Unit Name
Designing a Research Plan
Unit Overview
Students develop a search strategy for an inquiry-based research project designed collaboratively between the librarian and subject area teacher. Students will examine the assignment closely to determine the specific topic, requirements, and final assessment criteria. To plan their research, students will reflect on what they already know about the subject, what they need to find out about the topic, and what resources they think will provide the information needed. Finally, they will develop a plan for finding the resources identified.
Essential Question
Why is it important to begin an independent inquiry-based process with careful consideration of the “information need” required by the assignment and the variety of possible resources available to satisfy that need?
Curriculum Integration
Humanities: Civil War
Days
60
Key AASL Shared Foundations and Key Commitments
1 - INQUIRE Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. 4 - CURATE Make meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance.
5 - EXPLORE Discover and innovate in a growth mindset developed through experience and reflection. 6 - ENGAGE Demonstrate safe, legal, and ethical creating and sharing of knowledge products independently while engaging in a community of practice and an interconnected world.
Key AASL Domains
I.A.1.
Learners display curiosity and initiative by: Formulating questions about a personal interest or a curricular topic.
I.A.2.
Learners display curiosity and initiative by: Recalling prior and background knowledge as context for new meaning
I.B.1.
Learners engage with new knowledge by following a process that includes: Using evidence to investigate questions.
I.B.2.
Learners engage with new knowledge by following a process that includes: Devising and implementing a plan to fill knowledge gaps.
I.B.3.
Learners engage with new knowledge by following a process that includes: Generating products that illustrate learning.
I.D.1.
Learners participate in an ongoing inquiry-based process by: Continually seeking knowledge.
I.D.4
Learners participate in an ongoing inquiry-based process by: Using reflection to guide informed decisions.
IV.A.1.
Learners act on an information need by: Determining the need to gather information.
IV.A.2.
Learners act on an information need by: Identifying possible sources of information.
V.A.3.
Learners develop and satisfy personal curiosity by: Engaging in inquiry-based processes for personal growth.
V.B.1.
Learners construct new knowledge by: Problem solving through cycles of design, implementation, and reflection.
CCSS
Research to Build and Present Knowledge:
W.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Range of Writing:
W.6-8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ISTE
1. Empowered Learner
1a. Students articulate and set personal learning goals, develop strategies leveraging technology
to achieve them and reflect on the learning process itself to improve learning outcomes.
3. Knowledge Constructor
3a. Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
3d. Students build knowledge by actively exploring real-world issues and problems, developing
ideas and theories and pursuing answers and solutions. 4. Innovative Designer
4a. Students select and use digital tools to plan and manage a design process that considers
design constraints and calculated risks.
"I Can" Statements
I can analyze a project "assignment" and develop questions that help me identify a specific topic focus and my information needs.
I can determine how much and what types of information I need to successfully complete an inquiry based project.
I can locate and gather relevant information from multiple sources to construct and communicate new knowledge.
I can think critically about the creator, accuracy, and purpose of the information sources I gather for my project.
I can revise my ideas and determine if I need additional information.
I can reflect on the information I am gathering to make connections, see different perspectives, and form new understands and conclusions.
I can write questions, "on my own", based on key ideas or areas I am focusing on.
Teacher Resources
Subject area assignment
online tutorials
Guide sheets - digital and print
Google Drive
general reference sources - digital and print
Student Materials and Tools
Subject area assignment
online tutorials
Guide sheets - digital and print
Google Drive
general reference sources - digital and print
Vocabulary
analyze
assess
define
describe
determine
develop
focus
identify
information need
keyword/s
media/medium
reason
reference
relevant
source
specific
unique
question
revise
Key Concepts and Skills to Be Developed
What Students Need to Know and Be able to Do
Students will practice analyzing the requirements of an “information need” by closely reading/reviewing requirements.
Students will review and apply the strategies to an inquiry-based assignment by focusing on the specific topic (e.g.How much do you know about the subject? What are you curious about? Is a general overview of topic needed?)
With support students will decide what information supports a specific guided inquiry and answers specific questions. (e.g. what type/media - informational books, databases, websites, encyclopedias, primary sources, magazines/journals, photos, videos, podcasts, etc.) Students will review and apply what information supports a specific guided inquiry and answers specific questions.
With support students will develop preliminary questions to direct their research and a list of common words (keywords) that “uniquely” represent their topic.
Instructional Strategies
Co-teaching
teacher modeling
class practices whole group
students work individually and/or in small groups then share with others
students hands-on exploration
teacher supports individual students
differentiating assignment/project as needed (e.g.complexity
topic choice
product progression and formative assessment
Conferencing with students
observational data
student notes
subject area rubrics and assessments