Independent
Investigation
Method
Yes, You CAN!!!
Meet All the New TEKS Research
Standards K-12 …with IIM!
Presented for TA...
IIM: A CONTINUUM OF
LEARNING EXPERIENCES
Teachers must show that they have
given students an opportunity to:
 Work with a...
Texas Essential Knowledge and Skills
for English Language Arts and Reading
KNOWLEDGE AND SKILLS: RESEARCH
1. Research/Rese...
THE ANSWER IS
TEACH RESEARCH
SKILLS WITH A PROVEN
MODEL: IIM
How can I find time to meet all the
new TEKS research standar...
:: IIndependentndependent IInvestigationnvestigation MMethodethod
A PROVEN MODELA PROVEN MODEL
Standards-basedStandards-ba...
Independent Investigation Method:
The Model
A K-12 RESEARCH MODEL FOR ALL ABILITY STUDENTS
Follow These Footsteps to
Success
in a Research ProjectTopic
Goal Setting
Research
Organizing
Goal Evaluation
Product
Pres...
ELA TEKS
RESEARCH/RESEARCH PLAN
1. Students ask open-ended research
questions and develop a plan for
answering them.
: &
Primary (with adult assistance)
The teacher will work with students to
“generate list of topics of
class-wide interest”
• ...
INTEREST CENTER
CLASS UNIT: NATURAL DISASTERS
CLASS TOPIC: HURRICANES
The contents of your interest center could
include:
...
HURRICANES
Intermediate (Independently)
The students are expected to
“generate list of topics of personal
interest, narrow to one top...
THE HOOK!
(WHAT INVITES STUDENTS TO
LEARN?)
Interest center
Read-alouds
Display of pictures/newspaper
clippings/magazin...
STUDENT CONCEPT MAP
Web ideas about your Topic on the Concept Map using what
you already know and questions about what you...
CONCEPT MAP
TOPIC
Web ideas about your Topic on the Concept Map using what you already know and questions
about what you w...
SOME ACTIVITIES/STRATEGIES
• Good Question Cubes
• What if…? Questions
• Quantity Questions
• Compare/Contrast Questions
•...
Who
What/Which
Why
When
Where
How
Can
Would
is
Will
Might
Did
They can also add or
substitute the green
words to get new i...
Why it cause so much damage?
Do scientists know whytsunamis occur?
Why did
did
n’t people know it was coming?
Compare
Anal...
GOOD QUESTIONS CUBES
ACTIVITY
USE YOUR CUBES TO WRITE AS MANY
DIFFERENT FOCUS QUESTIONS AS YOUR
GROUP CAN THINK OF BASED O...
Secondary (Independently)
The students are expected to
“brainstorm, consult with others, decide upon a topic”
• Discover c...
CURRENT
EVENTS
ISSUES KIDS
CARE ABOUT
Presearch
AREA OF INTEREST 2004 Tsunami
POSSIBLE TOPIC INFORMATION, IDEAS, QUESTIONS
Diseases What types? How controlled?
...
Economy
People
Topic
Environment
World
Response
Plant regeneration?
Shore
destruction
Location
New businesses
Relocation
B...
K-12 Manual p.136
Designing a Research Study
Types of Research
l. Descriptive:
“How are things now?”
ll. Historical:
“How did things used to...
Goal Setting – Proficient Level
Research Question:
Based on a study of the 2004 disaster,
what benefits, if any, might com...
ELA TEKS
RESEARCH/GATHERING
SOURCES
2. Students determine, locate, and explore
the full range of relevant sources
addressi...
Primary (with adult assistance)
The teacher can work with the students to
“gather information from available sources
(text...
MANY DIFFERENT SOURCES
Goal Setting
SETTING RESEARCH GOALS
Our Notefact Goal: 25
Glossary Entries: 10
Number of Resources: 3
Resource Types: List...
PLAGIARISM
A LATIN WORD MEANING
KIDNAPPING
STEALING
NOTEFACTS: TAKING NOTES
WITHOUT COPYING
Notefacts should be:
Written in your own words
Short but complete enough to make...
• Get rid of unnecessary words
Columbus sailed across Atlantic Ocean – first to find
America
• Change author’s words so th...
Intermediate (Independently)
The students are expected to
“gather evidence from available sources”
• Use glossary words as...
Just say NO to
Plagiarism!
A Plagiarist is
• Uninformed
• Careless
• Lazy
• Dishonest
Don’t be a COPY CAT!
IDEA: “STEAL” A...
Steps 1-3 Topic – Research
GLOSSARY OF THE STUDY
List NEW words and their meanings that are key to the
understanding of th...
?
“Is this a GOOD
book?”
?
www.readwritethink.org
Classroom Resources | Grades 3 – 12 | Student Interactive | Inquiry & Analysis
Hints about Print
Hi...
Then each table evaluates one resource.
Research
• Give credit to the author/creator
• Share your sources with other researchers
• Prove the authenticity of your ...
ACCURACY MATTERS
The Source says:
Exact phrases and
sentences with page
numbers; statistics,
formulas, etc.
I say:
Paraphr...
Notefacts
Source #
Spilsbury, Louise and Richard Spilsbury.
Sweeping Tsunamis. Chicago:
Heineman Library, 2005. (pp. 16 & ...
Secondary (Independently)
The students are expected to
“…paraphrase, summarize, quote, and accurately cite all
researched ...
One HUGE misconception that students have is that rewriting
something is not plagiarism because they are “putting it in th...
www.zapatopi.net/treeoctopus/
A NEW SPECIES?
(Source Card) 1
(Source number)
Fang, Bay. “The Aftermath.” U.S.
News & World Report. 10
March 2005: 11 – 16. Print.
(MLA ...
(Notefact Card) 1- A
1=Source Number
A=Focus Question
(Where was the greatest devastation/casualty
rates?)
Aceh province, ...
(Notefact Card) 2- A
(Where was the greatest devastation/casualty
rates?)
Banda Aceh, Indonsia 100,000 dead
p.35
Sri Lanka...
Steps 3 & 4
Research & Organizing
SOURCES OF INFORMATION
______________________________
_________________________
________...
NOTES ABOUT
What effects did the tsunami have on people?
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _...
Name _______________ Source 1 _________________
Topic _______________ Source 2
_________________ Source 3
________________...
Electronic Research Tools
• www.notestar.com (New site being built)
• www.Zotero.org (Runs on Foxfire)
• www.evernote.com
...
ELA TEKS
RESEARCH/SYNTHESIZING
INFORMATION
3. Students clarify research questions
and evaluate and synthesize
collected in...
Primary (with adult assistance)
The teacher can work with the students to
“sort evidence into provided
categories or an or...
Our HURRICANE Categories
BLUE – EFFECTS
GREEN – WORLD RESPONSE
BROWN – CAUSES
RED – CHARACTERISTICS
ORANGE – FUTURE
YELLOW...
STEP 4 – ORGANIZING
NOTEFACTS IN CATEGORIES
Goal Evaluation
Checklist
Gathered enough
notefacts and
glossary words?
Used the correct
number and types
of resources?
...
Intermediate (Independently)
The students are expected to
“sort evidence into provided categories or an
organizer”
• Name ...
Organizing
Organizing Notefacts
Notes About After-effects
rescue dangerous & hard 1
people & animals trapped and killed
1
...
Organizing
Organizing Notefacts
Notes About After-effects
buildings destroyed cuz poorly built 2
people & animals trapped ...
Goal Evaluation
MY GOALS
My Notefact Goal: 35
Required Glossary Entries : 10
Required # of Resources: 4
Required Resource ...
K-12 Manual p.191-192
Secondary (Independently)
The students are expected to
“systematically organize relevant and accurate information
to suppo...
Notefact card 3-A
3=Source Number
A=Focus Question
(Where was the greatest
devastation/casualty rates?)
Thailand - 5322
In...
DEVELOPING
A SOUND THESIS
A good thesis should:
• Be one (1) arguable point
• Your opinion in statement form – not
a quest...
From the analysis of your data, you have
developed a thesis statement:
A tsunami brings about life and
rebirth in the face...
K-12 Manual p.149
REBIRTH FROM DISASTER
K-12 Manual p.150
ELA TEKS
RESEARCH/ORGANIZING and
PRESENTING IDEAS
4. Students organize and present
their ideas and information
according t...
Primary (with adult assistance)
The teacher can work with the students to
“create a visual display or dramatization
to con...
GRADE 1
ECOLOGY
QUILT
HEALTHY,
SAFE
WATER
Electric eels power for two TV’s,
X-ray fish invisible ya’ can’t see these,
A sting ray moves its body like air waves do,
...
Intermediate (Independently)
The students are expected to
“synthesize the research into a written or
an oral presentation”...
WRITTEN PRODUCTS
Book (ABC, biography, diary, fact, fantasy, flip book, journal,
picture book, recipes, science fiction, s...
INTERVIEWING ENDANGERED
SPECIES
DANIEL BOONE BY Stuart
Died in Missouri in 1820
A town is named after him, Boonesborough
North Carolina (He was stationed ...
Natural Resources
Defense Council
40 W. 20th
Street
New
York, NY 10011
April 11,
2007
Dear Decision Maker,
The Polar Bear,...
AviatorAviator
Daring, braveDaring, brave
Flying, swooping, landingFlying, swooping, landing
Fast flying, slow flyingFast ...
FAIL TO PLAN?
THEN
PLAN TO FAIL!
• PREPARATION
• MATERIALS
• SKILLS
• HELP I NEED
K-12 Manual p.155
Secondary (Independently)
The students are expected to
“marshall evidence in support of a clear thesis statement
and relat...
K-12 p.152
Product
Developing a Product
AUDIENCE
Business Competition Community Government
Parents Professional Publisher School
Othe...
COLLABORATION:
SCIENCE, ART,
PHYSICAL EDUCATION,
& TECHNOLOGY
NH HISTORY: WALKING TOUR OF
KINGSTON, NH
NATIONAL HISTORY DAY COMPETITION
• CALL: 1-800-644-5059
• E-MAIL: info@iimresearch.com
• CHECK OUT OUR THE WEBSITE
www.iimresearch.com
• ORDERING OR SHIPPI...
TAGT New TEKS and IIM 2010
TAGT New TEKS and IIM 2010
TAGT New TEKS and IIM 2010
TAGT New TEKS and IIM 2010
TAGT New TEKS and IIM 2010
TAGT New TEKS and IIM 2010
TAGT New TEKS and IIM 2010
TAGT New TEKS and IIM 2010
TAGT New TEKS and IIM 2010
TAGT New TEKS and IIM 2010
TAGT New TEKS and IIM 2010
TAGT New TEKS and IIM 2010
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  • Teachers should work in groups - or each can - fill out concept map.
    they need to read the text on page 19
  • TAGT New TEKS and IIM 2010

    1. 1. Independent Investigation Method Yes, You CAN!!! Meet All the New TEKS Research Standards K-12 …with IIM! Presented for TAGT by Virginia Morse and Cindy Nottage www.iimresearch.com
    2. 2. IIM: A CONTINUUM OF LEARNING EXPERIENCES Teachers must show that they have given students an opportunity to:  Work with a research question  Show evidence of research  Produce a product  Make a presentation REVISED TEXAS STATE PLAN 3.2A
    3. 3. Texas Essential Knowledge and Skills for English Language Arts and Reading KNOWLEDGE AND SKILLS: RESEARCH 1. Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: 2. Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: 3. Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: 4. Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to:
    4. 4. THE ANSWER IS TEACH RESEARCH SKILLS WITH A PROVEN MODEL: IIM How can I find time to meet all the new TEKS research standards? ? THE QUESTION IS ?
    5. 5. :: IIndependentndependent IInvestigationnvestigation MMethodethod A PROVEN MODELA PROVEN MODEL Standards-basedStandards-based Adds rigor for ALL studentsAdds rigor for ALL students Meets different learning stylesMeets different learning styles Teaches authentic life-long skillsTeaches authentic life-long skills Works with all basic curriculum unitsWorks with all basic curriculum units Connects with other teaching initiativesConnects with other teaching initiatives Gets kids excited about learningGets kids excited about learning Gives a structure for TPSPGives a structure for TPSP Teacher-friendlyTeacher-friendly Works with all grade levelsWorks with all grade levels 3
    6. 6. Independent Investigation Method: The Model A K-12 RESEARCH MODEL FOR ALL ABILITY STUDENTS
    7. 7. Follow These Footsteps to Success in a Research ProjectTopic Goal Setting Research Organizing Goal Evaluation Product Presentation INDEPENDENT INVESTIGATION METHOD
    8. 8. ELA TEKS RESEARCH/RESEARCH PLAN 1. Students ask open-ended research questions and develop a plan for answering them. : &
    9. 9. Primary (with adult assistance) The teacher will work with students to “generate list of topics of class-wide interest” • Distribute interest center materials for class browsing • Dress-up for role play (Columbus, Betsy Ross, etc.) • Plan a speaker or field trip • Work with class to develop concept map (of unit topic) and glossary chart “formulate open-ended questions about one or two of the topics” • Develop and post teacher essential question(s) as foundation of study • Help students formulate questions related to class topic and teacher essential question(s)
    10. 10. INTEREST CENTER CLASS UNIT: NATURAL DISASTERS CLASS TOPIC: HURRICANES The contents of your interest center could include: • Books – Non-fiction, fiction, picture, reference • Primary documents • Visuals – Posters, maps, charts, photographs, diagrams, graphs • Artifacts • DVD’s and CD’s • Puzzles and games • Music
    11. 11. HURRICANES
    12. 12. Intermediate (Independently) The students are expected to “generate list of topics of personal interest, narrow to one topic” • Participate in class immersion activities to identify topic of interest • Do pre-reading on chosen topic • Record prior knowledge and preliminary questions on individual graphic organizer “formulate open-ended questions about the major research topic” • Use activities to vary types and levels of guiding questions: cubes, spinner, question starters, Bloom’s Taxonomy . . .
    13. 13. THE HOOK! (WHAT INVITES STUDENTS TO LEARN?) Interest center Read-alouds Display of pictures/newspaper clippings/magazine articles, artifacts Speaker Video Field trip Music Pursue areas of passionate interest in depth within topics of study
    14. 14. STUDENT CONCEPT MAP Web ideas about your Topic on the Concept Map using what you already know and questions about what you want to learn. Topic NARROW THE TOPIC ASSESS INTEREST & PRIOR KNOWLEDGE USE GRAPHIC ORGANIZERS TO: FORMULATE QUESTIONS K-12 Manual p.44
    15. 15. CONCEPT MAP TOPIC Web ideas about your Topic on the Concept Map using what you already know and questions about what you want to learn. Designed using Inspiration® Software
    16. 16. SOME ACTIVITIES/STRATEGIES • Good Question Cubes • What if…? Questions • Quantity Questions • Compare/Contrast Questions • Point of View Questions • How come…? Questions ASKING GOOD QUESTIONS
    17. 17. Who What/Which Why When Where How Can Would is Will Might Did They can also add or substitute the green words to get new ideas. Start your students with the red and blue words. Predict Analyze Verify Compare Contrast List
    18. 18. Why it cause so much damage? Do scientists know whytsunamis occur? Why did did n’t people know it was coming? Compare Analyze why the recovery time varied in different areas. Predict how aid might reach the damaged areas more efficiently. the damage in different locations.
    19. 19. GOOD QUESTIONS CUBES ACTIVITY USE YOUR CUBES TO WRITE AS MANY DIFFERENT FOCUS QUESTIONS AS YOUR GROUP CAN THINK OF BASED ON YOUR TOPIC. GIFTED STUDENTS
    20. 20. Secondary (Independently) The students are expected to “brainstorm, consult with others, decide upon a topic” • Discover controversial issues relating to study • Narrow research interest to researchable topic “formulate a plan for engaging in in-depth research on a complex, multi-faceted topic” • Identify research design based on topic • Generate plan including timeline, appropriate resources, “formulate major research question to address major topic” • Develop research question or hypothesis based on topic, presearch, and/or teacher essential questions • Write sub-questions (focus questions) to guide research
    21. 21. CURRENT EVENTS ISSUES KIDS CARE ABOUT
    22. 22. Presearch AREA OF INTEREST 2004 Tsunami POSSIBLE TOPIC INFORMATION, IDEAS, QUESTIONS Diseases What types? How controlled? Who can help? Outcomes Long term effects? Bad ones? Any positive outcomes ? World Response Offering $. Services? Topic NARROWING THE TOPIC K-12 Manual p.137
    23. 23. Economy People Topic Environment World Response Plant regeneration? Shore destruction Location New businesses Relocation Building industry Non-profits Families Governments Population Individuals BENEFITS 2004 tsunami
    24. 24. K-12 Manual p.136
    25. 25. Designing a Research Study Types of Research l. Descriptive: “How are things now?” ll. Historical: “How did things used to be?” lll. Experimental: “What if…?” “What is the effect of …?”
    26. 26. Goal Setting – Proficient Level Research Question: Based on a study of the 2004 disaster, what benefits, if any, might come from a tsunami? Focus Questions: A. Where was the greatest devastation? Casualty rates? B. How was the environment affected? C. What effects did the tsunami have on the people? D. When the world heard the news, how did countries/individuals respond? E. Which outcomes from the disaster might be positive? K-12 Manual p.140-141
    27. 27. ELA TEKS RESEARCH/GATHERING SOURCES 2. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. : &
    28. 28. Primary (with adult assistance) The teacher can work with the students to “gather information from available sources (text, natural and personal) as well as interviews” • Use variety of sources for group note-taking: listening to book reading, DVD, field trip, pictures, speaker . . . “record basic information in simple visual formats (e.g., notes, charts, pictures, graphs, diagrams)” • Teach students about plagiarism • Model note-taking and source citations • Record student-generated notes with pictures or words: short, complete enough to make sense, in their own words, related to their goal-setting questions • Compile a class glossary chart with key words
    29. 29. MANY DIFFERENT SOURCES
    30. 30. Goal Setting SETTING RESEARCH GOALS Our Notefact Goal: 25 Glossary Entries: 10 Number of Resources: 3 Resource Types: Listening to a Book DVD Speaker/interview Unit Focus Questions: 1. What are the characteristics of a hurricane? 2. How are people affected by a hurricane? 3. What is the impact of a hurricane on the environment?
    31. 31. PLAGIARISM A LATIN WORD MEANING KIDNAPPING STEALING
    32. 32. NOTEFACTS: TAKING NOTES WITHOUT COPYING Notefacts should be: Written in your own words Short but complete enough to make sense Related to your goal-setting questions Written between the dotted lines – one notefact per space Documented by page number K-12 Manual p.49
    33. 33. • Get rid of unnecessary words Columbus sailed across Atlantic Ocean – first to find America • Change author’s words so they are in our own voice. Which words must we keep? Columbus Atlantic America • Now, let’s use those words to make our notefact. Columbus crossed Atlantic – discovered America Original text Christopher Columbus sailed across the blue Atlantic Ocean and was the first person to find America. X X X X X X X
    34. 34. Intermediate (Independently) The students are expected to “gather evidence from available sources” • Use glossary words as search terms on internet • Identify valid text sources for study “identify source of notes, and record bibliographic information according to a standard format” • Understand purpose in citing sources • Cite sources on notefact sheets using standard format – MLA, APA • Attach copies of Internet/Encarta articles to final paper “differentiate between paraphrasing and plagiarism” • Use just key words in notes and eliminate the author’s style words
    35. 35. Just say NO to Plagiarism! A Plagiarist is • Uninformed • Careless • Lazy • Dishonest Don’t be a COPY CAT! IDEA: “STEAL” A STUDENT’S BOOK
    36. 36. Steps 1-3 Topic – Research GLOSSARY OF THE STUDY List NEW words and their meanings that are key to the understanding of the topic. tsunami series of waves created by underwater earthquakes debris the remains of something that has been destroyed propagation the movement of a tsunami away from its source inundation flooding on dry land caused by a tsunami K-12 Manual p.45 KEY WORDS FOR INTERNET SEARCH
    37. 37. ? “Is this a GOOD book?” ?
    38. 38. www.readwritethink.org Classroom Resources | Grades 3 – 12 | Student Interactive | Inquiry & Analysis Hints about Print Hints about Print demonstrates the process of evaluating a nonfiction print resource to determine its appropriateness for a research project. Watch the Interactive.
    39. 39. Then each table evaluates one resource.
    40. 40. Research • Give credit to the author/creator • Share your sources with other researchers • Prove the authenticity of your sources • Allow others to validate your information FREE ELECTRONIC CITATION SITES www.citationmachine.net www.noodletools.com www.easybib.com www.oslis.k12.or.us/secondary/ Why Cite Your Sources?
    41. 41. ACCURACY MATTERS The Source says: Exact phrases and sentences with page numbers; statistics, formulas, etc. I say: Paraphrased or summarized notes; pertinent specific data recorded accurately
    42. 42. Notefacts Source # Spilsbury, Louise and Richard Spilsbury. Sweeping Tsunamis. Chicago: Heineman Library, 2005. (pp. 16 & 17) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - some waves – 100 feet high - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - happen after under-ocean earthquake - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - travel up to 600 mph Research 1 1 1 1 K-12 Manual p.52-57
    43. 43. Secondary (Independently) The students are expected to “…paraphrase, summarize, quote, and accurately cite all researched information…” • Learn about different types of plagiarism and how to avoid it • Gather information from a variety of action sources: interviews, surveys, experiments, letters, field trips . . . • Use different formats for notes based on learning style and study design – cards, charts, grids, electronic . . . • Note observations, opinions, and new ideas “differentiate among primary, secondary, and other sources” • Identify type of resource and appropriateness of each for different studies “distinguish between reliable and unreliable sources” • Use different strategies to check for reliable websites
    44. 44. One HUGE misconception that students have is that rewriting something is not plagiarism because they are “putting it in their own words.” Well, if the source is not officially acknowledged, IT IS PLAGIARISM. Copying and pasting actually accounts for only a small percentage of plagiarism. The majority of plagiarism is a result of text manipulation. The accessibility of the Internet makes plagiarism very tempting, and unintentional plagiarism springs from this as well. Simply stated, plagiarism is using someone’s work without giving the appropriate credit. This can mean several things… 1. Copying and pasting text from on-line media, such as encyclopedias or website is plagiarism. 2. Transcribing text from any printed material is plagiarism. 3. Simply modifying text from any of the above sources is plagiarism. . . . . FOR THE FULL TEXT, VISIT http://www.iimresearch.com/teacher_lounge/anti-plagiarism.php#freebies Used with permission from: Spear, Michael. ”What is Plagiarism?”
    45. 45. www.zapatopi.net/treeoctopus/ A NEW SPECIES?
    46. 46. (Source Card) 1 (Source number) Fang, Bay. “The Aftermath.” U.S. News & World Report. 10 March 2005: 11 – 16. Print. (MLA Format) Primary Source K-12 Manual p.143
    47. 47. (Notefact Card) 1- A 1=Source Number A=Focus Question (Where was the greatest devastation/casualty rates?) Aceh province, Sumatra- 80,000 dead; millions in Indonesia homeless p.13 Sri Lanka - 30,680 dead, thousands missing p.13 India’s Andaman & Nicobar Islands – 9691 dead p.14 Somalia – 982 dead p.14 Thailand – 5322 dead p. 14   5 5=# of notefacts on card
    48. 48. (Notefact Card) 2- A (Where was the greatest devastation/casualty rates?) Banda Aceh, Indonsia 100,000 dead p.35 Sri Lanka – 20,000 dead, p.35 Thailand – 10,000dead p. 35   3 These numbers don’t match Source #1; check a third source
    49. 49. Steps 3 & 4 Research & Organizing SOURCES OF INFORMATION ______________________________ _________________________ _________________________ ______________________________ _________________________ _________________________ ______________________________ _________________________ _________________________ ______________________________ _________________________ _________________________ K-12 Manual p.58
    50. 50. NOTES ABOUT What effects did the tsunami have on people? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ Notefact 1 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Notefact 1 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Notefact 3 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Notefact 3 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ K-12 Manual p.59-60 Steps 3 & 4 Research & Organizing
    51. 51. Name _______________ Source 1 _________________ Topic _______________ Source 2 _________________ Source 3 _________________ Write up to 6 key notefacts in each column. Record the source # in each box. NOTEFACT GRID Steps 3 & 4 Research & Organizing CHARACTERISTICS EFFECTS ON PEOPLE EFFECTS ON ENVIRONMENT K-12 Manual p.61
    52. 52. Electronic Research Tools • www.notestar.com (New site being built) • www.Zotero.org (Runs on Foxfire) • www.evernote.com • www.ubernote.com • www.ndxcards.com • www.diigo.com • www.delicious.com (Social bookmarking) • www.noodletools.com ($1 or less per student)
    53. 53. ELA TEKS RESEARCH/SYNTHESIZING INFORMATION 3. Students clarify research questions and evaluate and synthesize collected information. : &
    54. 54. Primary (with adult assistance) The teacher can work with the students to “sort evidence into provided categories or an organizer” • Play category games to reinforce critical thinking skills • Identify categories for class notefacts • Work with students to put notefacts from different sources in appropriate category “revise the topic as a result of answers to initial research questions” • Review goals set in Step 2 to see if they have been fulfilled • Check knowledge acquisition by having student give answers to goal-setting questions
    55. 55. Our HURRICANE Categories BLUE – EFFECTS GREEN – WORLD RESPONSE BROWN – CAUSES RED – CHARACTERISTICS ORANGE – FUTURE YELLOW – PREPARATION
    56. 56. STEP 4 – ORGANIZING NOTEFACTS IN CATEGORIES
    57. 57. Goal Evaluation Checklist Gathered enough notefacts and glossary words? Used the correct number and types of resources? Answered our goal-setting
    58. 58. Intermediate (Independently) The students are expected to “sort evidence into provided categories or an organizer” • Name categories from notefact connections; color-code, cut, and sort strips into appropriate category • Use category sheets for writing activities – topic sentence, main idea, supporting details • Put notes on electronic graphic organizer and create outline for written paper “improve the focus of research” • Identify areas needing more information and areas for student improvement and “refine the major research question as a result of consulting expert sources” • Use additional information to corroborate or change study focus 7
    59. 59. Organizing Organizing Notefacts Notes About After-effects rescue dangerous & hard 1 people & animals trapped and killed 1 world sends money, people to help 2 buildings destroyed cuz poorly built 2 K-12 Manual p.62-63
    60. 60. Organizing Organizing Notefacts Notes About After-effects buildings destroyed cuz poorly built 2 people & animals trapped and killed 1 rescue dangerous & hard 1 world sends money, people to help 2 Most after-effects were negative, but a few positive things happened. A. Negative B. Positive III. 1. 2. 3. 1.
    61. 61. Goal Evaluation MY GOALS My Notefact Goal: 35 Required Glossary Entries : 10 Required # of Resources: 4 Required Resource Types: Book Internet Primary Source WHAT I DID Notefacts Written: 37 # of Glossary Words 18 # of Resources Used: 4 Resources Used (Check): √ √ Oops! Evaluating Research Goals (What I Learned) KEY FINDINGS ABOUT MY TOPIC: (What are the most important findings you want to share when you get to Step 6 – Product) 1. 2. 3. MY KEY GLOSSARY WORDS: SELF-EVALUATION K-12 Manual p.64
    62. 62. K-12 Manual p.191-192
    63. 63. Secondary (Independently) The students are expected to “systematically organize relevant and accurate information to support central ideas, concepts and themes” • Sort note cards by focus questions • Develop thesis statement from categorized notefacts • Represent information on graphic organizer • Present thesis statement and graphic representation to classmates “evaluate the relevance of information to the topic” • Separate essential from supplementary notefacts “critique the research process at each step to implement changes as the need occurs and is identified” • Use rubric for self-evaluation of process
    64. 64. Notefact card 3-A 3=Source Number A=Focus Question (Where was the greatest devastation/casualty rates?) Thailand - 5322 India’s Andaman & Nocobar 182,340 confirmed dead Notefact card 2-A 2=Source Number A=Focus Question (Where was the greatest devastation/casualty rates?) Myanmar (Burma) – 61 dead Malaysia – 74 dead Tanzania – 10 dead 129,897 missing Notefact card 1-A 1=Source Number A=Focus Question (Where was the greatest devastation & casualty rates?) Aceh province, Sumatra – 80,000 dead p.13 Sri Lanka – 30,680 dead p.13 Somalia – 982 dead p.14
    65. 65. DEVELOPING A SOUND THESIS A good thesis should: • Be one (1) arguable point • Your opinion in statement form – not a question • Restricted to ideas you intend to discuss • Have unity – a single purpose Summarized from 12 Easy Steps to Successful Research Papers by Nell W.
    66. 66. From the analysis of your data, you have developed a thesis statement: A tsunami brings about life and rebirth in the face of death & destruction • Choose a graphic organizer (p. 149) which will best present your thesis. • Identify the notefacts essential in supporting your thesis statement to use in your graphic organizer. • Create the graphic organizer with the supplies available in the room. • Present your thesis statement and graphic organizer to the class.
    67. 67. K-12 Manual p.149
    68. 68. REBIRTH FROM DISASTER
    69. 69. K-12 Manual p.150
    70. 70. ELA TEKS RESEARCH/ORGANIZING and PRESENTING IDEAS 4. Students organize and present their ideas and information according to the purpose of the research and their audience. : &
    71. 71. Primary (with adult assistance) The teacher can work with the students to “create a visual display or dramatization to convey the results of the research” • Set standards for quality product on rubric/checklist • Vary products to address different talents/learning styles • Create products that fit with other teaching initiatives • Set up venue to feature student work: museum, theater, courtroom, laboratory • Set quality presentation standards on rubric/checklist • Practice quality presentation skills: speaking - tone and pace, eye contact, using a microphone . . . • Write invitations to presentation
    72. 72. GRADE 1 ECOLOGY QUILT HEALTHY, SAFE WATER
    73. 73. Electric eels power for two TV’s, X-ray fish invisible ya’ can’t see these, A sting ray moves its body like air waves do, A piranha can eat animals bigger than you. Hummingbirds are the smallest birds around, Iceland is where the puffins are found, Falcons swoop down for food to eat, Beautiful birds live in the tropical heat. Chorus Birds fly so high, Mammals can only look at the sky, Amphibians and Fish both live in the sea, Scaly Reptiles don’t look like me. CONCERT – 5 classes of Vertebrates
    74. 74. Intermediate (Independently) The students are expected to “synthesize the research into a written or an oral presentation” • Use different types of writing that require understanding of notes and eliminate plagiarism (poetry, play, fiction, autobiography, journal, letters, personal narrative, persuasive essay, instructional writing) • Develop rubric criteria to guide creation of quality product “present the findings in a consistent format” • Design plan for product and presentation • Develop and/or follow quality criteria for presentation • Identify proper audience for product • Practice necessary skills
    75. 75. WRITTEN PRODUCTS Book (ABC, biography, diary, fact, fantasy, flip book, journal, picture book, recipes, science fiction, shape book) Advertisement Brochure Dictionary Fact cards Letter Magazine News article Poetry Riddle Song Travel log
    76. 76. INTERVIEWING ENDANGERED SPECIES
    77. 77. DANIEL BOONE BY Stuart Died in Missouri in 1820 A town is named after him, Boonesborough North Carolina (He was stationed there in the Army) Indians were his friends when he was young Escaped from the Shawnee Indians Learned to track, hunt, and live in the wilderness Born in 1734 in Pennsylvania Only liked to read and write a little Often misspelled words Named rivers and found paths in the Kentucky mountains Explored Florida
    78. 78. Natural Resources Defense Council 40 W. 20th Street New York, NY 10011 April 11, 2007 Dear Decision Maker, The Polar Bear, a strong and solitary animal, waits silently for a seal to come out of its breathing hole to eat. POP! A seal appears and the Polar Bear moves to grab it while using the sea ice as a platform. Suddenly, the sea ice cracks and starts melting. Dinner is lost again. Hello, my name is Pamela Chong, and I am a 5h grader at P.S. 54 in Staten Island, New York. My class and I are doing research projects on Global Persuasive letter & the “hook”
    79. 79. AviatorAviator Daring, braveDaring, brave Flying, swooping, landingFlying, swooping, landing Fast flying, slow flyingFast flying, slow flying Drifting, falling divingDrifting, falling diving Trouble, failureTrouble, failure IconoclastIconoclast Diamante by JangDiamante by Jang DuDu POETRY (Amelia Earhart)
    80. 80. FAIL TO PLAN? THEN PLAN TO FAIL! • PREPARATION • MATERIALS • SKILLS • HELP I NEED
    81. 81. K-12 Manual p.155
    82. 82. Secondary (Independently) The students are expected to “marshall evidence in support of a clear thesis statement and related claims” • Use essential notefacts to support thesis • Differentiate between opinions and researched facts “provide an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view” • Write research paper/report “use graphics and illustrations to help explain concepts where appropriate” • Choose from variety of product types to match topic and audience “present findings in a meaningful format”
    83. 83. K-12 p.152
    84. 84. Product Developing a Product AUDIENCE Business Competition Community Government Parents Professional Publisher School Other PRODUCT CHOICE Action: Campaign, dance, debate, demonstration, lesson, performance Collection: art gallery, exhibit, learning center, list, portfolio, scrapbook Model: costume, invention, musical instrument, puppet, reproduction Technology: animation, audio/video tape, photography, web page, Visual Representation: artwork, brochure, cartoon, collage, graph, map Written Work: book, diary, editorial, letter, news article, poem, report, script K-12 p.66 + 153
    85. 85. COLLABORATION: SCIENCE, ART, PHYSICAL EDUCATION, & TECHNOLOGY
    86. 86. NH HISTORY: WALKING TOUR OF KINGSTON, NH
    87. 87. NATIONAL HISTORY DAY COMPETITION
    88. 88. • CALL: 1-800-644-5059 • E-MAIL: info@iimresearch.com • CHECK OUT OUR THE WEBSITE www.iimresearch.com • ORDERING OR SHIPPING INFO Call Kim at the 800 #. (Be sure to use your conference code NOS&H for free S & H) We love to hear from you – problems, successes, just to Want to get in touch with us?

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