BUILDING COMMON CORE SKILLS USING DATABASES AND ADVANCED INTERNET TOOLS RESEARCH READY KIDS Amy Jo Southworth Bay Shore High School Library

Fifth Grade SkillsNinth Grade Skills W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W Conduct short as well as more sustained research projects to answer a question (including a self-generated question ) or solve a problem ; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources ; summarize or paraphrase information in notes and finished work, and provide a list of sources. W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively ; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. INQUIRY IS AT THE HEART OF THE COMMON CORE COMMON CORE REVIVES RESEARCH

INQUIRY Inquiry is a study into a worthy question, issue, problem or idea. It is the authentic, real work that that someone in the community might tackle. It is the type of work that those working in the disciplines actually undertake to create or build knowledge. Therefore, inquiry involves serious engagement and investigation and the active creation and testing of new knowledge.

Inquiry is the process by which knowledge is created in our world. Inquiry brings the following features into play: personal experience, the need for further information knowledge creation deep understanding The reason for proposing inquiry in our schools is that we want students to engage in authentic, real work that reflects the work that an adult at work or in the community might tackle. We want students to engage in questioning that provoke authentic exploration with the characters of academic rigor typical of real work with real ideas. Schools ought to be communities of robust inquiry that strive to foster intellectual habits of thought, meaning-making and discourse in all students, rich and poor, gifted and severely ordinary. Schools ought to be communities where students come to do rich, engaging work--work that inspires, develops insight and stirs the imagination. Does this sound like COMMON CORE ??

GETTING STARTED WITH INQUIRY INQUIRY RESOURCES A Research Question Rubric: not all research questions are created equal. Level One: My research is about a broad topic. I can complete the assignment by using a general reference source such as an encyclopedia. I have no personal questions about the topic. Primary example: My research is about an animal. Secondary example: My research is about the economy of Minnesota. Level Two: My research answers a question that helps me narrow the focus of my search. This question may mean that I need to go to various sources to gather enough information to get a reliable answer. The conclusion of the research will ask me to give a supported answer to the question. Primary example: What methods has my animal developed to help it survive? Secondary example: What role has manufacturing played in Minnesota’s economic development?

Level Three: My research answers a question of personal relevance. To answer this question I may need to consult not just secondary sources such as magazines, newspapers, books or the Internet, but use primary sources of information such as original surveys, interviews, or source documents. Primary example: What animal would be best for my family to adopt as a pet? Secondary example: How can one best prepare for a career in manufacturing in the Twin Cities area? Level Four: My research answers a personal question about the topic, and contains information that may be of use to decision-makers as they make policy or distribute funds. The result of my research is a well support conclusion that contains a call for action on the part of an organization or government body. There will be a plan to distribute this information. Primary example: How can our school help stop the growth in unwanted and abandoned animals in our community? Secondary example: How might high schools change their curricula to meet the needs of students wanting a career in manufacturing in Minnesota? teachers-love.html Great Inquiry Rubric:

DATABASE VS. THE INTERNET Library databases (paid for by taxpayer dollars) Websites (paid for by ??) Experts and Professionals Who are you? Your qualifications??? Your motives? Published PRINT and digital works (newspaper articles, scholarly journals encyclopedias/reference books) Facts are checked. (Mostly full-text access) Information of all kinds—both truth & lies! Websites not always checked by experts. (Can’t access ALL content!) Creates the citation for you! Just copy and paste! Websites may not provide thorough information—you have to create the citation yourself!! ? ? OTHER? Narrows topic/ suggests related subjects! Specialized databases for specific topics ( Biography Resource Center, Hoovers) ( Searchable by Keywords, Subject, Author, Title, etc.) Often aren't organized to support your research needs. You need to know how to filter and narrow. YIKES! Updated frequently and include date of publication. World Book Student HomeWorld Book Student Home | Online Tutorial | Educators' Tools | Site Contents | Help | TRAINING GUIDE World Book and NASA | Accessibility Statement | Contact and Support | Terms & Conditions | Privacy PolicyOnline TutorialEducators' ToolsSite ContentsHelpTRAINING GUIDEAccessibility StatementContact and SupportTerms & ConditionsPrivacy Policy © 2012 World Book, Inc. All rights reserved. WORLD BOOK and the GLOBE DEVICE are registered trademarks or trademarks of World Book, Inc. May not show date updated, or don’t update often! homehome | visit | learn | join | give | volunteer | shop | about | contact | sitemapvisitlearnjoingivevolunteershopaboutcontactsitemap © 2009 Susan B. Anthony House |IntelliSites, the smart choice for web designIntelliSites

GET STUDENTS TO CONSIDER PURPOSE… When should I use an Online Database for research? When should I use the Internet for research?  When you don’t want to spend valuable research time evaluating your resources!  When you don’t mind evaluating the content of the Website!  When looking for full-text newspaper, journal, or magazine articles.  When looking for biographical information.  When looking for primary resources, maps, or statistics.  When seeking information from a government or non-profit organization.  When going to a specific Website.  When looking for information on a unique or obscure topic.  When comparison shopping.  When looking for very current news. Wikipedia is a wonderful gateway resource. Point out the “References“ and “External Links”

TYPES OF RESOURCES Print vs. Digital

VIRTUAL REFERENCE COLLECTION Business Company Resource Center Hoover's Company Records Career and Technical Education Occupational Outlook Handbook, Edition **General OneFileGeneral OneFile Username: bay shorehs Password: bshs Begin with great KEYWORDS…

I want to do my project about some kind of ocean mammal such as whales or dolphins. 2. Pull out the key words and phrases in the sentences above and list them separately: ocean mammal whales Dolphins 3. Now start expanding the list with related terms and synonyms: ocean --> sea --> marine mammals --> warm-blooded animals ocean mammal --> marine mammal whales --> cetaceans dolphins --> porpoises 4. Are there any larger categories that might lead you to information? ocean mammal --> ocean life, marine life, mammals, animals 5. Are there any words or phrases that are more specific? whales --> blue whale, killer whale, humpback whale dolphins --> bottle nose dolphin 6. Now you have a beginning list of key words and phrases to begin searching for information. You can put them in order like this: Synonyms and Related Terms ocean sea marine ocean mammal marine mammal whales cetaceans dolphins porpoises Larger Categories ocean life marine life mammals animals Smaller Categories blue whale killer whale humpback whale bottle nose dolphin

GOOGLE ADVANCED SEARCH

MY ROLE… Help you shape research assignments Help you find readings Guide you/students to useful databases Scope of information Work with a small group of advanced or slower students Work with one of your individual students Grade portions of work like Works Cited.. Helps create another audience And much more!! Please ask for help! Visit often!

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