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English SOL InstituteEnglish SOL Institute

Elementary Research (Grades 4 & 5) StrandElementary Research (Grades 4 & 5) Strand

English SOL InstituteEnglish SOL Institute

Elementary Research (Grades 4 & 5) StrandElementary Research (Grades 4 & 5) Strand

Teaching Students to ResearchTeaching Students to ResearchBeth TiceBeth Tice

btice@k12albemarle.orgbtice@k12albemarle.org

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Research (Grades 4 & 5)Research (Grades 4 & 5)Research (Grades 4 & 5)Research (Grades 4 & 5)

• Strand should be integrated into content Strand should be integrated into content area lessonsarea lessons

• Collection, evaluation, and organization of Collection, evaluation, and organization of information emphasizedinformation emphasized

• Research Research ““productproduct”” does not have to be a does not have to be a paperpaper

Key Points in ResearchKey Points in Research

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Research (Grades 4 & 5)Research (Grades 4 & 5)Research (Grades 4 & 5)Research (Grades 4 & 5)

• Frame, analyze, and synthesize information Frame, analyze, and synthesize information to solve problems, answer questions, and to solve problems, answer questions, and generate new knowledgegenerate new knowledge

• Effectively use a variety of resourcesEffectively use a variety of resources

• Critically evaluate the accuracy, quality, Critically evaluate the accuracy, quality, and validity of the informationand validity of the information

Key Points in ResearchKey Points in Research

New SOL 4.9 and 5.9New SOL 4.9 and 5.9New SOL 4.9 and 5.9New SOL 4.9 and 5.9

The student will find, evaluate, and select appropriate resources for a research product.

a) Construct questions about a topic.

b) Collect information from multiple resources including online, print, and media.

c) Use technology as a tool to research, organize, evaluate, and communicate information.

d) Organize information presented on charts, maps, and graphs.

e) Develop notes that include important concepts, summaries, and identification of information sources. (only 5.9)

f) Give credit to sources used in research.

g) Define the meaning and consequences of plagiarism.

The student will find, evaluate, and select appropriate resources for a research product.

a) Construct questions about a topic.

b) Collect information from multiple resources including online, print, and media.

c) Use technology as a tool to research, organize, evaluate, and communicate information.

d) Organize information presented on charts, maps, and graphs.

e) Develop notes that include important concepts, summaries, and identification of information sources. (only 5.9)

f) Give credit to sources used in research.

g) Define the meaning and consequences of plagiarism.

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Teaching students about doing Teaching students about doing Internet researchInternet research

Teaching students about doing Teaching students about doing Internet researchInternet research

- Using key words to searchUsing key words to search

- Evaluating websites to Evaluating websites to determine reliable informationdetermine reliable information

- Paraphrase information to Paraphrase information to avoid plagiarismavoid plagiarism

- Credit sourcesCredit sources

- Using key words to searchUsing key words to search

- Evaluating websites to Evaluating websites to determine reliable informationdetermine reliable information

- Paraphrase information to Paraphrase information to avoid plagiarismavoid plagiarism

- Credit sourcesCredit sources

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Teaching students to search Teaching students to search using key wordsusing key words

Teaching students to search Teaching students to search using key wordsusing key words

1.1. Use a search engine - Use a search engine - https://www.google.com/

2.2. Type in specific key wordsType in specific key words

- ““columbus” vs. “christopher columbus”columbus” vs. “christopher columbus”

- ““newport” vs. “christopher newport newport” vs. “christopher newport explorer”explorer”

- ““charlottesville” vs. “charlottesville old charlottesville” vs. “charlottesville old photos”photos”

3.3. Choose a website by reading the descriptionChoose a website by reading the description

1.1. Use a search engine - Use a search engine - https://www.google.com/

2.2. Type in specific key wordsType in specific key words

- ““columbus” vs. “christopher columbus”columbus” vs. “christopher columbus”

- ““newport” vs. “christopher newport newport” vs. “christopher newport explorer”explorer”

- ““charlottesville” vs. “charlottesville old charlottesville” vs. “charlottesville old photos”photos”

3.3. Choose a website by reading the descriptionChoose a website by reading the description

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GREAT RESOURCE!!!GREAT RESOURCE!!!GREAT RESOURCE!!!GREAT RESOURCE!!!

Kentucky Virtual Library Kentucky Virtual Library Research guideResearch guide

http://www.kyvl.org/kids/homebase.html

Kentucky Virtual Library Kentucky Virtual Library Research guideResearch guide

http://www.kyvl.org/kids/homebase.html

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Teaching students to evaluate Teaching students to evaluate websiteswebsites

Teaching students to evaluate Teaching students to evaluate websiteswebsites

Read page 1 of the article and think about these Read page 1 of the article and think about these questions.questions.

1.1. How has the Internet changed student How has the Internet changed student research? research?

2.2. What do students have to do now that they did What do students have to do now that they did not have to do in the past?not have to do in the past?

3.3. Why is this good in some ways and bad in Why is this good in some ways and bad in others?others?

Read page 1 of the article and think about these Read page 1 of the article and think about these questions.questions.

1.1. How has the Internet changed student How has the Internet changed student research? research?

2.2. What do students have to do now that they did What do students have to do now that they did not have to do in the past?not have to do in the past?

3.3. Why is this good in some ways and bad in Why is this good in some ways and bad in others?others?

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Teaching students to evaluate Teaching students to evaluate websiteswebsites

Teaching students to evaluate Teaching students to evaluate websiteswebsites

Looking at questionable websites Looking at questionable websites

www.allaboutexplorers.com

http://zapatopi.net/treeoctopus/

Looking at questionable websites Looking at questionable websites

www.allaboutexplorers.com

http://zapatopi.net/treeoctopus/

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Use student-friendly rubrics or Use student-friendly rubrics or checklists to evaluate websiteschecklists to evaluate websitesUse student-friendly rubrics or Use student-friendly rubrics or checklists to evaluate websiteschecklists to evaluate websites

http://lrs.ed.uiuc.edu/students/rtrieger/evalwebsites.htmhttp://lrs.ed.uiuc.edu/students/rtrieger/evalwebsites.htm

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Where students can go for Where students can go for research informationresearch information

Where students can go for Where students can go for research informationresearch information

- Subject-specific websitesSubject-specific websites

- Student-friendly search Student-friendly search enginesengines

- Subject-specific websitesSubject-specific websites

- Student-friendly search Student-friendly search enginesengines

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Subject-Specific WebsitesSubject-Specific WebsitesSubject-Specific WebsitesSubject-Specific Websites

http://kids.nationalgeographic.com/kids/animals/creaturefeature/

http://kidspast.com/

http://www.gosocialstudiesgo.com/

http://www.historyforkids.org/

http://www.loc.gov/families/http://www.loc.gov/families/

https://www.cia.gov/library/publications/the-world-factbook/https://www.cia.gov/library/publications/the-world-factbook/index.htmlindex.html

http://digitalvaults.org/http://digitalvaults.org/

http://kids.nationalgeographic.com/kids/animals/creaturefeature/

http://kidspast.com/

http://www.gosocialstudiesgo.com/

http://www.historyforkids.org/

http://www.loc.gov/families/http://www.loc.gov/families/

https://www.cia.gov/library/publications/the-world-factbook/https://www.cia.gov/library/publications/the-world-factbook/index.htmlindex.html

http://digitalvaults.org/http://digitalvaults.org/

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Student-Friendly Search Student-Friendly Search EnginesEngines

Student-Friendly Search Student-Friendly Search EnginesEngines

http://ipl.org/div/kidspace/http://ipl.org/div/kidspace/

http://www.factmonster.com/http://www.factmonster.com/

http://www.infoplease.com/http://www.infoplease.com/

http://www.sweetsearch.com/http://www.sweetsearch.com/

http://kidzsearch.com/http://kidzsearch.com/

http://kidsclick.org/http://kidsclick.org/

http://www.awesomelibrary.org/student.htmlhttp://www.awesomelibrary.org/student.html

http://ipl.org/div/kidspace/http://ipl.org/div/kidspace/

http://www.factmonster.com/http://www.factmonster.com/

http://www.infoplease.com/http://www.infoplease.com/

http://www.sweetsearch.com/http://www.sweetsearch.com/

http://kidzsearch.com/http://kidzsearch.com/

http://kidsclick.org/http://kidsclick.org/

http://www.awesomelibrary.org/student.htmlhttp://www.awesomelibrary.org/student.html

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New SOL 4.9 and 5.9New SOL 4.9 and 5.9New SOL 4.9 and 5.9New SOL 4.9 and 5.9

The student will find, evaluate, and select appropriate resources for a research product.

a) Construct questions about a topic.

b) Collect information from multiple resources including online, print, and media.

c) Use technology as a tool to research, organize, evaluate, and communicate information.

d) Organize information presented on charts, maps, and graphs.

e) Develop notes that include important concepts, summaries, and identification of information sources. (only 5.9)

f) Give credit to sources used in research.

g) Define the meaning and consequences of plagiarism.

The student will find, evaluate, and select appropriate resources for a research product.

a) Construct questions about a topic.

b) Collect information from multiple resources including online, print, and media.

c) Use technology as a tool to research, organize, evaluate, and communicate information.

d) Organize information presented on charts, maps, and graphs.

e) Develop notes that include important concepts, summaries, and identification of information sources. (only 5.9)

f) Give credit to sources used in research.

g) Define the meaning and consequences of plagiarism.

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What is plagiarism?What is plagiarism?What is plagiarism?What is plagiarism?

- Using someone else’s spoken Using someone else’s spoken or written words or ideas or written words or ideas without giving creditwithout giving credit

- Just using synonyms to Just using synonyms to replace words is still replace words is still considered plagiarismconsidered plagiarism

- Using someone else’s spoken Using someone else’s spoken or written words or ideas or written words or ideas without giving creditwithout giving credit

- Just using synonyms to Just using synonyms to replace words is still replace words is still considered plagiarismconsidered plagiarism

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Teaching kids about plagiarismTeaching kids about plagiarismTeaching kids about plagiarismTeaching kids about plagiarism

- Students need to know what Students need to know what plagiarism is.plagiarism is.

- Students need to be taught Students need to be taught how to paraphrase.how to paraphrase.

- Students need practice Students need practice paraphrasing. paraphrasing.

- Students need to know what Students need to know what plagiarism is.plagiarism is.

- Students need to be taught Students need to be taught how to paraphrase.how to paraphrase.

- Students need practice Students need practice paraphrasing. paraphrasing.

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How to Credit SourcesHow to Credit SourcesHow to Credit SourcesHow to Credit Sources

At the fourth and fifth grade level, At the fourth and fifth grade level, students simply need to include students simply need to include the title, author, and date of the title, author, and date of sources used.sources used.

At the fourth and fifth grade level, At the fourth and fifth grade level, students simply need to include students simply need to include the title, author, and date of the title, author, and date of sources used.sources used.

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Ideas for Research ProjectsIdeas for Research ProjectsIdeas for Research ProjectsIdeas for Research Projects

1.1. Introducing each other – interview Introducing each other – interview famous peoplefamous people

2.2. Local community past vs. presentLocal community past vs. present

3.3. Oceans of EarthOceans of Earth

4.4. Landmarks of USALandmarks of USA

5.5. Regions of VirginiaRegions of Virginia

1.1. Introducing each other – interview Introducing each other – interview famous peoplefamous people

2.2. Local community past vs. presentLocal community past vs. present

3.3. Oceans of EarthOceans of Earth

4.4. Landmarks of USALandmarks of USA

5.5. Regions of VirginiaRegions of Virginia

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K-3 Research IdeasK-3 Research IdeasK-3 Research IdeasK-3 Research Ideas

- History of your nameHistory of your name- Using research to write a simple Using research to write a simple

scientific explanationscientific explanation- Create profiles of explorersCreate profiles of explorers- Ancient civilizationsAncient civilizations- Comparing dinosaurs to present-day Comparing dinosaurs to present-day

animalsanimals- http://www.thegateway.org/http://www.thegateway.org/

- History of your nameHistory of your name- Using research to write a simple Using research to write a simple

scientific explanationscientific explanation- Create profiles of explorersCreate profiles of explorers- Ancient civilizationsAncient civilizations- Comparing dinosaurs to present-day Comparing dinosaurs to present-day

animalsanimals- http://www.thegateway.org/http://www.thegateway.org/

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Connecting content curriculumConnecting content curriculumConnecting content curriculumConnecting content curriculum

Use the chart for your grade level Use the chart for your grade level to indicate where you see to indicate where you see yourself using various parts of yourself using various parts of the research SOL strand in the research SOL strand in science and social studies science and social studies

Use the chart for your grade level Use the chart for your grade level to indicate where you see to indicate where you see yourself using various parts of yourself using various parts of the research SOL strand in the research SOL strand in science and social studies science and social studies

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Contact InformationContact InformationContact InformationContact Information

Beth TiceBeth Tice

btice@k12albemarle.orgbtice@k12albemarle.org

Beth TiceBeth Tice

btice@k12albemarle.orgbtice@k12albemarle.org

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Reference within this presentation to any Reference within this presentation to any specific commercial or non-commercial specific commercial or non-commercial product, process, or service by trade product, process, or service by trade name, trademark, manufacturer or name, trademark, manufacturer or otherwise does not constitute or imply an otherwise does not constitute or imply an endorsement, recommendation, or endorsement, recommendation, or favoring by the Virginia Department of favoring by the Virginia Department of Education.Education.

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