Eighth Grade Research Lesson Plan

TOPIC: Lesson 1 Introduction and Refresher (90 minutes)

CONTENT SUMMARY: This lesson will focus on introducing the print and non-print materials available for research, where to find them, how to find them and how to select the appropriate source for individual student use. The lesson will also reinforce the value of creating strong research questions and search terms to aid in the research process. The lesson will also introduce, as reinforcement, a process for extracting information from non-fiction material.

MEDIA OBJECTIVES:
The students will be able to:
1. identify and differentiate the various media center resources.
2. identify how to evaluate various media print resources.
3. develop research questions and brainstorm search terms.
4. identify and apply process for taking notes from non-fiction materials.
5. select and evaluate appropriate resources and conduct independent research.

READING OBJECTIVES: The I-Search Project:

Students will demonstrate the ability to:
1. develop research questions and assess strategies for using a variety of sources.
2. 2. identify, locate, and evaluate sources.
3. apply the research process of evaluating, condensing, organizing, and synthesizing information to answer a variety of questions of importance to a researcher.
4. document steps used in the research process through a log.

MATERIALS:
Research Planner Handbook
Dewey Layout Sheet
Activity #1 Worksheet: Research Questions
Activity #2 Worksheet: Skim, Scan, Chunk
Selecting Sources TipSheet
Developing Research Questions TipSheet
Print Materials
Note Cards
Tape
FlipChart, Marker

DEVELOPMENT:
1. The objectives will be posted on the flipchart for students to refer to at all times.

Motivator:
2. (5-10 minutes) The MS will provide a motivator by saying: “First, could you bear with me for a minute, this was on my mind when you came in: I was wondering if you could help me with a problem I am having – you see, my mother has been complaining that her television is too small in her bedroom. Her birthday is coming up very soon, and I was hoping that I could get her a new TV as a surprise, but I don’t even have a clue as to where to start. What would be my first step?” Etc. This will quickly take them through the research process for buying the right kind of TV for my mother. (Use flipchart to document procedure.)
3. (5 minutes) The MS will reassure the students that the research process is not as scary as it seems. (Mention my own graduate research class and how “ scared” I am of what it involves and make it seem overwhelming.)

Objective 1: The students will be able to identify and differentiate the various media center resources.
4. The LMT will first give overview of what types of print/non-print resources the media center has available.
a. LMT will have already placed on tables (students are seated at table of 4, assigned by LMT/Teacher for maximizing instruction) all paperwork. As each one is discussed, the students will be able to place name on sheet and follow along with discussion.
b. (5 minutes)The LMT will start by welcoming the students back to the media and stating that this is a really great project: they get to choose any topic that interests them: that they get to become experts in something that they like and then present it to the rest of the class.
5. (5-10 minutes) The LMT will give brief overview of Dewey, PAC and the lay out of the non-fiction materials by using appropriate handouts. (this should be a review)
6. (5-10 minutes) LMT will introduce Research Planner.

Questions: Who can remember where the non-fiction section is?
What can you tell me about the way the media center is organized?
How about the library?
What is the best resource for research? Why?
Who enjoys research?
Can anyone give me an example of when to do research but not for a class?
What is the best place to start when researching your topic?

Objective 2: The students will be able to identify how to evaluate various media print resources.
7. (10-15 minutes) The LMT will discuss selecting and evaluating print sources for research and tips for taking notes on note cards. This will be an interactive procedure. Each aspect of the selecting sources discussion will be written on a note-card and previously attached to the bottom of the table. The LMT will ask the students to reach under the desk and pull off the card. (Not all students will have one.) The note-cards will be numbered; students will stand and read card in numerical order. This will include the use of indexes. As the students read the card out loud, the LMT will discuss each aspect.

Questions: Once I have found a source, what do you think is the next step? Why?
How can you tell if this source is the best for you?
When you have selected your source, can you begin taking notes?

Objective 3: The students will be able to develop research questions and brainstorm search terms.
8. (15 minutes) The LMT will ask the class to fill out activity sheet (or pull out halfway completed activity sheet (if the teacher started it in the classroom). The LMT will remind class of and reinforce the need for subtopics. The LMT will then discuss the need to brainstorm search terms. The class will be instructed to circle keywords in research questions and then brainstorm search terms individually. Discussion as a group to assist students with difficulties.

Questions: What is the difference between a thesis statement and a research question?
Why do you think we need to use search terms?
Can you look up a question in the index?
How can we brainstorm search terms?
Where can we find more search terms?

Objective 4: The students will be able to identify and apply process for taking notes from non-fiction materials.
9. (20 minutes) The LMT will discuss the skim/scan/chunk and note-taking process for reading non-fiction for research. The LMT will model this procedure by talking out loud what she is thinking: [First I find this section, then I look at my research question again, then I put down my pencil and I skim and scan the section for search terms, I’m skimming, I’m scanning, okay I see the words I need, I think this section will work, okay. Then I will reread this section with my pencil down! Then I will stop and think…and then I will write down short notes from this section.] The class will then model together this process on activity sheet one time together and then the second time individually. (The sheet has two examples, the students come up with a group research question and terms and then skims the selection for info…)

Questions: Why do we use note-cards?
Is it hard to take notes from non-fiction material? Why?
How can we make it easier?
What does skim mean? Scan?
What is a chunk?
Why would I use a chunk?
Why would I skim and scan?
What happens if I don’t find an answer to my research question in my chunk?
Can you think of a place where you skim and scan that is not in school? Why do you do this?

Objective 5: The students will be able to select and evaluate appropriate resources and conduct independent research.
10. (5-15 minutes) The students will select a print resource and begin taking notes on their topic using all skills just presented.

SUMMARY/CLOSURE:
After the students have had the chance to begin the independent research process and after they put away their resources, to close the lesson, the LMT can ask the students to share with their neighbor ONE new thing they learned today. Then write it down on a piece of paper to be collected on their way out along with the two activity sheets. LMT thanks them (or not) for their hard work and says she look forward to the next lesson.

ESCAPES:
(Modifications)
If at any point the students do not seem to understand, then spend a little more time on this section. If necessary, the research time at the end can be cut short because they will have more research time in the near future.
If it seems the students really understand a section, move on and more time can be added to the research portion

FORMATIVE ASSESSMENT:
The students will submit activity sheet with search questions and brainstormed search terms so that teacher and LMT can verify students are on the right track before they invest too much time in project.
The students will submit activity sheet with note-taking skills so that the teacher and LMT can verify that students have practiced these skills.
The students will submit paper with one new thing learned so that LMT can evaluate the lesson for future.

INDIVIDUAL NEEDS:
During individual work, LMT will circulate and work one on one to clarify if needed.

ASSIGNMENT/HOMEWORK/NEXT ACTIVITY:
No homework

Updated 4/05/04 - SMG