Richard+Research-Round+3

= Problem-solving from Confusion to Solution = Students will use databases to locate a topic for research. || > (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and > (B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches. > (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: > (A) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies; > (B) categorize information thematically in order to see the larger constructs inherent in the information; > (C) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format; and > || Students will differentiate between a reliable and unreliable source of information ||
 * **Title**: || Reliable Research Resources ||
 * **Subject**: || Library Assistance to Students ||
 * **Grade**: || Grades 6 to 8 ||
 * **Time Frame**: || Lesson takes one class period ||
 * **Summary:** || Students will learn the importance of databases and the difference between databases and the Internet.
 * **Tasks**: || 1) Describe the main steps of the activity/lesson/project here
 * Students will experience the difference between reliable and unreliable sources of information through stories
 * Students will be introduced to district databases.
 * Students will browse and search for topics of interest. ||
 * Objectives || * (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
 * Assessment: || Students will demonstrate mastery by producing a viable research topic with an explanation of where and how they came to choose the topic.
 * Resources: || * District databases (ABC-CLIO Issues; Gale Global Issues in Context; Gale Opposing Viewpoints; Teen Health and Wellness, and bogus websites such as Northwest Tree Octopus) ||
 * **Teacher**
 * Reflections:** || I always believe that students learn and retain more when lessons are embedded in stories. Stories get their attention and help them to place content into the context of their own lives. ||
 * **Examples**: || * Links to teacher or student work examples. ||

Discussion:include component="comments" page="Richard Research-Round 3" limit="100"
Use the Embed Widget tool to add a Discussion Area widget. Bump the number to 100. This will take the comments from the discussion tab and add them to the bottom of the page. This will encourage teacher reflection and modification.