This is planned to be able to be used by third, fourth or fifth grade students. 

               Fast facts, will be used as a tool that insures that the report, essay or
               product is organized and will be the students own thoughts and ideas.  It will
               teach the concept of Key word, note taking paraphrasing, elaboration, and
               research organization. 

Subject: Technology
Topic: Research
Grade Level: Third, Fourth or Fifth Grade
Surf for Research student pages:    ctap295.ctaponline.org/~cwinger/student/

Research and Technology

1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.
1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull down menus, word searches, the thesaurus, spell checks).
1.5 Use a thesaurus to identify alternative word choices and meanings.

Fourth Grade

1.0 Writing Strategies
Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Research and Technology

1.5 Quote or paraphrase information sources, citing them appropriately.
1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).
1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.
1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.
1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive).

2.3 Write information reports:

a. Frame a central question about an issue or situation.
b. Include facts and details for focus.
c. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources).

2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and
connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade five, students make progress toward this goal.

WRITING
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits the students’awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Research and Technology
1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.
1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell checks).
1.5 Use a thesaurus to identify alternative word choices and meanings.

Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

2.3 Write research reports about important ideas, issues, or events by using the following guidelines:

a. Frame questions that direct the investigation.
b. Establish a controlling idea or topic.
c. Develop the topic with simple facts, details, examples, and explanations.

a. Pose a key question.
b. Include facts and details that help listeners to focus.
c. Incorporate more than one source of information (such as internet 
    and books).

back to the top

2. Use of key words to learn to surf the net.

3. Sharing research with a partner. 

4. Developing the presentation with a partner.

back to the top

Results
Measurable results showed growth.  However, there were many obsticles to that growth during this study.  My time with the students was limited as I am the library teacher and had to wait until testing was over to work with my group.  I did not have the students to pre teach skills and had to do that at the same time, thus, the actual activities planned were very quickly executed and not well taught or followed through on my part.  The various components have been used successfully in other situations and I believe can be used together very effectively. 

1. To measure student growth, I had the students fill out a pre-plan form explaining how they thought their research project would be completed. 
2. After they completed the project I asked them to fill out a post-plan form explaining how they did complete the project. 
3. I assigned points for understanding of the research process and compared the answers from the two forms. 
4. I also gave points for the PowerPoint project: completeness, use of words and pictures, use of sources.

Please click here for the spreadsheet showing the results.

Teacher Directed Lesson Plans
Note Taking:
(Please adapt from the following web sites for your day 2 teacher directed lesson plan.)

http://www.mtps.com/south/simpsonc/index.htm 

http://www.big6.com/lessons/reading_for_information.htm

(Click here for documents.)
(This link will download all the documents you will need for this project. )
 
 

Please click here for the
Final Presentation