NASCAR: Idea, Topic, Issue,
and One Step Beyond
How to develop an idea into a research project and presentation
1: Have an idea.
All research begins with an idea that inspires the researcher to see the journey through to completion. The source of ideas for research is unlimited; one of the principal sources for students is personal experience and curiosity. The idea must give the researcher enough motivation to complete the tasks involved in research, illustration, and presentation.
Clarity of thought will enable the researcher to state the idea in a single sentence--
My project is about . . . NASCAR, because we will be visiting Charlotte Motor Speedway during the spring field study.
2: Refine the idea into a topic in the form of a question you would like to answer before the end of your presentation.
Before beginning research, thinking through the variety of possible information you could share and focus on a message you want to deliver in your 8-to-10 minute presentation.
Topic: What’s wrong with NASCAR?
3: Focus on an issue related to the topic.
Possible Issues:
Car Design
Money/Sponsorship/Ownership
Track Conditions/Locations/Scheduling
The Fans
The Drivers
The Point System
Rules/Restrictions
Safety
Selecting a specific issue within the general topic allows you to focus your research in a manageable way; instead of searching for and reading through many general discussions of your topic, you can limit your searches to the mention of specific issues.
4: One Step Beyond--in addition to idea, topic, and issue, 5th graders are expected to practice persuasive writing and speaking skills.
After researching or in the course of research, the student will usually develop a personal belief, position, or strong conviction about the issue he or she has selected.
A portion of the presentation should give voice to this belief, position, or conviction with reasoning and supporting details.
Sentence Starters
I will research the topic of . . .
focusing on the issue of . . .
with the strong opinion that . . .
OR
to persuade others that . . .
focusing on the issue of . . .
with the strong opinion that . . .
OR
to persuade others that . . .