Research starts with a topic and a question. Once you have a topic, you need to ask some questions. Questions will guide your research. Questions will make your project more interesting to you, and help you when you are stuck.
In the research project you are working on, what questions do you have? What do you wonder? Why did you choose this topic to research? At the beginning of a project, you want to think of lots of questions!
When we talked in class, we came up with lots of questions we could ask about the meaningful Americans we are studying. We broke those questions up into two categories: fact questions and thinking questions.
Fact questions are questions that you could answer by finding the exact piece of information that will answer the question. Sometimes you can think of a fact question that you can't answer! (For example, you might ask "What was Dr. Martin Luther King, Jr.'s favorite kind of ice cream?" and not be able to answer it is not information you can find in a biography of him.)
Some examples of fact questions:
- When was this person born?
- Where did this person live?
- Did this person get married?
- Did this person have any brothers or sisters?
- Where did this person go to school?
- Why did this person decide to become a ________?
Thinking questions are questions that you have to think about for yourself. To answer a thinking question, you need to decide on your opinion and support it with evidence. Your opinion is what you believe. Evidence is the reasons why you believe, the "because..." that support your argument with.
- What was the most important moment in this person's life?
- Did this person have a good childhood?
- Why was this person meaningful/important/famous?
- Is this person someone we can learn a lesson from?
- What is this person most known for doing?
It is good to balance fact questions with thinking questions. If you answer too many fact questions in your research, your report might not be very interesting!
Hard at work
Friday, January 22, 2016
A guide to research - choosing good sources
Once you have a topic and some questions to ask and answer, you need to find sources of information. Researchers use sources to learn more. Sometimes researchers also conduct experiments or surveys to help them learn.
When you want to answer your questions, you can:
read a book
read a magazine
read an encyclopedia
look at a photograph
look at a piece of art
look at a graph
look at a map
look at a historical document
look at an artifact
visit a museum, zoo, or aquarium
visit the site where something happened
visit a website
watch a video or television show
ask an expert
conduct an experiment
make a model
try something out
take a survey
There are lots of ways to learn about your topic!
A note about sources
When you choose sources, you have a big job. An important job. A job you need to take seriously as a researcher.
You need to evaluate your sources.
Evaluate is a big word, and you might not have ever heard it before. You might not even know how to say it. Break it up like this: eee - val - you - ate . Now, say it faster.
Some sources of information are really good. The person who wrote the book knows a lot about their topic. You can trust what they are saying. The information they are giving you is true.
But some sources of information are not good. The person who you think is an expert might be making things up from their imagination. They might not know anything about the topic. The information they are giving you might not be true. What they say might just be confusing. The book might have been written at a time when people had wrong ideas about how the world works.
Your big job when you evaluate sources is to decide if your source is a good source or a bad source. You need to be a judge, and decide “Is this information true or not true?”
How do you know?
You might be thinking, “I’m just a kid! How am I supposed to know if my source is good or bad?”
Is it a book? You can trust the information in almost every non-fiction book you find in a library. Books are very reliable sources because there are so many steps to publishing them, and many people check to make sure they are true.
Is it a website? Websites can be tricky. Some websites have lots of good, true information that will help your research. But some websites do not have true information.
It is very easy to make a website. This is good, because it means that lots of people around the world can easily share lots of information. But it also means that you have to be a careful judge. Ask a couple of questions:
- Who made this website? Does this person, group, or company know a lot about the topic?
- Is the website information, or just someone’s opinion?
- Does the author of the website explain their sources?
- Does the information on the website seem real?
- Does the information on the website agree with what you read in a book about your topic?
Remember, anybody in the whole wide world can make a website, even my little brother!
If you have any questions about evaluating a source...
Ask for help! Adults can help you evaluate your sources. Go up to a librarian/family member/teacher/museum adult and say: “Hi. I’m doing research on ________. Is this a good source of information? How do you know the information is true?” and the adult will tell you. (Unless, of course, you do it as your dad is stirring the pasta sauce, taking the cookies out of the oven, and trying to calm down your screaming brother at the same time. Don’t ask them then, they won’t be very helpful.)
Good luck!
When you want to answer your questions, you can:
read a book
read a magazine
read an encyclopedia
look at a photograph
look at a piece of art
look at a graph
look at a map
look at a historical document
look at an artifact
visit a museum, zoo, or aquarium
visit the site where something happened
visit a website
watch a video or television show
ask an expert
conduct an experiment
make a model
try something out
take a survey
There are lots of ways to learn about your topic!
A note about sources
When you choose sources, you have a big job. An important job. A job you need to take seriously as a researcher.
You need to evaluate your sources.
Evaluate is a big word, and you might not have ever heard it before. You might not even know how to say it. Break it up like this: eee - val - you - ate . Now, say it faster.
Some sources of information are really good. The person who wrote the book knows a lot about their topic. You can trust what they are saying. The information they are giving you is true.
But some sources of information are not good. The person who you think is an expert might be making things up from their imagination. They might not know anything about the topic. The information they are giving you might not be true. What they say might just be confusing. The book might have been written at a time when people had wrong ideas about how the world works.
Your big job when you evaluate sources is to decide if your source is a good source or a bad source. You need to be a judge, and decide “Is this information true or not true?”
How do you know?
You might be thinking, “I’m just a kid! How am I supposed to know if my source is good or bad?”
Is it a book? You can trust the information in almost every non-fiction book you find in a library. Books are very reliable sources because there are so many steps to publishing them, and many people check to make sure they are true.
Is it a website? Websites can be tricky. Some websites have lots of good, true information that will help your research. But some websites do not have true information.
It is very easy to make a website. This is good, because it means that lots of people around the world can easily share lots of information. But it also means that you have to be a careful judge. Ask a couple of questions:
- Who made this website? Does this person, group, or company know a lot about the topic?
- Is the website information, or just someone’s opinion?
- Does the author of the website explain their sources?
- Does the information on the website seem real?
- Does the information on the website agree with what you read in a book about your topic?
Remember, anybody in the whole wide world can make a website, even my little brother!
If you have any questions about evaluating a source...
Ask for help! Adults can help you evaluate your sources. Go up to a librarian/family member/teacher/museum adult and say: “Hi. I’m doing research on ________. Is this a good source of information? How do you know the information is true?” and the adult will tell you. (Unless, of course, you do it as your dad is stirring the pasta sauce, taking the cookies out of the oven, and trying to calm down your screaming brother at the same time. Don’t ask them then, they won’t be very helpful.)
Good luck!
Tuesday, December 8, 2015
Bar Models!
This past week, we have been working with bar models to help us think about addition and subtraction problems. Bar models aren't a method of doing addition or subtraction. We will still be using the methods for addition and subtraction - using place value drawings and number-based strategies - that we learned in the fall. Instead, bar models are a great way to think about how story problems work using the beginnings of algebraic thinking.
These pictures show the product of a game we will play to introduce the concept of bar models. Students pull two cards out of a deck, then use two colors of cubes to show the two quantities. Then, they draw a bar model to show the additive process, with an addition and a subtraction sentence that match. The game is also a thinly-veiled excuse to practice basic math facts, and to explore the reciprocal nature of addition and subtraction.
Bar models can model addition problems, which we call "part, part, whole" problems, or subtraction problems, "whole, part, part". If you know both parts and you are trying to determine an unknown whole, it is an addition problem. If you know the whole and one of the parts, then it can be solved with subtraction. The model above can show both of these story problems. Can you figure out which is "part, part, whole" and which is "whole, part, part"? (they are a little sneaky, so read carefully!)
Kate went shopping with her robot two days last week. On Monday, she bought 7 cans of oil. She bought some more on Thursday. At the end of the week, she had 23 cans of oil. How much did she buy on Thursday?
Pete picked 7 pumpkins in the school garden. Maya picked 16 more pumpkins than Pete did. How many pumpkins did Maya pick?
You can do the same thing with larger numbers:
Alex ate 437 pizza slices on Monday. He ate 516 cucumber slices on Tuesday. How many slices of food did he eat on those two days?
Since with this story problem we know both parts, and the whole is unknown, we draw a bar model with the whole as the unknown, shown with a question mark, like this:
When students get older, bar models can be a visual representation of an algebraic equation, with letters representing the unknown parts or wholes. Students will also use bar models for problems that require multiple steps to solve, as well as problems with more than two "parts" that make up the "whole". Bar models are a very useful tool, and a crucial part of the Math in Focus curriculum.
Monday, November 23, 2015
Bi-weekly update, November 20th
Reader's Workshop
We are doing an author study of Eve Bunting. She often writes about serious subjects, and her books invite good discussions. So far, we read Pirate Boy (a not-so-serious one), Going Home, and How Many Days to America?
We did a lot of reading, looked at the ending -ed, worked on our spelling words, and read a poem about sunrise and sunset.
Writer's Workshop
We are finishing up our bee research writing unit by organizing our bee notes into categories, then picking one bee-related topic and writing a paragraph about it.
Math
We are moving slowly through the subtraction chapter so that students can have time to master three-digit subtraction with regrouping.
Science
We made floating lighthouses, and tried to make floating islands. Guess what! We couldn't make an island float!
We will be studying islands, geology, erosion, and rivers in the next two months!
Social Studies
People have come to America for many reasons. We discussed the places we know our family came from, before they came here, and talked about some of the reasons why they came.
We also started our first Children Discovering Justice unit, about Freedom. Students discussed what is freedom, and if we have freedom in the United States. We talked about how we balance freedoms with laws and rules to keep us safe. Freedom is one reason that some people have come to our country.
News and Other Information
We are about half way through our current homework project, studying a family tradition or celebration. This project is due on December 4th.
The school site council has a survey for families to take:
- in English
- in Spanish
If you would like it translated into another language, please talk to Ms. Kaplan.
We are doing an author study of Eve Bunting. She often writes about serious subjects, and her books invite good discussions. So far, we read Pirate Boy (a not-so-serious one), Going Home, and How Many Days to America?
We did a lot of reading, looked at the ending -ed, worked on our spelling words, and read a poem about sunrise and sunset.
Writer's Workshop
We are finishing up our bee research writing unit by organizing our bee notes into categories, then picking one bee-related topic and writing a paragraph about it.
Math
We are moving slowly through the subtraction chapter so that students can have time to master three-digit subtraction with regrouping.
Science
We made floating lighthouses, and tried to make floating islands. Guess what! We couldn't make an island float!
We will be studying islands, geology, erosion, and rivers in the next two months!
Social Studies
People have come to America for many reasons. We discussed the places we know our family came from, before they came here, and talked about some of the reasons why they came.
We also started our first Children Discovering Justice unit, about Freedom. Students discussed what is freedom, and if we have freedom in the United States. We talked about how we balance freedoms with laws and rules to keep us safe. Freedom is one reason that some people have come to our country.
News and Other Information
We are about half way through our current homework project, studying a family tradition or celebration. This project is due on December 4th.
The school site council has a survey for families to take:
- in English
- in Spanish
If you would like it translated into another language, please talk to Ms. Kaplan.
Wednesday, November 18, 2015
Lightship
We read a wonderful book by Brian Floca, called Lightship. This is an informational text, but it reads very differently than most informational texts do. It sounds much more like a story.
To write this book, Brian Floca did lots, and lots, and lots of research. He read books about lighthouses and lightships, he visited actual ones, he talked to people who worked on them, he looked at photographs and diagrams of lightships, he investigated marine charts to see where they were, and he took many, many notes on everything he learned. Then, he turned all of his research into a book!
We also read a Gail Gibbons book about lighthouses, as well as another text that shows lighthouses all around America.
Then, we tried to make our own! We had two main goals: make it float, and make it act as a lighthouse. Some of our designs did both, some only floated but fell over, and some sank.
To write this book, Brian Floca did lots, and lots, and lots of research. He read books about lighthouses and lightships, he visited actual ones, he talked to people who worked on them, he looked at photographs and diagrams of lightships, he investigated marine charts to see where they were, and he took many, many notes on everything he learned. Then, he turned all of his research into a book!
We also read a Gail Gibbons book about lighthouses, as well as another text that shows lighthouses all around America.
Then, we tried to make our own! We had two main goals: make it float, and make it act as a lighthouse. Some of our designs did both, some only floated but fell over, and some sank.
Writing paragraphs
In writer's workshop recently, we have been working on writing paragraphs. A paragraph is a collection of sentences which all relate to one topic. This is one of the last steps to our research writing unit. Next, we will be pairing our paragraph with some other informational text features to make it easy for our readers to learn about the topics we are writing about.
We started our research process with lots of note-taking. Mr. MacLellan read a page from a book, and then students had a very short time to write a note about what they read. We talked about how notes don't have to be your best handwriting. Mr. MacLellan showed some of his own notes and nobody could read them!
Next, students organized their notes into categories. We color-coded the notes, cut them out, and glued them with similar other notes.
Finally, we started writing our paragraphs. Students picked one topic relating to our research on bees. They wrote a title on the top of their page, and started their paragraph with an interesting question to get the reader interested in reading more. We will be finishing these paragraphs later this week.
For our current homework project, students need to take their notes about the family holiday, celebration, or tradition, and write a paragraph from their notes. They should use the same structure we used in class:
We started our research process with lots of note-taking. Mr. MacLellan read a page from a book, and then students had a very short time to write a note about what they read. We talked about how notes don't have to be your best handwriting. Mr. MacLellan showed some of his own notes and nobody could read them!
Next, students organized their notes into categories. We color-coded the notes, cut them out, and glued them with similar other notes.
Finally, we started writing our paragraphs. Students picked one topic relating to our research on bees. They wrote a title on the top of their page, and started their paragraph with an interesting question to get the reader interested in reading more. We will be finishing these paragraphs later this week.
For our current homework project, students need to take their notes about the family holiday, celebration, or tradition, and write a paragraph from their notes. They should use the same structure we used in class:
Friday, November 6, 2015
Bi-weekly update, November 6th
Reader's Workshop
We worked on comprehension skills these weeks, focusing on two big skills: asking questions and visualizing. We read a number of magazines, asking and answering questions as we went. To practice visualizing, Mr. MacLellan read a book out loud, having students draw the picture in their head for every few pages. After we were done, we looked at the pictures the illustrator chose, and compared what was the same and what was different.
We talked about defining words, and groups of students wrote a definition for a number of words relating to bees.
We also continued to study spelling words!
Writer's Workshop
We are fully into a research writing unit, reading books about bees, taking notes, and drawing to help support our research. Next week, we will be writing paragraphs with the information we have learned.
Math
We are subtracting! We are working on three-digit subtraction with regrouping in all places. This has been difficult for many students, so we are taking our time and moving slowly through this unit so we have lots of time to practice.
At home, please practice math facts, especially subtraction! Students should know the answer to any one-digit subtraction facts. If you see that your student doesn't, then practice, practice, practice!
Science
Can you make a heavy thing float? We tried to make clay and rocks float, by choosing materials or shapes that were buoyant enough to support a heavy object.
Since we are learning about bees in writer's workshop, we are thinking about pollination in science, too. We went into the school garden and picked marigold flowers for a dissection. Back in the classroom, we drew them, then picked them apart to see what they look like up close on the inside. We found seeds, lots and lots of seeds! We also looked at garlic chive flowers, and drew those in our science notebook as well.
Social Studies
We learned about the world, thinking about countries, continents, and oceans. Understanding the difference between a city, a state, a country, and a continent is difficult!
News and Other Information
The week of November 16th - 20th is conference week. Tuesday, Wednesday, Thursday, and Friday of that week are half days, with dismissal at 12:15.
We worked on comprehension skills these weeks, focusing on two big skills: asking questions and visualizing. We read a number of magazines, asking and answering questions as we went. To practice visualizing, Mr. MacLellan read a book out loud, having students draw the picture in their head for every few pages. After we were done, we looked at the pictures the illustrator chose, and compared what was the same and what was different.
We talked about defining words, and groups of students wrote a definition for a number of words relating to bees.
We also continued to study spelling words!
Writer's Workshop
We are fully into a research writing unit, reading books about bees, taking notes, and drawing to help support our research. Next week, we will be writing paragraphs with the information we have learned.
Math
We are subtracting! We are working on three-digit subtraction with regrouping in all places. This has been difficult for many students, so we are taking our time and moving slowly through this unit so we have lots of time to practice.
At home, please practice math facts, especially subtraction! Students should know the answer to any one-digit subtraction facts. If you see that your student doesn't, then practice, practice, practice!
Science
Can you make a heavy thing float? We tried to make clay and rocks float, by choosing materials or shapes that were buoyant enough to support a heavy object.
Since we are learning about bees in writer's workshop, we are thinking about pollination in science, too. We went into the school garden and picked marigold flowers for a dissection. Back in the classroom, we drew them, then picked them apart to see what they look like up close on the inside. We found seeds, lots and lots of seeds! We also looked at garlic chive flowers, and drew those in our science notebook as well.
Social Studies
We learned about the world, thinking about countries, continents, and oceans. Understanding the difference between a city, a state, a country, and a continent is difficult!
News and Other Information
The week of November 16th - 20th is conference week. Tuesday, Wednesday, Thursday, and Friday of that week are half days, with dismissal at 12:15.
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