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RESEARCH READY KIDS

Amy Jo Southworth Bay Shore High School Library asouthworth@bayshoreschools.org

Fifth Grade Skills Ninth Grade Skills W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.  

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

I N Q U I RY I S AT T H E H E A RT O F T H E C O M M O N C O R E

COMMON CORE REVIVES RESEARCH

http://www.edweek.org/ew/articles/2011/06/03/33tests_ep.h30.html?tkn=SOSFVr5HKu%2FnSzyddQR3pWcrcovfmqOjvQNu&cmp=clp-edweek

“The two groups tasked with developing the common-core assessments have been thinking about students with disabilities from the time they first won the grants from the U.S. Department of Education to design the tests. That’s a sharp departure from what’s been the norm in standardized testing, which has been to consider accommodations for students with disabilities as an afterthought.”

“Research Ready??”

How do we teach students to generate and answer questions?

Inquiry brings the following features into play:• personal experience,• the need for further information• knowledge creation• deep understanding

http://www.galileo.org/inquiry-why.html

COMMON

CORE??

G E TT I N G S TA RT E D W I T H I N Q U I RY

INQUIRY RESOURCES

A Research Question Rubric: not all research questions are created equal.

Level One: My research is about a broad topic. I can complete the assignment by using a general reference source such as an encyclopedia. I have no personal questions about the topic.Primary example: My research is about an animal.Secondary example: My research is about the economy of Minnesota.

Level Two: My research answers a question that helps me narrow the focus of my search. This question may mean that I need to go to various sources to gather enough information to get a reliable answer. The conclusion of the research will ask me to give a supported answer to the question.Primary example: What methods has my animal developed to help it survive?Secondary example: What role has manufacturing played in Minnesota’s economic development?

Level Three: My research answers a question of personal relevance. To answer this question I may need to consult not just secondary sources such as magazines, newspapers, books or the Internet, but use primary sources of information such as original surveys, interviews, or source documents.Primary example: What animal would be best for my family to adopt as a pet?Secondary example: How can one best prepare for a career in manufacturing in the Twin Cities area?

Level Four: My research answers a personal question about the topic, and contains information that may be of use to decision-makers as they make policy or distribute funds. The result of my research is a well support conclusion that contains a call for action on the part of an organization or government body. There will be a plan to distribute this information.Primary example: How can our school help stop the growth in unwanted and abandoned animals in our community?Secondary example: How might high schools change their curricula to meet the needs of students wanting a career in manufacturing in Minnesota?

http://www.doug-johnson.com/dougwri/designing-research-projects-students-and-teachers-love.html

Great Inquiry Rubric: http://www.phy.ilstu.edu/pte/311content/inquiry/Inquirylessonscoringrubric.pdf

In what ways are humans like

animals, and in what way are

animals like humans?

What possible opportunities could your site placement provide for you?

What is it like to be a first-generation Asian in America?

Could a war such as World War II occur again? How and why?

How do languages influence

peoples and their nationalities?

What is the Ancient Romans greatest contribution and greatest crime?

How could we change_____ to make it more effective?

A: Why is it important to have light?B: Where does light come from?A: How does light help people?B: Where is light used?A: What would happen if there were no light?

Try asking a question and going around the room, each person asking a question based on the one before.

HOW DO I CREATE UNITS???

1. Super article… either student-selected or teacher selected

2. Methods for tackling that reading… 1. What skills will you highlight?

3. Article can be springboard for inquiry learning 4. Questions generated… 5. Research conducted

1. Technology tools used

6. Products? 7. Additional questions generated 8. Reflection throughout9. Template

“Multiple authoritative print and digital sources…”

• Print vs. Digital

SPECIFY TYPES OF SOURCES

+ +

DATABASE VS. THE INTERNET

Library databases (paid for by taxpayer dollars) Websites (paid for by ??)

Experts and Professionals

Who are you?    

Your qualifications??? Your motives?

Published PRINT and digital works (newspaper articles, scholarly journals encyclopedias/reference books)

Facts are checked. (Mostly full-text access)

Information of all kinds—both truth & lies!Websites not always checked by experts.(Can’t access ALL content!)

Creates the citation for you! Just copy and paste! Websites may not provide thorough information—you have to create the citation yourself!! 

? ? OTHER?

Narrows topic/ suggests related subjects! Specialized databases for specific topics (Biography Resource Center,

Hoovers) (Searchable by Keywords, Subject, Author, Title, etc.)

Often aren't organized to support your research needs. You need to know how to filter and narrow.  

YIKES!

Updated frequently and include date of publication. 

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GET STUDENTS TO CONSIDER PURPOSE…

When should I use an Online Database for research?

When should I use the Internet for research?

When you don’t want to spend valuable research time evaluating your resources!

When you don’t mind evaluating the content of the Website!

When looking for full-text newspaper, journal, or magazine articles.

When looking for biographical information.

When looking for primary resources, maps, or statistics.

 

When seeking information from a government or non-profit organization.

When going to a specific Website.

When looking for information on a unique or obscure topic.

When comparison shopping.

When looking for very current news.

 

Wikipedia is a wonderful gateway resource. Point out the “References“ and “External Links”

VIRTUAL REFERENCE COLLECTION

Google “Virtual Reference Collection”

http://xaaa.calypso.scoolaid.net/bin/vrc/vrcList?level=hs&p=h1• CultureGrams • General OneFile • English Language Learner Reference

Center• Science Online • World Book Online

Username: bay shorehs Password: bshs

Begin with great KEYWORDS…

I want to do my project about some kind of ocean mammal such as whales or dolphins.

Pull out key words and phrases in the sentences above and list them separately:ocean mammal whalesDolphins

Expand the list with related terms and synonyms:ocean --> sea --> marine mammals --> warm-blooded animalsocean mammal --> marine mammalwhales --> cetaceansdolphins --> porpoises

Are there any larger categories that might lead you to information?ocean mammal --> ocean life, marine life, mammals, animals

Are there any words or phrases that are more specific?whales --> blue whale, killer whale, humpback whale dolphins --> bottle nose dolphin

Now you have a beginning list of key words and phrases to begin searching for information. You can organize them:

Synonyms and Related Terms oceanseamarineocean mammalmarine mammalwhalescetaceansdolphins porpoises

Larger Categoriesocean lifemarine lifemammalsanimals

Smaller Categories blue whalekiller whalehumpback whalebottle nose dolphin

http://www.crlsresearchguide.org/02_Listing_Key_Words.asp

GOOGLE ADVANCED SEARCH

EVALUATING SOURCES AND UNDERSTANDING TYPES OF SOURCES

• Classzone• Berkeley

YOUR LIBRARIAN CAN…

• Help you shape research assignments • Help you/your students locate readings • Guide you/students to best databases • Help students navigate information • Work with a small group of advanced or slower students• Work with individual students • Grade portions of work like “Works Cited” page… This helps create

another audience• And much more!! • Ask for help! • Visit often! • Send students • Encourage a culture of literacy

This helps students become proficient at using these important research tools!