1. 1 English SOL Institute Elementary Research (Grades 4 & 5) Strand English SOL Institute Elementary Research (Grades 4 & 5) Strand Teaching Students to Research Beth Tice btice@k12albemarle.org

2. 2 Research (Grades 4 & 5) Strand should be integrated into content area lessons Strand should be integrated into content area lessons Collection, evaluation, and organization of information emphasized Collection, evaluation, and organization of information emphasized Research “product” does not have to be a paper Research “product” does not have to be a paper Key Points in Research

3. 3 Research (Grades 4 & 5) Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge Effectively use a variety of resources Effectively use a variety of resources Critically evaluate the accuracy, quality, and validity of the information Critically evaluate the accuracy, quality, and validity of the information Key Points in Research

4. New 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. 4

5. Teaching students about doing Internet research -Using key words to search -Evaluating websites to determine reliable information -Paraphrase information to avoid plagiarism -Credit sources -Using key words to search -Evaluating websites to determine reliable information -Paraphrase information to avoid plagiarism -Credit sources 5

6. Teaching students to search using key words 1.Use a search engine - https://www.google.com/ https://www.google.com/ 2.Type in specific key words -“columbus” vs. “christopher columbus” -“newport” vs. “christopher newport explorer” -“charlottesville” vs. “charlottesville old photos” 3.Choose a website by reading the description 1.Use a search engine - https://www.google.com/ https://www.google.com/ 2.Type in specific key words -“columbus” vs. “christopher columbus” -“newport” vs. “christopher newport explorer” -“charlottesville” vs. “charlottesville old photos” 3.Choose a website by reading the description 6

7. GREAT RESOURCE!!! Kentucky Virtual Library Research guide http://www.kyvl.org/kids/homeba se.html http://www.kyvl.org/kids/homeba se.html Kentucky Virtual Library Research guide http://www.kyvl.org/kids/homeba se.html http://www.kyvl.org/kids/homeba se.html 7

8. Teaching students to evaluate websites Read page 1 of the article and think about these questions. 1.How has the Internet changed student research? 2.What do students have to do now that they did not have to do in the past? 3.Why is this good in some ways and bad in others? Read page 1 of the article and think about these questions. 1.How has the Internet changed student research? 2.What do students have to do now that they did not have to do in the past? 3.Why is this good in some ways and bad in others? 8

9. Teaching students to evaluate websites Looking at questionable websites www.allaboutexplorers.com http://zapatopi.net/treeoctopus/ Looking at questionable websites www.allaboutexplorers.com http://zapatopi.net/treeoctopus/ 9

10. Use student-friendly rubrics or checklists to evaluate websites http://lrs.ed.uiuc.edu/students/rtri eger/evalwebsites.htm http://lrs.ed.uiuc.edu/students/rtri eger/evalwebsites.htm http://lrs.ed.uiuc.edu/students/rtri eger/evalwebsites.htm http://lrs.ed.uiuc.edu/students/rtri eger/evalwebsites.htm 10

11. Where students can go for research information -Subject-specific websites -Student-friendly search engines -Subject-specific websites -Student-friendly search engines 11

12. Subject-Specific Websites http://kids.nationalgeographic.com/kids/animals/creaturefeat ure/ http://kids.nationalgeographic.com/kids/animals/creaturefeat ure/ http://kidspast.com/ http://www.gosocialstudiesgo.com/ http://www.historyforkids.org/ http://www.loc.gov/families/ https://www.cia.gov/library/publications/the-world- factbook/index.html https://www.cia.gov/library/publications/the-world- factbook/index.html http://digitalvaults.org/ http://kids.nationalgeographic.com/kids/animals/creaturefeat ure/ http://kids.nationalgeographic.com/kids/animals/creaturefeat ure/ http://kidspast.com/ http://www.gosocialstudiesgo.com/ http://www.historyforkids.org/ http://www.loc.gov/families/ https://www.cia.gov/library/publications/the-world- factbook/index.html https://www.cia.gov/library/publications/the-world- factbook/index.html http://digitalvaults.org/ 12

13. Student-Friendly Search Engines http://ipl.org/div/kidspace/ http://www.factmonster.com/ http://www.infoplease.com/ http://www.sweetsearch.com/ http://kidzsearch.com/ http://kidsclick.org/ http://www.awesomelibrary.org/student.html http://ipl.org/div/kidspace/ http://www.factmonster.com/ http://www.infoplease.com/ http://www.sweetsearch.com/ http://kidzsearch.com/ http://kidsclick.org/ http://www.awesomelibrary.org/student.html 13

14. New 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. 14

15. What is plagiarism? -Using someone else’s spoken or written words or ideas without giving credit -Just using synonyms to replace words is still considered plagiarism -Using someone else’s spoken or written words or ideas without giving credit -Just using synonyms to replace words is still considered plagiarism 15

16. Teaching kids about plagiarism -Students need to know what plagiarism is. -Students need to be taught how to paraphrase. -Students need practice paraphrasing. -Students need to know what plagiarism is. -Students need to be taught how to paraphrase. -Students need practice paraphrasing. 16

17. How to Credit Sources At the fourth and fifth grade level, students simply need to include the title, author, and date of sources used. 17

18. Ideas for Research Projects 1.Introducing each other – interview famous people 2.Local community past vs. present 3.Oceans of Earth 4.Landmarks of USA 5.Regions of Virginia 1.Introducing each other – interview famous people 2.Local community past vs. present 3.Oceans of Earth 4.Landmarks of USA 5.Regions of Virginia 18

19. K-3 Research Ideas -History of your name -Using research to write a simple scientific explanation -Create profiles of explorers -Ancient civilizations -Comparing dinosaurs to present- day animals -http://www.thegateway.org/ http://www.thegateway.org/ -History of your name -Using research to write a simple scientific explanation -Create profiles of explorers -Ancient civilizations -Comparing dinosaurs to present- day animals -http://www.thegateway.org/ http://www.thegateway.org/ 19

20. Connecting content curriculum Use the chart for your grade level to indicate where you see yourself using various parts of the research SOL strand in science and social studies 20

21. Contact Information Beth Tice btice@k12albemarle.org btice@k12albemarle.org 21

22. 22 Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education. DisclaimerDisclaimer