Responsible participation in the scholarly community requires acknowledging and respecting the prior findings and contributions of others. E.U. 5.3: Reflection increases learning, self-awareness, and personal growth through identification and evaluation of personal conclusions and their implications.

Skills Focus Evaluating and revising research questions

Plagiarism, copyright infringement, falsification and fabrication of information

Discipline specific writing styles

Annotated bibliographies

SMARTER searches

RAVEN to CRAAP – evaluating your own credibility

Constructing meaning from multiple sources

Presenting your progress – poster presentations and elevator speeches

Scoring AP research paper samples

Literature review, showing the gap

Mock research practice


Assessments


PREP Check

WIP Interview

Crafting Annotated Bib. Entries

SMARTER searches

Credibility Tests

Connecting Themes Visual

Mock Research Peer Review (group)


Early Annotated Bibliography

Mock Research Assignment (group)


Week 4:

1. Students will develop a clearly articulated research

question that is capable of being researched at this

level and also clearly communicates the

purpose/goals of the inquiry. This research question

will be used as a foundation for the remaining

formative assessments for the course.

2. Students maintain a research portfolio that records

revisions, amendments, and reflections during the

inquiry process. Within this PREP, students also

prepare and periodically update the project

timetable or plan that clearly outlines what activities

must be accomplished and the deadlines by which

the objectives of the course must be achieved. The

teacher will review the PREP during scheduled

conferences.

Monday Finalizing the research question and purpose of

inquiry

Tuesday Poster presentation day 1

Wednesday Poster presentation day 2

Thursday Work-In-Progress (WIP) interview (individual)

Friday Plagiarism, copyright infringement, and

falsification/fabrication of information

Week 5:

1. Students will examine differences between RAVEN

and CRAAP and will evaluate the alignment of the

source, research question, and the goal of their

inquiry.

2. Students will view the CNN interview with Jenny

McCarthy about vaccines and autism and evaluate

McCarthy’s credibility according to the CRAAP test.

3. Students then read Jeffrey Gerber and Paul Otis’s

article, “Vaccines and Autism: A Tale of Shifting

Hypotheses,” and evaluate its credibility using the

CRAAP test.

4. Students will work through an initial information

search and annotation process to improve their

Monday SMARTER searches, RAVEN to CRAAP

Tuesday Beginning the search process

Wednesday Introduction to annotated bibliography

Thursday Constructing meaning from multiple sources,

finding the gap

Friday Visual presentation of connecting themes of sources

search skills. They will create annotated

bibliographies to record their initial searches and

align their questions with a larger research

community.

5. Students will keep a search term and a database use

log throughout the duration of the course.

6. Students will create a visual presentation

demonstrating the connecting themes between the

texts from their previous searches. Students will

identify the multiple perspectives that are

identifiable within the theme.

Week 6:

1. Students will create a project map with assigned sources to identify the gap presented in the literature.

2. TBD (student driven)

Monday Mock research project 1: Introduction to literature

review, finding the gap

Tuesday Mock research project day 1 (group)

Wednesday Mock research project day 2 (group)

Thursday Mock research project day 3 (group)

Friday Mock research project day 4 (group)

Primary Resources “Jenny McCarthy talks to CNN on how she cured her son’s Autism caused by VACCINATIONS!” YouTube video, 3:10. Uploaded

on October 23, 2008.

Gerber, Jeffrey S., and Paul A. Otis. “Vaccines and Autism: A Tale of Shifting Hypotheses.” Clinical Infectious Diseases 48, no. 4

(2009): 456-461.


UNIT 3 – Inquiry Plan Methods, Mentors, and the Literature Review

Weeks 7-13: 10/3/16 – 11/18/16


E.K. 1.1C, 1.1D, 1.1E, 1.2A, 1.3A, 1.4A, 1.5B, 1.5C, 1.5D, 2.1B, 2.2, 2.2B, 2.2D, 2.3A, 3.1A, 3.2A, 4.1A, 4.2B, 4.3A, 4.4A,

4.5A, 5.1A, 5.3A, 5.4A, 5.4B

L.O. 1.1C3, 1.1D1, 1.1D2, 1.1D3, 1.1E2, 1.2A3, 1.3A1, 1.3A6, 1.3A7, 1.4A1, 1.4A2, 1.4A4, 1.5B1, 1.5B2, 1.5B3, 1.5B4,

1.5B5, 1.5B6, 1.5B7, 1.5B8, 1.5C1, 1.5C3, 1.5D1, 1.5D2, 1.5D3, 2.1B2, 2.2A2, 2.2A3, 2.2A4, 2.2B2, 2.2B5, 2.2B6,

2.2D1, 2.3A1, 3.1A1, 3.1A2, 3.1A3, 3.2A1, 3.2A2, 4.1A4, 4.1A6, 4.1A10, 4.1A11, 4.1A12, 4.2B1, 4.3A2, 4.3A3, 4.3A6,

4.4A1, 4.5A1, 5.1A1, 5.3A1, 5.3A3, 5.4A1, 5.4B1, 5.4B2


E.U. 1.1: Personal interest and intellectual curiosity inspire investigation of topics or issues that may or may not be clearly defined. A well-crafted investigation explores the complexity of an issue or topic. Further inquiry can lead to unexpected conclusions, resolutions, innovations, or solutions. E.U. 1.2: Strengthening understanding of a concept or issue requires questioning existing ideas, using what is known to discover what is not known, and making connections to prior knowledge. E.U. 1.3: The investigative process is aided by the effective organization, management, and selection of resources and information. Appropriate technologies and tools enable the scholar to become more efficient, productive, and credible. E.U. 1.4: The relevance and credibility of the source of information is determined by the context of its use. E.U. 1.5: There are multiple ways to investigate questions, problems, and issues. Methods should be aligned with the purpose of the inquiry. E.U. 2.1: Authors express their ideas, perspectives, and/or arguments through their works. The first step in evaluating an author’s perspective or argument is to comprehend it. Such comprehension requires reading, viewing, listening, and thinking critically. E.U. 2.2: Authors choose evidence to shape and support their arguments. Individuals evaluate the line of reasoning and evidence to determine to what extent they believe or accept an argument. E.U. 2.3: Arguments have implications and consequences. E.U. 3.1: Different perspectives often lead to competing and alternative arguments. The complexity of an issue emerges when people bring these differing, multiple perspectives to the conversation. E.U. 3.2: Not all arguments are equal; some arguments are more credible/valid than others. Through evaluating others’ arguments, one’s own argument can be situated within a larger conversation. E.U. 4.1: Scholarly works convey perspectives and demonstrate effective reasoning that have been selected for the intended audience, purpose, and situation. E.U. 4.2: Scholars responsibly and purposefully engage with the evidence to develop a compelling argument or aesthetic rationale. E.U. 4.3: Responsible participation in the scholarly community requires acknowledging and respecting the prior findings and

contributions of others. E.U. 4.4: Forming one’s own perspective and reaching new understandings involve innovative thinking and synthesis of existing knowledge with personally generated evidence. E.U. 4.5: Arguments, choices, and solutions present intended and unintended opportunities, and consequences. E.U. 5.1: How a perspective or argument is presented affects how people interpret or react to it. The same perspective or argument may be developed or presented differently depending on audience, purpose, and context. E.U. 5.3: Reflection increases learning, self-awareness, and personal growth through identification and evaluation of personal conclusions and their implications. E.U. 5.4: Scholars perform, present and/or produce their work within a larger community. Throughout the inquiry process, scholars interact with and benefit from the scholarly community through thoughtful engagement with the opinions and critiques of others.

Skills Focus Definitions, assumptions, and hypotheses

Presenting your progress – poster presentations and elevator speeches

Aligning the approach, design, and method

Method types – quantitative, qualitative, and mixed methods

Arts-based research

Rationale and limitations in methods

Peer reviewed presentations

Ethical research practices

Inquiry proposal forms

Digital portfolio access and use

Scoring AP research paper samples



Assessments


PREP Check (2)

WIP Interview (2)

Inquiry Proposal Draft (Peer Review)

Advisor Contact

Definition in Research

Approach, Design, and Inquiry

Choosing a Method

Copyright and Plagiarism

Ethical and Safe Research Practices


Mock Research Assignment

Inquiry Proposal Poster

Inquiry Proposal (Final)


Week 7:

1. Students will consider their own self-bias and proclivity to make false assumptions by reading a brief story that lends itself to questioning because of its vague language through a close-reading example from the 2016 AP Student Research Workbook.

2. Students will work with a partner and define the terms excellence and intelligence, utilizing

Monday Definitions, assumptions, and hypotheses

Tuesday Aligning the approach, design, and method Wednesday Method types – quantitative, qualitative, and

mixed methods

Thursday Methods day 2 and Arts-based research

Friday Rationale and limitations in methods

questions from the 2016 AP Student Research Workbook to ascertain difference of the terms from one person to another and how the discrepancies can affect one’s research.

3. Students will academic disciplines and discuss implications for research approach, design, method, and writing style.

4. Students will complete the Research Methods in a Nutshell table (2016 AP Research Student Workbook).

5. Students will examine an excerpt from the 2016 AP Research Student Workbook and identify the research question, approach, design, and method.

6. Teacher will lead discussion on the differences in experimental and nonexperimental design and delineate between primary and secondary research.

7. Students will examine samples of different data-collection methods and determine their most appropriate use and potential limitations (internal and external).

8. Students will explore the use of surveys in data collection and examine the constructs involved in the Desilver and Keeter article.

9. Students will review two sample, arts-based research papers (Gula, 2014; Scluger, 2010) and discuss critical differences in approach to design and method. Students will also examine the bibliographies of each paper and note the alignment of the paper to three sources from each; students will write a sentence that explains the alignment of each.

Week 8:

1. Students will examine annotated bibliography

samples from the 2016 AP Research Student

Workbook and evaluate each bibliography of

sources according to the SMARTER acronym.

2. Students will preliminary examine sources they

have been collecting to determine the research

question, variables, measurements, and limitations

with published quantitative, qualitative, and mixed-

methods research studies.

3. Students will include the above along with brief

descriptions of methods procedures; evaluating the

fit between the purpose of the proposal, its research

design, and its data collection strategy as it pertains

to their inquiry in annotated bibliography entries.

4. Teacher will conduct an individual work-in-

progress interviews; feedback recorded in PREP.

5. Students will be assigned the Belmont report for

close-reading with guiding questions to introduce

Ethics in research,

Monday NO SCHOOL

Tuesday Breaking down research samples

Wednesday Building an annotated bibliography


Friday Belmont Report closed-reading assignment

Week 9:

1. Teacher will lead discussion and review AP

Plagiarism policy. The teacher shall inform students

of the consequences of plagiarism and instruct

Monday Ethics in research

Tuesday Ethics in research day 2

Wednesday Ethics in research day 3

Thursday Discipline-specific style/format review

students to ethically use and acknowledge the ideas

and work of others throughout their course work.

The student’s individual voice should be clearly

evident, and the ideas of others must be

acknowledged, attributed, and/or cited.

2. Students will read and respond to Maschke’s article,

“Human Research Protections: Time for Regulatory

Reform?”

3. Students will study controversial projects such as

the Milgram obedience experiment and the Stanford

prison experiment to understand the importance of

ethical practices that involve human subjects in

research. We will follow this up with a discussion of

Institutional Review Boards (IRBs), what kinds of

research require IRB approval, and how the

approval process works.

4. Students will be instructed in the ethical principles

and practices of research that involves human

subjects.

5. Students will review a series of inquiry proposal

forms and evaluate them for the use of ethical

research practices. Students will provide

suggestions for revision based on the guidelines in

ethical research practices. (2016 AP Research

Student Workbook) All such studies must be

approved by the school’s Institutional Review Board

(IRB). A representative of the school’s IRB will

discuss the approval process with students.

6. Students will compare discipline-specific formats

and citation styles to understand differences in

emphases among the disciplines and to develop

rationale for choosing a style for their academic

paper.

Friday

Week 10:


Monday Mock research project 2

Tuesday Mock research project day 2 (individual)

Wednesday Mock research project day 3 (individual)

Thursday Mock research project day 4 (individual)

Friday Mock research project day 5 (individual)

Week 11:

1. Students will develop Inquiry proposal form draft, identifying the topic of study, research question, preliminary research, methodological and ethical considerations, and disciplinary style.

2. Students present a preliminary Inquiry Proposal via a poster presentation (via a single PowerPoint slide) for peer review, identify the type of expert advisor they will need and begin seeking such assistance, finalize and submit their proposals, and reflect on feedback provided. Should include: proposal title, problem statement, research question, definitions, assumptions/hypotheses, significance/importance of study, proposed method on inquiry, and sources used.

3. Inquiry proposals drafts will be included in the PREP.

Monday Inquiry proposal introduction

Tuesday Inquiry proposal work day 1

Wednesday Inquiry proposal work day 2

Thursday Inquiry proposal work day 3 Friday Students present Inquiry Proposal posters

Week 12:

1. Students will present through a recorded elevator pitch their preliminary research proposals for peer review and teacher assessment.

2. Students will review background information on ethical research practices and IRB approval criteria. Students will peer review each other’s inquiry proposal forms and provide feedback on how to transform their methods/questions to become IRB exempt or to gain IRB approval if necessary.

3. Students will read an array of model inquiry proposals from the 2016 AP Research Student Workbook and scrutinize the strengths and weaknesses of each.

4. Final Inquiry proposals should follow the LEADS acronym: Lays the foundation for the study, Elucidates the problem, Analyzes why you study is appropriate, Describes why your study is capable of solving the problem, and Shows studies similar to yours.

Monday Ethical practices peer review

Tuesday Inquiry proposal revision day 1

Wednesday Inquiry proposal revision day 2

Thursday Inquiry proposal revision day 3

Friday NO SCHOOL

Week 13:

1. Teacher will review and approve Inquiry proposals or return to students for further revision.

2. Final approved inquiry proposal must be included in

the PREP.

3. Students will outline in PREP any plans to contact/work with an expert advisor, including rationale for their choice.

4. Students will approach two professionals/scholars (potential expert advisors) with questions about their topic and for examples of academic contributions to the field to be studied.

5. Students will make record of any and all communication with expert advisors for the duration of the course.

6. Teacher will conduct an individual work-in-

progress interviews; feedback recorded in PREP.

Monday Inquiry proposal due

Tuesday Seeking out an expert advisor

Wednesday Work day


Friday Work day

Primary Resources “The Belmont Report,” The U.S. Department of Health and Human Services, April 18, 1979

Desilver, Drew, and Scott Keeter. “The challenges of polling when fewer people are available to be polled.” The Pew Research

Center, July 21, 2015.

Gula, Andrew. “Implementation of a Ten-Tone Equal Temperament System: Music Technology-Sound Recording.” Proceedings

of the National Conference On Undergraduate Research (NCUR) 2014 at University of Kentucky, Lexington, KY, April 3-5, 2014

Maschke, Karen. “Human Research Protections: Time for Regulatory Reform?” The Hastings Center Report 38, no. 2 (Mar-April

2008): 19-22.

“Milgram Obedience Study” retrieved from: https://www.youtube.com/watch?v=fCVlI-_4GZQ

“The Stanford Prison Experiment” retrieved from: https://www.youtube.com/watch?v=sZwfNs1pqG0

Scluger, Alice. “Disordered Eating Attitudes and Behaviors in Female College Dance Students: Comparison of Modern Dance

and Ballet Dance Majors.” North American Journal of Psychology 12, no. 1 (March 2010).


UNIT 4 – Preparing the Paper Drafting, Preparing the Presentation, and Revision

Weeks 14-23: 11/28/16 – 12/16/16 and 1/4/16 – 2/17/16


E.K. 1.1D, 1.2A, 1.4A, 1.5B, 1.5C, 2.2B, 2.2C, 2.3B1, 4.1A, 4.1B, 5.1A, 5.1B, 5.1C, 5.1F, 5.3A, 5.4A, 5.4B

L.O. 1.1D1, 1.2A3, 1.4A1, 1.5B3, 1.5B9, 1.5B10, 1.5C2, 2.2B3, 2.2C2, 2.2C3, 2.3B1, 4.1A5, 4.1A8, 4.1A9, 4.1B2, 5.1A1,

5.1A2, 5.1B2, 5.1B3, 5.1C1, 5.1F1, 5.3A1, 5.3A2, 5.3A3, 5.4A1, 5.4B1, 5.4B2


E.U. 1.1: Personal interest and intellectual curiosity inspire investigation of topics or issues that may or may not be clearly defined. A well-crafted investigation explores the complexity of an issue or topic. Further inquiry can lead to unexpected conclusions, resolutions, innovations, or solutions. E.U. 1.2: Strengthening understanding of a concept or issue requires questioning existing ideas, using what is known to discover what is not known, and making connections to prior knowledge. E.U. 1.4: The relevance and credibility of the source of information is determined by the context of its use. E.U. 1.5: There are multiple ways to investigate questions, problems, and issues. Methods should be aligned with the purpose of the inquiry. E.U. 2.2: Authors choose evidence to shape and support their arguments. Individuals evaluate the line of reasoning and evidence to determine to what extent they believe or accept an argument. E.U. 2.3: Arguments have implications and consequences. E.U. 4.1: Scholarly works convey perspectives and demonstrate effective reasoning that have been selected for the intended audience, purpose, and situation. E.U. 5.1: How a perspective or argument is presented affects how people interpret or react to it. The same perspective or argument may be developed or presented differently depending on audience, purpose, and context. E.U. 5.3: Reflection increases learning, self-awareness, and personal growth through identification and evaluation of personal conclusions and their implications. E.U. 5.4: Scholars perform, present and/or produce their work within a larger community. Throughout the inquiry process, scholars interact with and benefit from the scholarly community through thoughtful engagement with the opinions and critiques of others.

Skills Focus Presenting your progress – poster presentations and elevator speeches

Methods, process, and approach

Organizing methods results

Connecting the literature review to research



Assessments


PREP Check (3)

WIP Interview (3)

Literature Review: Peer Review

Bibliography Check

Poster Project

Advisor contact


Literature Review Components Check (effort and

completion only)

Methods Section (effort and completion only)

Bibliography (effort and completion only)

Academic Paper Draft


Week 14:

1. Students will break down the components of their

annotated bibliographies to build the literature

review component of the academic paper, articulate

the gap in the literature and providing rationale for

direction of study.

2. Students will continue work on their academic

papers.

Monday Moving from annotated bibliography to literature

review

Tuesday Work day

Wednesday Work day

Thursday Work day

Friday Work day

Week 15:

1. Students will review the Discussion/Conclusion

sections of three sample research papers and identify

common elements of data/information display,

analysis, and synthesis in these sections.

2. Students will use the common elements they

identified in the previous activity and draft an outline

of their own corresponding sections. This draft will

be included on an updated poster presentation.

3. Students will form an argument of their own based

on the conclusions derived from the information they

collected by their chosen research method, blend

multiple sources or pieces of information, and draw

conclusions.

4. Students will engage in peer review with their fellow

classmates and/or expert advisors to determine the

strength of these sections according to the Academic

Paper rubric.


papers.

Monday Examining Discussions/Conclusions

Tuesday Poster project update day 1

Wednesday Poster project update day 2

Thursday Finalizing Method

Friday Work day

Week 16:


papers.

2. Teacher will conduct an individual work-in-progress

interviews; feedback recorded in PREP.

Monday Work day

Tuesday Work day

Wednesday Literature review due


Friday

CHRISTMAS BREAK

Week 17:

1. Students will update their poster presentations based on new work.

Wednesday Update poster presentations day 1

Thursday Update poster presentations day 2

Friday Informal peer review (poster presentation) Week 18: Monday Work day 1

1. Students will continue their own research, using both formal and informal peer-review opportunities to revise their writing. Students will also begin to prepare their oral presentations as they develop conclusions from their inquiries.

2. Students will situate the area of inquiry, utilizing the literature review to build the background information and initiate the argument for the new conversation.

3. Students will continue the intense research, following and writing about a specific methodology.

Tuesday Work day 2

Wednesday Formal peer review

Thursday Work day 3

Friday Work day 4

Week 19:

1. Students will use TurnItIn to check proper attribution of sources and will also submit any scholarly work used to support the paper.

2. Student will revise any incidental or blatant plagiarism detected by TurnItIn.


interviews.


papers.

Monday NO SCHOOL

Tuesday Attribution/plagiarism check

Wednesday Work day 1


Friday Work day 2

Week 20:


Monday Mock research project 3

Tuesday Mock research project day 2 (individual)

Wednesday Mock research project day 3 (individual)

Thursday Mock research project day 4 (individual)

Friday Mock research project day 5 (individual)

Week 21:


papers.

2. Students will engage in a close reading review of

each other’s academic papers. In this two-day

experience, students will be mindful of new insights

that may require major revisions as well as the

minute details of critiquing language control and

editing as needed. All students will engage in group

editing of four to five academic papers, the group

members addressing one paper at a time.

Monday Methods draft due

Tuesday Work day 2


Thursday Formal peer review

Friday Formal peer review day 2

Week 22:

1. Students will practice scoring sample academic

papers (2016 AP Research Student Workbook),

according to the rubric evaluating the assigned paper

as high, medium, or low and use this information to

guide their own revision work.

Monday Practice scoring sample papers

Tuesday Work day 1


Thursday Work day 3

Friday Work day 4

Week 23:


papers.

2. Students will submit a rough draft of their academic

paper electronically for the teacher assess for

progress and effort only.



Monday Work day 1

Tuesday Work day 2

Wednesday Academic Paper rough draft due


Friday NO SCHOOL


UNIT 5 – Finalizing the Research Wrapping Up the Deliverables

Weeks 24-30: 2/20/16 – 4/7/16


E.K. 1.2A, 1.3A, 1.4A, 1.5B, 2.2A, 2.2C, 2.3A, 2.3B, 3.2A, 4.1A, 5.1A, 5.1B, 5.1C, 5.1D, 5.1F, 5.3A, 5.3C1, 5.4A, 5.4B

L.O. 1.2A3, 1.3A7, 1.4A1, 1.5B9, 1.5B10, 2.2A3, 2.2C3, 2.3A1, 2.3B1, 3.2A1, 3.2A2, 4.1A3, 4.1A7, 5.1A1, 5.1A2, 5.1B1,

5.1B2, 5.1B4, 5.1C1, 5.1C2, 5.1D2, 5.1F1, 5.3A1, 5.3A2, 5.3A3, 5.3C1, 5.3C3, 5.4A1, 5.4B1, 5.4B2


E.U. 1.2: Strengthening understanding of a concept or issue requires questioning existing ideas, using what is known to discover what is not known, and making connections to prior knowledge. E.U. 1.3: The investigative process is aided by the effective organization, management, and selection of resources and information. Appropriate technologies and tools enable the scholar to become more efficient, productive, and credible. E.U. 1.4: The relevance and credibility of the source of information is determined by the context of its use. E.U. 1.5: There are multiple ways to investigate questions, problems, and issues. Methods should be aligned with the purpose of the inquiry. E.U. 2.2: Authors choose evidence to shape and support their arguments. Individuals evaluate the line of reasoning and evidence to determine to what extent they believe or accept an argument. E.U. 2.3: Arguments have implications and consequences. E.U. 3.2: Not all arguments are equal; some arguments are more credible/valid than others. Through evaluating others’ arguments, one’s own argument can be situated within a larger conversation. E.U. 4.1: Scholarly works convey perspectives and demonstrate effective reasoning that have been selected for the intended audience, purpose, and situation. E.U. 5.1: How a perspective or argument is presented affects how people interpret or react to it. The same perspective or argument may be developed or presented differently depending on audience, purpose, and context. E.U. 5.3: Reflection increases learning, self-awareness, and personal growth through identification and evaluation of personal conclusions and their implications. E.U. 5.4: Scholars perform, present and/or produce their work within a larger community. Throughout the inquiry process, scholars interact with and benefit from the scholarly community through thoughtful engagement with the opinions and critiques of others.

Task Overview Students design, plan, and implement a yearlong, in-depth study or investigation in an area of personal interest through a chosen or designed inquiry method and develop a well-reasoned argument based on the evidence collected in an academic paper of 4,000-5,000 words. As a culmination of their research, students deliver (using appropriate media) a presentation and orally defend their research design, approach, and findings. Students whose academic paper is accompanied by an additional piece of scholarly work (e.g., performance, exhibit, product) must arrange for the teacher and panelists to view

this work prior to the presentation and oral defense. Throughout the inquiry process, students communicate regularly with their teacher and, when appropriate, consult with an internal or external expert.

Skills Focus Presenting your progress – poster presentations and elevator speeches

Methods, process, and approach

Organizing methods results

Connecting the literature review to research



Assessments


PREP Check (2)

WIP Interview (2)

Results, Products, or Findings Draft

Presentation Peer-Review

Peer-Review of Academic Paper Draft

Sample Presentation Assessment


Analysis and/or Evaluations draft (effort and

completion only)

Conclusions and Future Directions (effort and

completion only)

Mock Presentation


Week 24:

1. Students will continue work on their academic papers.



Monday NO SCHOOL

Tuesday Work day 1



Friday Work day 3

Week 25:


Monday Work day 1

Tuesday Work day 2


Thursday Work day 4

Friday Work day 5

SPRING BREAK

Week 26:




3. Students will review the presentation components of

the performance task rubric.

4. Students will view/critique a YouTube presentation,

“Worst Presentation Ever.”

Monday Work day 1

Tuesday Work day 2



Friday Performance Task presentation review

Week 27:

1. Prior to writing the Conclusion section of their

academic paper, students meet in roundtable

discussions with their peers to explore the significance

of their work for the larger field of study. Students

record peer feedback in their PREP to inform future

versions of their academic papers.

Monday Work day 1 (presentation outlines)

Tuesday Writing conclusions


Thursday Work day 3

Friday Results, Products, or Findings draft due

Week 28: Monday Formal peer review

1. Students will engage in a close reading review of each

other’s academic papers. In this two-day experience,

students will be mindful of new insights that may

require major revisions as well as the minute details of

critiquing language control and editing as needed. All

students will engage in group editing of two to three

academic papers, the group members addressing one

paper at a time.

Tuesday Formal peer review day 2


Thursday Work day 2

Friday Work day 3

Week 29:

1. Students will refine their presentation skills through

practice presentations and peer review. Students will

practice response to oral defense questions to exhibit

their knowledge and articulate the choice they made in

design, interpretation, and synthesis of evidence in

their research project. 2. Students will view and assess an array of

presentations, according to the rubric for presentation

and oral defense.

Monday Mock Research presentations with peer review

Tuesday Mock Research presentations with peer review

Wednesday Mock Research presentations with peer review

Thursday Sample presentation assessment

Friday Work day

Week 30:


2. Students will submit final academic papers to teacher

and upload to College Board digital portfolio.

Monday Work day 1

Tuesday Work day2

Wednesday Work day3

Thursday Work day 4

Friday Final AP Research papers due (digital portfolio)


UNIT 6 – Task Submission and Presentation Moving Beyond AP

Weeks 31-37: 4/10/16 – 5/26/16


E.K. 3.1B, 5.1B, 5.1C, 5.1D, 5.1E, 5.1F, 5.3A, 5.3C, 5.4A, 5.4B

L.O. 3.1B1, 5.1B4, 5.1C1, 5.1C2, 5.1D1, 5.1D2, 5.1E1, 5.1E2, 5.1E3, 5.1F1, 5.1F2, 5.3A1, 5.3A3, 5.3A4, 5.3C1, 5.3C2,

5.4A1, 5.4B1, 5.4B2


E.U. 3.1: Different perspectives often lead to competing and alternative arguments. The complexity of an issue emerges when people bring these differing, multiple perspectives to the conversation. E.U. 5.1: How a perspective or argument is presented affects how people interpret or react to it. The same perspective or argument may be developed or presented differently depending on audience, purpose, and context. E.U. 5.3: Reflection increases learning, self-awareness, and personal growth through identification and evaluation of personal conclusions and their implications. E.U. 5.4: Scholars perform, present and/or produce their work within a larger community. Throughout the inquiry process, scholars interact with and benefit from the scholarly community through thoughtful engagement with the opinions and critiques of others.

Task Overview Students design, plan, and implement a yearlong, in-depth study or investigation in an area of personal interest through a chosen or designed inquiry method and develop a well-reasoned argument based on the evidence collected in an academic paper of 4,000-5,000 words. As a culmination of their research, students deliver (using appropriate media) a presentation and orally defend their research design, approach, and findings. Students whose academic paper is accompanied by an additional piece of scholarly work (e.g., performance, exhibit, product) must arrange for the teacher and panelists to view this work prior to the presentation and oral defense. Throughout the inquiry process, students communicate regularly with their teacher and, when appropriate, consult with an internal or external expert.

Assessments


Presentation Peer Review

Video presentation preparation checklist


Oral Defense Questions

Complete and final PREP

Final video presentation

Learning Plan Activities/Tasks: Week 31:

1. Students will refine their presentation skills through

practice presentations and peer review. Students will

Monday Mock Research presentations with peer review

Tuesday Mock Research presentations with peer review

Wednesday Mock Research presentations with peer review

practice response to oral defense questions to exhibit

their knowledge and articulate the choice they made

in design, interpretation, and synthesis of evidence in

their research project. 2. Students will continue work on their presentations

and defense preparation.

Thursday Work day

Friday NO SCHOOL

Week 32:

1. Students will continue work on their presentations

and defense preparation. 2. Students will conduct their AP Research

presentations and oral defense for formal

assessment.

Monday NO SCHOOL

Tuesday Work day

Wednesday AP RESEARCH PRESENTATIONS

Thursday AP SEMINAR PRESENTATIONS

Friday AP SEMINAR PRESENTATIONS

Week 33-37:

1. Students will submit final PREP to teacher for assessment. 2. Students will prepare as a group video presentations, introducing AP Capstone program to incoming students, and

covering specific topics for advancing AP Seminar students. Those topics include: the color wheel of disciplinary

understanding, types of researchers, crafting annotated bibliographies, SMARTER searchers, does it pass the CRAAP

test, hopping on board, from passenger to participant, from participant to captain. 3. Students will deliver presentations to prospective students.

introduction to academic writing and ap research...skills focus bridging the gap from ap seminar to...

Documents