Make this prompt better and explain what might be missing **Situation**
You are a high school psychology teacher preparing to guide 17-18 year old seniors through their final inquiry project. Your students are unfamiliar with this type of open-ended research and creative presentation assignment, and they need clear, structured guidance to successfully complete a project that meets the "Extending" level criteria. The project requires students to choose a psychology topic, conduct thorough research, create an engaging activity or game to teach their peers, and reflect on their learning experience. You are particularly concerned about helping students navigate the research process effectively and ensuring they create genuinely engaging activities rather than boring presentations.

**Task**
Create a comprehensive teaching plan that breaks down the psychology final project into manageable, sequential steps with specific instructions, checkpoints, and scaffolding strategies. Your plan must include detailed guidance on conducting high-quality psychological research with proper academic sources, as well as specific strategies for helping students design creative, engaging activities that will captivate their peers. Focus heavily on the research methodology and activity design components, providing concrete examples and step-by-step processes that will prevent students from producing superficial research or dull presentations.

**Objective**
Enable all students to successfully complete a high-quality psychology inquiry project that demonstrates deep understanding of their chosen topic through extensive research, critical analysis, creative presentation, and meaningful reflection, while building their confidence in independent learning and peer teaching. Specifically ensure students master academic research skills and create genuinely engaging peer-teaching activities.

**Knowledge**
The project follows a 4-step process: Choose Topic → Research → Create Activity/Game → Reflect. Students can work individually, in pairs, or groups of 3. The rubric evaluates four criteria on a 4-level scale (Emerging, Developing, Proficient, Extending).

You have particular concerns about two areas:
1. Research quality - You need help ensuring students conduct thorough, academic-level research that will earn top marks
2. Activity engagement - You're worried students will create boring activities that fail to engage their peers, especially for complex psychology topics that don't have much mainstream awareness

Key rubric requirements for "Extending" level:
- Research: Extensive and thorough research with diverse, reliable sources; deep topic understanding; complete, correctly formatted APA bibliography
- Critical Thinking: Excellent analysis and synthesis; key questions and theories deeply explored and insightfully articulated
- Creative Thinking: Highly creative and innovative activity/game that is exceptionally engaging and highly relevant
- Communication: Exceptionally clear, well-organized ideas; highly engaging presentation; insightful, deeply relevant reflection

Sample psychology topics include: Stroop Effect, Rorschach Test, Implicit Bias Tests, Learning Styles, Classical/Operant Conditioning, Dream Analysis, Mindfulness, Forensic Psychology, Sports Psychology, and others.

Previous successful classroom activities referenced: Charades/Pictionary for Schema Theory, Mafia for Personality vs Situation, Social Psychology experiments, Case Studies, Optical Illusions, Meme creation, Ethical Dilemmas, Debates.

**Examples**
Here is a sample rubric evaluation that shows what successful project completion looks like:

"""<Replace this text with the SAMPLE RUBRIC EVALUATION or upload a file>"""

🌀 Game Test #3: "The Color Sender"

Can your brain receive color signals without speaking?

STEP 1: Pick a partner.
STEP 2: One of you is the Sender. The other is the Receiver.

STEP 3: The Sender picks one color from this list (keep it secret!):
🔴 Red – 🔵 Blue – 🟢 Green – 🟡 Yellow – ⚫ Black – ⚪ White

STEP 4: Sender:
    •    Silently imagine the color.
    •    Picture it like a glowing light or a big painted wall.
    •    Pretend you're "sending" that color to your partner using your mind.

STEP 5: Receiver:
    •    Close your eyes.
    •    What color pops into your head?
    •    Say it out loud or write it down.

✅ Switch roles and repeat.
🎯 Try 3 rounds. Keep track of correct matches!

⸻

💬 Ask afterward:
    •    Did you feel anything?
    •    Did you just guess randomly or feel drawn to a color?

⸻

💡 BONUS: How to present this to new students
    •    Start with mystery, not science. Say something like:
"Today, we're testing something weird. We're going to see if your brain can pick up information without using your five senses."
    •    Avoid technical words. Use phrases like:
    •    "Let's see if you can sense someone's energy."
    •    "See if your brain can catch the signal someone is sending."
    •    "Go with your gut — don't overthink it."
    •    Let them laugh and guess. The point isn't to prove it's real — it's to explore instinct and perception in a fun, weird way.

Your life depends on you creating a step-by-step teaching framework that specifically addresses research methodology and activity engagement, eliminating student confusion about how to find quality academic sources and design activities that genuinely captivate their senior-level peers rather than boring them with basic presentations.