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Research Project

Research Project


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Definition:

A nonfiction inquiry project requiring an inquiry process and final report. Includes the selection of a topic, the development (and narrowing) of research questions, reading and recording selectively, designing research strategies, organizing information, synthesizing information, a written report, and a presentation of the report to a larger audience.

Purposes:

  • To engage in the conventional process of researching a topic, issue or question
  • To answer question(s) and convey findings
  • To inquire into, discover and/or explore an issue, then convey results through a report

Characteristics:

  • Project includes both process and report
    • I-Search is an informal process/report used to culminate inquiry activities in the project and includes the following parts: Why I Chose This Topic, What I Knew, My Search, and What I Learned.
    • Formal/conventional project report includes intent, process, sequence, and content of research with provable findings and conclusions
    • Processes:
      1. Find and narrow the topic
      2. Generate focus questions about topic
      3. Break inquiry question into smaller parts
      4. Develop a search plan to find information
      5. Engage in active, authentic inquiries (e.g. read, watch, ask and do) using of print and electronic resources, to find information to answer the focus questions
      6. Critique and select web information
      7. Determine important ideas
      8. Design and use data collection formats
      9. Locate, organize, evaluate, manage and use relevant information to draw conclusions
      10. Use supporting graphic charts, displays, or organizer (webbing, note cards, outline, Inspiration Software, etc.)
      11. Use boldface/italicized headings to organize sections of the report
      12. Use traditional research format: abstract, introduction, methods, results and discussion
      13. Develop abstract, which introduces the thesis in a single paragraph
      14. Develop introductions that establish the thesis
      15. Implementing paraphrasing and note-taking to avoid plagiarism
      16. Summarizing
      17. Developing citations
      18. Responding to the audience
      19. Presentation options (e.g. exhibitions, simulations, speeches, debates)

Grade Level Instructional Scope for Developing Research Projects:

Grade K

Opportunities to Teach:

Grade 1

Opportunities to Teach:

Grade 2

Opportunities to Teach:

Composing the genre

  • Teacher or student selected topic
  • Title
  • Subject

Composing the text

  • Writing process
  • Introduction
  • Body – Beginning, middle and end
  • Sources – bibliography
  • Class book and other formats
  • Drawings, words, or word-like clusters
  • Presentation – multimedia choices
  • Presentation fluency

Composing the genre

  • One research question
  • Locate and gather information
  • Organize information with guidance

Composing the text

  • Writing process
  • Introduction
  • Body – Beginning, middle and end
  • Sources – bibliography
  • Class book and other formats
  • Drawings, words, or word-like clusters
  • Presentation – multimedia choices
  • Presentation fluency

Composing the genre

  • Form
  • Structure
  • Two research questions
  • Title
  • Headings, subheadings
  • Table of contents
  • Teacher or student selected topic

Composing the text

  • Writing process
  • Introduction
  • Body – Text structure: cause/effect, problem/solution, sequential, main idea/details
  • Sources – bibliography
  • Presentation – multimedia choices
  • Presentation fluency
  • Graphs, diagrams or charts
  • Sources from print and electronic sources
  • References cited (title, author)
  • Variety of presentation formats
Grade 3

Opportunities to Teach:

Grade 4

Opportunities to Teach:

Grade 5

Opportunities to Teach:

Composing the genre

  • Form
  • Structure
  • Title
  • Initiation of research questions (including content area text)
  • Teacher or student selected topic
  • Headings,subheadings
  • Table of contents

Composing the text

  • Writing process
  • Introduction
  • Gather and organize information
  • Paragraphs organized with transitions, main ideas, supporting details
  • Data collection formats
  • Body – Text structure: cause/effect, problem/solution, sequential, main idea/details
  • Sources (print and electronic) – bibliography
  • References cited: title, author, publisher, copyright date
  • Presentation – multimedia choices
  • Presentation fluency

Composing the genre

  • Form
  • Structure
  • Title
  • Data collection formats
  • Teacher approved topic
  • Find and narrow research questions
  • Gather and organize information
  • Headings, subheadings
  • Table of contents
  • Marginal notes
  • Keys and legends
  • Timelines

Composing the text

  • Writing process
  • Introduction
  • Body – Text structure: cause/effect, problem/solution, sequential, main idea/details, enumerated importance
  • Sources – bibliography
  • Presentation - multimedia choices
  • Presentation fluency

Composing the genre

  • Form
  • Structure
  • Title
  • Data collection formats
  • Teacher-approved topic
  • Find and narrow research questions
  • Gather and organize information
  • Headings, subheadings
  • Table of contents
  • Marginal notes
  • Keys and legends
  • Timelines

Composing the text

  • Writing process
  • Introduction
  • Body – Text structure: cause/effect, problem/solution, sequential, main idea/details, enumerated importance
  • Sources – bibliography
  • Presentation - multimedia choices
  • Presentation fluency
Grade 6

Opportunities to Teach:

Grade 7

Opportunities to Teach:

Grade 8

Opportunities to Teach:

Composing the genre

  • Form
  • Structure
  • Title
  • Data collection formats
  • Student selected topic
  • Find and narrow research questions
  • Gather and organize information
  • Headings, subheadings
  • Table of contents
  • Marginal notes
  • Keys and legends
  • Timelines
  • Variety of presentation formats

Composing the text

  • Writing process
  • Introduction
  • Body – Text structure: cause/effect, problem/solution, sequential, main idea/details, enumerated importance, theory and evidence
  • Sources – bibliography
  • Presentation - multimedia choices
  • Presentation fluency

Composing the genre

  • Form
  • Structure
  • Title
  • Student selected topic
  • Find and narrow research questions
  • Gather and organize information
  • Headings, subheadings
  • Table of contents
  • Marginal notes
  • Keys and legends
  • Time lines
  • Variety of presentation formats

Composing the text

  • Writing process
  • Introduction
  • Gather, take notes, and organize information
  • Reflect, make connections, take a position and/or show understanding
  • Body – Text structure: cause/effect, problem/solution, sequential, main idea/details, enumerated importance, theory and evidence
  • Sources – bibliography
  • Presentation - multimedia choices
  • Presentation fluency

Composing the genre

  • Form
  • Structure
  • Title
  • Student selected topic and thesis statement
  • Find and narrow research questions
  • Gather and organize information using multiple sources
  • Critically evaluate sources, perspectives, arguments and counter-arguments
  • Headings, subheadings
  • Table of contents
  • Marginal notes
  • Keys and legends
  • Time lines
  • Variety of presentation formats

Composing the text

  • Writing process
  • Introduction
  • Gather, take notes, and organize information
  • Reflect, make connections, take a position and/or show understanding
  • Body – Text structure: cause/effect, problem/solution, sequential, main idea/details, enumerated importance, theory and evidence
  • Sources – bibliography
  • Presentation - multimedia choices
  • Presentation fluency

Booklists:

  • Grade K
  • Grade 1
  • Grade 2
  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6
  • Grade 7
  • Grade 8

Access to the Documents:

Complete K-8 Genre Project
From the Michigan Department of Education

Complete K-8 Genre Booklist
From Kent Intermediate School District


Page last modified on February 04, 2009, at 02:56 PM