BLM Leg 5 #6	A Prairie Community: Project Guidelines

Please follow the project guidelines as closely as possible. If you have any questions, be sure to discuss them with your teacher. Your teacher will require progress reports from time to time.

Choosing a Topic
Choose a prairie community about which you would like to learn more. Your choice may be determined by whether or not you will be able to obtain enough information. Choose a topic from the list of choices below:
•	prairie city
•	prairie town or village
•	First Nations community
•	Hutterite colony
•	family farm operation (e.g., grain, dairy, ranch, or specialty operation)
•	any other teacher-approved topic
Choosing a Presentation Method
Choose one of the following ways to present your research. To choose a presentation method, you may also refer to your profile of multiple intelligences/learning approaches in Section 3: Thinking about How I Learn of your Trip Preparation Binder. Be sure to discuss your choice with your teacher to determine the best approach.
•	HyperStudio: Create a HyperStudio stack (including pictures, video, and text).
•	Slide Show: Create an electronic slide show that promotes your chosen prairie community.
•	Web Page: Create a web site that promotes your chosen prairie community.
•	Booklet: Organize your presentation in print form, including the elements shown on the Community Research Project Outline or Farm Research Project Outline on the following pages.
•	Display: Create a display on a suitable display board. Include labels (titles), descriptions, diagrams, and pictures or artifacts.
•	Model: Create a tabletop-sized model of a town, farm, or community. Label all features and include a descriptive write-up.
•	Diorama: Prepare a large wall mural display. Display the presentation primarily in pictures and descriptive tags. (This type of display is best suited to group work.)
•	Video (VCR) or Digital Camera: Use the documentary presentation approach. Record all visual information and then add the narration. Follow the Community Research Project Outline or Farm Research Project Outline on the following pages. The narration should be scripted and added later. If the video includes interviews, then you will need to prepare all questions in advance.
•	Drama: Organize a town festival or anniversary celebration for your chosen prairie community.

BLM Leg 5 #6	A Prairie Community: Project Guidelines (Continued)

•	Dance: Choreograph a dance that represents the character of your chosen prairie community.
•	Music: Compose a theme song that represents the character of your chosen prairie community.

Presenting Your Project
When you have completed your research satisfactorily, your teacher will make the necessary arrangements to display your project by
•	inviting other classes to see the project(s)
•	inviting parents/guardians to see the project(s)
•	posting projects on the Internet

Community Research Project Outline
Please follow this outline when you are organizing your community research information. Choose appropriate headings and subheadings.
•	Location
—	On what highway is the community situated?
—	How far is it from Winnipeg?
—	What other communities are close by?
—	Include a map to show the community’s location.
•	History
—	When and why was the community established?
—	Who were the original Aboriginal inhabitants and/or European settlers?
—	What changes have taken place over the past one hundred years?
—	How did the community get its name?
•	Government and People 
—	Who is the mayor or community leader?
—	What is the population of the community?
—	Who were the original settlers of the community?
•	Social and Economic Development
—	How do people make a living in the community?
—	What community services are provided?
—	What social and recreational features are there in the community?
—	What types of businesses are present in the community?

BLM Leg 5 #6	A Prairie Community: Project Guidelines (Continued)

•	Transportation and Communication Features
—	What transportation services are available to the community?
—	What types of communication services does the community have?
—	Are there any television stations, radio stations, or local newspapers in the community?
—	Does the community have access to cable or satellite television and to a local Internet service provider?
—	Does the community have its own web site? What is the URL?
•	Special Attractions
—	What special tourist attraction does the community have?
—	Does the community have a town mascot?
—	What are the community’s festivals and celebrations?
•	Conclusion
—	What are the most interesting things you found about this community?
—	How is this community different from or the same as the community in which you live?
—	Why would you choose or choose not to live in this community?

Farm Research Project Outline
Please follow this outline when you are organizing your farm research information. Choose appropriate headings and subheadings.
•	Location
—	On what highway is the farm situated?
—	How far is it from Winnipeg?
—	What communities are close by?
—	Include a map to show the approximate location of the farm.
•	History
—	When was the farm homesteaded?
—	Who were the original settlers?
—	What changes have taken place over the past one hundred years?

BLM Leg 5 #6	A Prairie Community: Project Guidelines (Continued)

•	Farm Family
—	What chores need to be done on the farm?
—	Who does the various jobs?
—	Where does the farm family:
do its shopping?
go to school?
—	What types of recreation and entertainment are available to the family?
•	Transportation and Communication Features
—	What transportation modes are available to the farm family?
—	What types of communication services are available to the family?
—	Does the farm have access to cable or satellite television, a local radio station, a local newspaper, and a local Internet service provider?
•	Special Attractions
—	Describe the main features of the farm.
—	What type of farm is it?
—	What animals, crops, or products are produced on the farm?
—	How big is the farm?
—	Include a diagram of the farmyard and all its buildings.
•	Conclusion
—	What are the most interesting things you found about this farm?
—	What benefits do we receive from farmers?
—	How is living on a farm different from living in a city or town?
—	Why would you choose or choose not to live on the farm?

BLM Leg 5 #6

Web Page/Electronic Presentation Project Evaluation Checklist
(Long Form)*

Project Title  _____________________________________________________________
Teacher's Name __________________________________________________________
Group Members __________________________________________________________

Electronic Presentation	Exemplary	Accomplished	Developed	Beginning	Total	
Planning
Students
•	completed a project planning sheet	4	3	2	1	___	
•	completed a storyboard planning sheet	4	3	2	1	___	
•	completed a screen planning sheet for each screen	4	3	2	1	___	
•	did research to present factual and interesting information	4	3	2	1	___	
•	used at least  ____ references in gathering information	4	3	2	1	___	
•	used at least  ____ references for photographs, movies, etc.	4	3	2	1	___	
Consistency
Students prepared projects in which
•	project design is consistent and shows thoughtful planning	
4	
3	
2	
1	___	
•	navigation is consistent, easy to understand, and placed in the same location from screen to screen	4	3	2	1	___	
•	fonts used in text items and as titles are consistent	4	3	2	1	___	
•	placement of text items is consistent from screen to screen	4	3	2	1	___	
•	transitions are consistent except when used for special effects	4	3	2	1	___	
Project Design
Students
•	produced a design that shows evidence of planning, consistency, and creativity	
4	
3	
2	
1	
___	
•	considered their audience when designing their project	4	3	2	1	___	
•	organized information in a clear, simple, and consistent way	4	3	2	1	___	
•	used contrast between text and background	4	3	2	1	___	
•	included navigation methods that are easy to understand and are explained via help screens; included methods to exit the project	4	3	2	1	___	
•	provided opportunities for user interaction	4	3	2	1	___	
•	demonstrated careful and consistent use of colour(s) to complement the information used in the project                       	4	3	2	1	___	

Creativity
Students
•	included original artwork	
4	
3	
2	
1	
___	
•	used artwork, pictures, clipart, and sound in a creative way	4	3	2	1	___	
•	used colour to carry out a theme or set a tone for the project	4	3	2	1	___	
•	included student-designated borders/links with original artwork, clipart, or other sources	4	3	2	1	___	
•	included animation(s) to illustrate an item	4	3	2	1	___	
•	included appropriate links to Internet resources	4	3	2	1	___	
•	designed project to be shared over the Internet	4	3	2	1	___	
Content
Students
•	demonstrated an understanding of the project topic through factual and interesting information	
4	
3	
2	
1	
___	
•	used complete sentences with correct punctuation, grammar, and spelling	4	3	2	1	___	
•	included a map key with all maps, and labelled diagrams	4	3	2	1	___	
•	included a minimum of five information screens per group member	4	3	2	1	___	
•	included clipart, backgrounds, and original art	4	3	2	1	___	
•	included digitized photographs or drawings to provide the user with a better understanding and visual reference	4	3	2	1	___	
•	evaluated Internet resources for authentic, accurate content	4	3	2	1	___	
•	ensured that the project contained the basic parts, including a title screen, menu screen, content information screens, bibliography screen, and group credit screen	4	3	2	1	___	
*A short form appears in Learning Experience: Leg 3.3	Total points earned	___