Big 6 Research Strategy
This is a step by step strategy designed for young learners who are reading for information. If followed, this is nearly a foolproof way to be organized, have less stress and more success during a project requiring research. We will, or have gone over this in class. All students will or have a copy of all 6, examples in their binder for reference. They are also posted in the classroom.
This entire process should be done BEFORE the project is started.
This entire process should be done BEFORE the project is started.
This is the most important step, as students will refer back to this step throughout the process. What is the task? What type of information? This part is a combination of the assignment sheet provided by the teacher, and the students own thinking.
I'll use an Apple research project as an example.
Where and how do they grow?
Types of apples available? Colours?
Uses?
Taste?
Where did this fruit originate?
I'll use an Apple research project as an example.
Where and how do they grow?
Types of apples available? Colours?
Uses?
Taste?
Where did this fruit originate?
What sources would the student use to FIND the information:
The apple example:
Websites
Books
My mom who buys us apples
Produce worker
get an actual apple and observe, investigate
The apple example:
Websites
Books
My mom who buys us apples
Produce worker
get an actual apple and observe, investigate
WHERE do I find each source from #2?
Apple example:
Website - computer lab at school, my own tech at home
Books - Library - school and public
Produce store
Apple example:
Website - computer lab at school, my own tech at home
Books - Library - school and public
Produce store
Which information is useful? This is important to avoid wasting time.
As students research, they should refer to #1 a lot, to make sure they are on topic. They can ask the teacher or another adult if at home if they are still not sure after looking at the assignment sheet and what they wrote in #1. Remember, #1 is also on the assignment sheet given out.
Apple example:
Is it important that Justin Beiber likes apples (I have been looking at this page for a while now...) - NO
Is it important that BC grows a lot of different apples - YES
As students research, they should refer to #1 a lot, to make sure they are on topic. They can ask the teacher or another adult if at home if they are still not sure after looking at the assignment sheet and what they wrote in #1. Remember, #1 is also on the assignment sheet given out.
Apple example:
Is it important that Justin Beiber likes apples (I have been looking at this page for a while now...) - NO
Is it important that BC grows a lot of different apples - YES
How will I present the information I have collected?
Usually, the students have a graphic organizer for research from the teacher. If not, they can refer to #1 and divide their research into those sections. The project can also be divided this way, such as paragraphs, power point slides, poster sections....
Apple example:
I will make a poster in sections with pictures of apples to help explain what I am doing.
Usually, the students have a graphic organizer for research from the teacher. If not, they can refer to #1 and divide their research into those sections. The project can also be divided this way, such as paragraphs, power point slides, poster sections....
Apple example:
I will make a poster in sections with pictures of apples to help explain what I am doing.
How do I know I am done, and have I done the best I can?
Refer to the rubric you have been given
Self edit
Ask a friend or family member to edit it for or with you.
Refer to the rubric you have been given
Self edit
Ask a friend or family member to edit it for or with you.
The students will be given a planning sheet for each (most) research project. It is not handed in, it is a tool for learning. For each project, this will be gone through with the WHOLE CLASS together. (This was done for the current project)