Research: Step-by-Step
Week 1 Focus:
Introduction to Passion Projects and Presentations
This fall students will grow to understand the importance of the research process and develop familiarity with the steps to successful research in support of a successful, confident presentation.
Using class-wide experiences in research as starting points, students will generate an inquiry question of their choice in an area of interest to them. Students will have an opportunity to--
http://www.kyvl.org/kids/portal.html
Teacher and student-identified tools will also be added to:
http://rsd2-alert-durden-connections.weebly.com/research.html
- further refine their inquiry question, moving from general topics to specific issues;
- take notes, paraphrase, quote, and record sources;
- organize and share their findings in a multi-paragraph essay;
- create an artifact or product to share their newfound knowledge with a wider audience;
- deliver an oral presentation as an expert on their issue to family and classmates.
http://www.kyvl.org/kids/portal.html
Teacher and student-identified tools will also be added to:
http://rsd2-alert-durden-connections.weebly.com/research.html
Week 2 Focus: Selecting Topics, Creating and Refining an Inquiry Question
This fall students will grow to understand the importance of the research process and develop
familiarity with the steps to successful research. I've encouraged students to think of interests they
presently have (music, dance, sports, reading on a given topic or genre), family careers, or vacations
where they've encountered a phenomenon or event they find of abiding interest.
As students conduct their research in September, we will work on narrowing the topic to a
specific research question or inquiry (that is not a simple "yes" or "no" question), or a strong message
they would like to promote. For example‐‐
General Topic: Polar Bears.
Inquiry: How is the changing climate affecting polar bear habitat and populations?
General Topic: Soccer
Message: Getting children involved in youth soccer increases the likelihood they will stay involved in
sports & fitness.
January: Media Center & online research. Coaching students in note‐taking, paraphrasing,
summarizing, direct quotes, assessing credibility of sources, and recording sources.
February: Continuing note taking, identifying a potential person to interview by making an appointment
to visit, interview via telephone, or exchange e‐mails. Coaching and oversight in making contacts,
helping students arrange interviews, preparing questions, and rendering thanks.
March: Drafting a 5‐paragraph essay and creating a product (display board, electronic
presentation, diorama, model, game, brochure, short video, website). Coaching in organizing,
outlining, revising, and time in class for construction or creation.
April: Sharing a 5‐to‐10‐minute oral presentation and product or artifact with family and
classmates during the school day.
Week 3 Focus:
Selecting a variety of credible sources for research.
Finding information from many different sources is the foundation of strong research. We encourage students to make use of at least three sources for their research, and that their sources come from a variety of media--books, magazines, encyclopedias, video (educational or documentary), and online. Students are beginning to learn to assess the relevance and credibility of sources, which we will continue to revisit throughout the project. Students will spend time this week selecting note-taking tools that will be a good fit for them from a variety of options: note cards, folders, portfolios, binders with notebook paper, and setting up files in Google Drive for electronic note-taking.
One challenge for students for our once-a-week meetings will be to remember their research notes on meetings days--this is a particular obstacle for students who keep only paper notes. Electronic notes can help with this dilemma, but one hurdle for students taking notes electronically is the temptation to copy and paste large blocks of text related to a topic without weighing its usefulness first.
Please do not ignore the importance of listing Title, Author (full name), Publisher, Location, and Date for sources. This will help you locate a source again later if you decide you'd like to take another look at a detail, helps you create a list of the foundations of your ideas to give credit to those who have studied the topic before you, and will help your audience, future viewers, or readers of your presentation and essay find out more about the subject you've introduced to them and interested them in.
As you continue to pursue your education and engage in research and inquiry, the format and details of how to record your sources will change, but you will never go far wrong in noting the Title, Author (full name), Publisher, Location, and Date of the source of information. The research website (http://rsd2-alert-durden-connections.weebly.com/research.html) includes a link to the online bibliography maker Easy Bib (http://easybib.com/).
Week 4 Focus: The Value of Recording Sources
Taking the time during your research to record your sources helps you, your audience and readers, and the author of the source in the following ways:
Quoting--relaying the words of someone else without making changes; usually identified using quotation marks and identifying the author to give them credit at the end of the quote.
Paraphrasing--restating the idea in your own words. It can be about the same length or even longer than the original passage. Plagiarism is descended from the Latin plagiarius, "kidnapper."
Summarizing--restating only the main points of the passage in your own words. It is very brief compared to the original passage, perhaps leaving out supporting details or examples the author uses.
Plagiarism--to steal and pass off the ideas or words of another as one's own, or to use another author’s work without crediting the source.
Source--The supplier of new information an author discovers during research, such as a person, book, website, etc.
- If you remember a general idea that was in a book, magazine, encyclopedia, video clip, or website posting, but cannot remember the specific details, knowing the title, author, and date will help you locate it again.
- If readers or the audience for your presentation want to know more about the topic, they can use your list of sources to learn more about the ideas or information you shared.
- If an author or creator has worked hard and paid attention to detail to present you with information you find of value, you should recognize the author or creator and remind readers or your audience that your research builds on that of other hard-working people.
Quoting--relaying the words of someone else without making changes; usually identified using quotation marks and identifying the author to give them credit at the end of the quote.
Paraphrasing--restating the idea in your own words. It can be about the same length or even longer than the original passage. Plagiarism is descended from the Latin plagiarius, "kidnapper."
Summarizing--restating only the main points of the passage in your own words. It is very brief compared to the original passage, perhaps leaving out supporting details or examples the author uses.
Plagiarism--to steal and pass off the ideas or words of another as one's own, or to use another author’s work without crediting the source.
Source--The supplier of new information an author discovers during research, such as a person, book, website, etc.
Week 5 Focus: Note-Taking in the 21st Century
Students will use Media Center tools to develop familiarity with the steps to successful research using technology.
- Skim the whole passage or webpage looking at the titles, subtitles, pictures, captions, diagrams, and labels to get an overview.
- Select only information relevant to your study. Please do not copy large blocks of text to read later; “mine” the text for information now.
- Rewrite the message in your own words to paraphrase, summarize the main points, or use quotation marks to indicate you are using someone else’s words.
- Make sure that you include the source of each piece of information so you know where it came from; the research tools on the LCEU Media Center page provide important facts about author, title, date, and place of publication. Easybib is also a valuable tool.
- If you take care during this part of the research project, the interview, writing, product, and presentation will flow smoothly!
alert2017researchchecklist.doc.pdf | |
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Week 6 Focus: Successful Interviews
Interviewing is a chance to gain extra information about your subject and an opportunity to discuss your area of interest. After all of your reading and online research, it is an opportunity to have an exchange with an adult who--
Suggestions for student interviews:
- understands the topic,
- appreciates your interest, and
- can help clear up any details from your earlier research you may not fully understand.
- meeting new people,
- speaking and listening with confidence and composure, and
- practicing the connections formed in polite society.
Suggestions for student interviews:
- Prepare a list of 5-10 questions you would like to ask the person.
- Try to avoid asking questions that can be answered with a YES/NO or a few words.
- Arrive on time for the interview, be polite, and be prepared!
- When you meet the person, introduce yourself, shake hands, and thank him/her for giving you the interview.
- Your prepared questions serve as a guide, but if something of interest comes up during the interview, ask follow-up questions.
- Be considerate of time. Try not to go over 20 minutes.
- Be an active listener. If there is something you do not understand, rephrase and clarify.
- Take notes so that you can write up the interview later (or record the interview with permission)
- Thank the person again at the end of the interview and tell him/her how helpful he/she has been to your study.
Week 7 Focus: Prewriting
As you begin to feel that you have collected enough information through your research and interviews, it is time to organize your data into a logical pattern so you can write your essay and prepare for your oral presentation. There are different approaches to prewriting that appeal to different intelligences and interests.
Shuffle and stack notecards or notebook paper: Spread all your cards/notes out on the floor. Review your groupings and reorganize if necessary. The groups will be your paragraphs! Ask a peer to evaluate your groups. This is an excellent approach for students who like to move around (kinesthetic) and use their sense of touch (tactile) to aid their thinking. The Outlining animation on BrainPop provides an example--the shuffle-and-stack method is just another way to outline that may appeal to students.
Create a Word Web or Mind Map: You could use a page from your journal, drawing paper, a portion of the classroom whiteboard, or Google Drawing to identify common groups and connections between ideas. Place your topic in the center, then create branches for each supporting idea. See the BrainPop video below for an example. This process will help you sort your ideas and facts into categories, and is helpful to students who tend to think visually.
Draft an outline: An outline is a logical, structured list that will organize your ideas, separating the main ideas from the supporting details. If you think through each of the facts and details you want to share with readers and your audience, getting them in the proper order will help you communicate clearly and with confidence. This approach helps logical/mathematical and verbal/linguistic students make a framework for their ideas. The Outlining animation on BrainPop provides an example.
I recommend each student select two of the three approaches to prewriting and give them a try. Pick the one that you feel most interested in, then pick a second based on your Renzulli profile suggestions. Once you conference with me using your favorite method or best match, you may begin writing your essay using your stacks, maps, or outlines as a "skeleton" or "frame." You now have the plan for the structure of the first draft of your essay! Good luck and write on!
Week 8 Focus: Introduction & Thesis Statement
When people read or listen, they want to know the point right away. Beginning your essay and presentation with a clear thesis statement (the noun form of Greek titheni--”to place in view”):
Your introductory paragraph and thesis statement:
1. Starts Simply – It should be written both clearly and concisely for a wide range of people who will read it. You are neither speaking down to someone who is uneducated, nor are you talking up to a person trying to impress them. The best way to write the introduction is to do this as if you were speaking to someone in person. A thesis statement is an introduction to your ideas.
2. Tells Why the Topic is Meaningful - You should explain why this idea is meaningful or important to you. Why did you spend the time researching and creating a presentation about this topic and issue?
3. Tells How It Impacts Readers – Explain to the reader or audience “how” the topic or issue should be important or meaningful to them as well.
Many writers think of a thesis statement as an umbrella: everything that you carry along in your 5+ paragraph essay must “fit” under this umbrella.
If you have an idea or concept in a paragraph you think is important that does not fit, the paragraph or thesis statement needs to be revised.
If you discover new information in the process of writing that should be included in the thesis statement, then the thesis statement should be revised. If you discover the essay is complete with a strong beginning, supporting middle, and satisfying conclusion, but the thesis includes ideas you haven’t addressed, then changing the thesis statement so it agrees with your conclusions is a wise move.
A strong thesis statement takes time and thought--one tool students in high school and college use is a thesis generator, which asks questions in sequence to help focus writers who lack experience or confidence.
- Gets your point across quickly.
- Avoids writing and reading fatigue from building up background and support from scratch.
- Allows you to write in a conversational tone rather than formally.
Your introductory paragraph and thesis statement:
1. Starts Simply – It should be written both clearly and concisely for a wide range of people who will read it. You are neither speaking down to someone who is uneducated, nor are you talking up to a person trying to impress them. The best way to write the introduction is to do this as if you were speaking to someone in person. A thesis statement is an introduction to your ideas.
2. Tells Why the Topic is Meaningful - You should explain why this idea is meaningful or important to you. Why did you spend the time researching and creating a presentation about this topic and issue?
3. Tells How It Impacts Readers – Explain to the reader or audience “how” the topic or issue should be important or meaningful to them as well.
Many writers think of a thesis statement as an umbrella: everything that you carry along in your 5+ paragraph essay must “fit” under this umbrella.
If you have an idea or concept in a paragraph you think is important that does not fit, the paragraph or thesis statement needs to be revised.
If you discover new information in the process of writing that should be included in the thesis statement, then the thesis statement should be revised. If you discover the essay is complete with a strong beginning, supporting middle, and satisfying conclusion, but the thesis includes ideas you haven’t addressed, then changing the thesis statement so it agrees with your conclusions is a wise move.
A strong thesis statement takes time and thought--one tool students in high school and college use is a thesis generator, which asks questions in sequence to help focus writers who lack experience or confidence.
Another tool is telescopictext.org. You start by adding a very short sentence. Then click the 'Start' button.
You can then add more words by slicking on a word, adding more detail and then clicking 'Insert'.
Remember to copy and paste your completed telescopic text into your notes, essay, document, presentation, or website when you have said what you need to say. You can copy and paste your text back into the telescopic text editor if you want to make changes later. This is a way to experiment with writing and see how details and transitions can make your writing stronger and your message clearer.
http://www.telescopictext.org/
http://www.telescopictext.org/
Week 9 Focus: Drafting and Proofreading
Writing is about communicating ideas, and every writer wants to be sure that his or her work is as clear as possible. Writers apply the conventions of grammar, usage, punctuation and spelling in order to convey thoughts clearly to the intended audience.The proofreading stage of the writing process is a time for writers to review and correct grammatical and mechanical errors that would otherwise cloud meaning and confuse readers.
We know we need to proofread, but how can we do it when we are still learning the standards of quality writing? Let’s focus on mistakes common to pre-teens who write quickly and “by ear,” writing the way they talk.
Sentence Fragments: Make sure each word group you have punctuated as a sentence contains a grammatically complete and independent thought that can stand alone as an acceptable sentence.
Sentence Run-ons: Too many equally weighted phrases and clauses produce tiresome sentences. There may be no grammatical errors, but the sprawling sentence does not communicate clearly and concisely.
Misplaced Modifiers: Place modifiers (adjectives, adverbs, and descriptive or amplifying phrases) near the words they describe; be sure the modified words actually appear in the sentence. These can be unintentionally funny.
Unclear pronoun reference: pronouns should clearly refer to specific nouns. Use he, it, she, they, this, that, these, those, and which carefully to prevent confusion.
Omitted Commas/Superfluous Commas: Use commas to signal nonessential descriptive or amplifying material, to list items or options in parallel, and to indicate relationships among ideas and sentence parts. Unnecessary commas make sentences difficult to read. Missing or unnecessary commas can also be unintentionally funny.
Apostrophe Errors: Apostrophes indicate possession for nouns ("Jim's hat," "several years' work") but not for personal pronouns (its, your, their, and whose). Apostrophes also indicate contractions ("it's" = "it is").In general, they are not used to indicate plurals.
Homophones (sound alike, spelled differently), Homonyms (spelled the same, multiple meanings), and Homographs (same spelling, different pronunciation, different meanings)
http://rsd2-alert-durden-connections.weebly.com/writers-workshop--editing-and-proofreading.htm
We know we need to proofread, but how can we do it when we are still learning the standards of quality writing? Let’s focus on mistakes common to pre-teens who write quickly and “by ear,” writing the way they talk.
Sentence Fragments: Make sure each word group you have punctuated as a sentence contains a grammatically complete and independent thought that can stand alone as an acceptable sentence.
Sentence Run-ons: Too many equally weighted phrases and clauses produce tiresome sentences. There may be no grammatical errors, but the sprawling sentence does not communicate clearly and concisely.
Misplaced Modifiers: Place modifiers (adjectives, adverbs, and descriptive or amplifying phrases) near the words they describe; be sure the modified words actually appear in the sentence. These can be unintentionally funny.
Unclear pronoun reference: pronouns should clearly refer to specific nouns. Use he, it, she, they, this, that, these, those, and which carefully to prevent confusion.
Omitted Commas/Superfluous Commas: Use commas to signal nonessential descriptive or amplifying material, to list items or options in parallel, and to indicate relationships among ideas and sentence parts. Unnecessary commas make sentences difficult to read. Missing or unnecessary commas can also be unintentionally funny.
Apostrophe Errors: Apostrophes indicate possession for nouns ("Jim's hat," "several years' work") but not for personal pronouns (its, your, their, and whose). Apostrophes also indicate contractions ("it's" = "it is").In general, they are not used to indicate plurals.
Homophones (sound alike, spelled differently), Homonyms (spelled the same, multiple meanings), and Homographs (same spelling, different pronunciation, different meanings)
http://rsd2-alert-durden-connections.weebly.com/writers-workshop--editing-and-proofreading.htm
alertexemplarywritingchecklist.pdf | |
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Week 10 Focus: Visual Displays
Sharing your information in a variety of modes--text, oral, and visual--creates a deeper experience for readers and viewers. Think of the best way to present and share your research that appeals to you and will hold the attention of your audience. What will be most effective?
- Computer based such as Powerpoint, Google Presentation, or Prezi;
- Poster, diagrams, drawings, art, collage, or 3-panel display board;
- 3-dimensional dioramas, sculptures, puppets, or models;
- Activities or games--Kahoot, Jeopardy, Concentration, board games;
- Paper-based, such as a handout or brochure;
- Skits, puppet shows, video clip, music, dance, demonstration.
Whichever method you choose to communicate, you need to follow some guidelines. These are skills you will be called upon to use in school and beyond--
Organization & Sequencing—Create a presentation an audience can follow from one topic to the next: idea-to-idea, scene-to-scene.
Graphics & Visual Aids—illustrations, artifacts, headlines, and captions add to the presentation and show care in preparation.
Fluency—Plan & practice to provide a high quality experience for viewers; high confidence, strong voice, technology tools used to good effect, no arguments or distractions.
Relevance—Review information for accuracy; be a “local expert” on the subject. Presentation stays on topic.
Creativity—Present information in a new or interesting way or deliver an “Oh, wow!” moment.
Acknowledge Sources—Identify sources of information for further investigation or study and thank others (authors, classmates, teachers) for help.
Sauria: The Cladogram
These cladograms explain the relationships between notable genera within the group Sauria which encompasses all modern reptiles including birds.--by Franz Anthony, graphic designer and science enthusiast
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