Lesson MINI

LESSON MINI

Generating Research Questions

Grade:

6-8

Topic:

Research

Unit:

Ready for Research

Overview

In this lesson mini, students learn to generate research questions and understand the significance of open-ended and closed-ended questions and their support in the initial stages of the research process.

Ideas for Implementation

Social studies

Humanities

Library media

Intervention or enrichment

Interdisciplinary collaboration

Key Vocabulary & Definitions

clarity (noun): the quality of being clear and easily understood

closed-ended question (noun): a question with specific answers like “yes” or “no”

complexity (noun): the state of having multiple connected parts or elements

criteria (noun): standards or guidelines used to evaluate and select a research topic

fact (noun): information proven true by evidence or observation

focus (noun): the center of attention or concentration

open-ended question (noun): a question without a fixed answer

relevance (noun): the quality or state of being related to the subject of discussion or study

research (noun): the gathering of information about a subject

Authentic Learning Extensions

Authentic learning opportunities for forming research questions involve real-world experiences and practical applications that help middle school students understand research concepts meaningfully. Here are some examples:

Field Trips: Arrange trips to local libraries, research institutions, or universities where students can interact with experts and observe real-world research in action.

Guest Speakers: Invite researchers, authors, or academics to share their experiences and discuss how they choose topics, focus in on research questions, and conduct research, offering practical insights and inspiration to middle school students.

Library Exploration Sessions: Plan regular visits to the school library, media center, or local library, allowing students to explore books, magazines, and other resources related to their research topics. Librarians can assist students in finding materials and teach them how to use catalogs and databases effectively.

Real-World Connection: Guide students to ask questions about their topics that are relevant to real-world issues or personal experiences (e.g., “Is climate change having an effect on my community? If so, what changes are happening, and what issues do they cause?”). Opting for research questions with real-life relevance enhances student engagement and motivation.

Choose Activity

LESSON MINI

Generating Research Questions

Activity

1:

Open-Ended vs. Closed-Ended Questions

By the end of the activity, students will be able to distinguish between open-ended and closed-ended questions and create examples of each type.

30-40

Minutes

Materials and Resources

Materials

Whiteboard and display

Resources

Implementation

Tell students that today they will learn about open-ended and closed-ended questions. They will practice distinguishing between and writing the two types of questions.

Display an Open-Ended and Closed-Ended Note Catcher, and distribute one to each student. Explain the difference between open-ended and closed-ended questions, using simplified definitions and examples. Encourage students to record these definitions along with you on their note catcher. Examples may include the following (see step 8 for additional examples):

closed-ended question (noun): a question with specific answers like “yes” or “no” or a specific date or location (example: multiple-choice or fill-in-the-blank questions on a quiz or test)

open-ended question (noun): a question without a fixed answer (example: an open-ended short answer response or essay question on a quiz or test)

Provide examples of each type of question to ensure students understand the distinction. Invite students to share additional examples as well, scribing these examples below the definitions as an additional point of reference.

Divide the class into small groups of three to four, and provide each group with a set of Question Cards. These cards should contain a mix of open-ended and closed-ended questions.

Invite each group to sort the question cards into two categories: open-ended and closed-ended. Encourage discussion within the groups to ensure understanding.

After the sorting activity, facilitate a brief discussion with the whole class, asking each group to share examples of the questions they classified as open- or closed-ended. Discuss any questions that generated debate or confusion.

Ask students if they are ready for a challenge, and invite them to participate in a Card Reversal Challenge game. Have students flip their question cards over to the blank back sides. Explain that the task of each group is to switch the classification of each question, turning open-ended questions into closed-ended ones, and vice versa. Encourage students to carefully consider the wording of each question and its potential to elicit different types of responses.

Model a switch from a closed-ended question to an open-ended question:

Closed-ended question example: Did Abraham Lincoln issue the Emancipation Proclamation?

Closed-ended question example: Did slavery play a significant role in causing the American Civil War?

Model a switch from an open-ended question to a closed-ended question:

Open-ended question example: What were the causes of the American Civil War?

After the activity, gather the class for a whole-class discussion. Have each group share examples of questions they changed and why they now classify them differently. Encourage a whole-class reflection on how wording affects whether a question is open-ended or closed-ended. Emphasize the key points in the table below, which may be written on the board or displayed as an anchor chart for students to refer to.

closed-ended

Answers: simple, direct, short

Yes or no?

True or false?

How many?

Which one?

Where?

When?

What time?

How old?

open-ended

Answers: detailed, in-depth

Why?

What factors?

How did it happen?

In what ways?

What causes and effects?

Describe…

Explain…

Compare and contrast…

Differentiation and Variations

Question Classification Flowchart: Provide a visual aid that guides students through a series of yes/no decisions to determine whether a question is open-ended or closed-ended. This provides a structured approach for students to analyze questions, reinforcing their understanding of the characteristics that define each question type.

Question Transformation Challenge: To encourage higher-order thinking, provide students with a variety of closed-ended questions about a specific topic that they must transform into increasingly complex open-ended questions that explore deeper aspects of the topic.

Question Spectrum Sorting: Use a physical spectrum on the classroom floor to categorize questions from “Completely Closed” to “Completely Open” instead of just two categories. Students work in groups to place question cards along this spectrum, discussing their reasoning and exploring how subtle changes in wording can shift a question’s position. The activity concludes with students modifying questions to move them along the spectrum, deepening their understanding of question types and their use in research.

Collaborative Teaching

Team Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Team Teaching strategy. In this model, both teachers deliver instruction together, often alternating or integrating their teaching styles seamlessly, sometimes referred to as “tag team teaching.” This collaborative approach provides students with multiple perspectives and teaching styles, enriching their learning experience. By modeling effective teamwork and communication, this approach demonstrates how different viewpoints can enhance understanding and create a dynamic and interactive classroom environment. Evidence indicates that team teaching can enhance student engagement and provide a richer, more diverse educational experience.

Note-Taking: Teacher A guides students in recording the definitions and examples on their Open-Ended and Closed-Ended Note Catcher, encouraging active engagement and addressing questions or clarifications, while Teacher B circulates to assist.

Group Activity: Teacher A divides the class into small groups, assigning each group a set of Question Cards, while Teacher B ensures all groups are organized and understand the task.

Sorting Activity: Teacher A instructs groups to sort the question cards into open-ended and closed-ended categories. Teachers A and B circulate among groups, providing assistance and clarification as needed.

Discussion: Teacher A facilitates a whole-class discussion, inviting participation.

Card Reversal Challenge: Teacher A explains the Card Reversal Challenge game, while Teacher B models the switch with students and assists groups during the challenge.

Reflection and Summation: Teacher A reconvenes the class for a final discussion, asking each group to share examples of questions they flipped, emphasizing the importance of understanding the differences between open-ended and closed-ended questions, and summarizing key points of the activity.

Generating Research Questions

Activity

2:

Generating and Refining Research Questions

By the end of the activity, students will be able to formulate and refine effective research questions for their chosen topics.

30-40

Minutes

Materials and Resources

Materials

Pens/pencils

Pre-prepared topics chosen by the teacher

Sticky notes or index cards (three per student)

Timer or clock

Whiteboard and display

Implementation

Introduce the activity topic: creating strong research questions. Explain to students that they will learn how to formulate effective questions for their research projects. Emphasize the importance of clear and focused research questions in guiding their work. Highlight how good questions help maintain focus, locate relevant information, and streamline the research process.

Display a list of topics, and ask each student to select one topic that interests them from the list. Alternatively, depending on the scope of the research assignment, students can use selected topics from a previous activity. Example topics to choose from, ranging in levels of difficulty from more concrete to abstract, include the following:

Geography and Landforms of the United States

Famous Historical Figures and Leaders

The American Revolution

World War I or World War II

Westward Expansion

The Great Depression

The Civil Rights Movement

Immigration and Migration Patterns

Environmental Conservation and Sustainability

Cultural Diversity and Multiculturalism

Give each student three sticky notes or index cards. Ask students to write one question related to their chosen topic on each note card. Encourage them to think about what they are curious about regarding the topic. Remind them there are no wrong questions at this stage.

Divide the students into groups of three to four based on their chosen topics. Students should take turns reading their three questions aloud. Then they should work as a group to help each other narrow down each student’s three questions to one. Encourage them to help each other choose the question that they think best meets these criteria:

Most engaging: captures the group’s interest and curiosity

Most relevant: directly related to the topic they are studying

Most researchable: can be effectively researched within the available time and resources

Most significant: yields meaningful insights or contributes to a deeper understanding of the topic

Explain to students that they will now refine their remaining question. Explain that refining the question aims to make it more precise and effective for research. Remind students that having a well-formulated research question will help guide their entire research process.

Write the following criteria on the board and explain each one:

Clarity:The question should be clear and understandable. Avoid vague or unclear words or phrases.

Focus: The question should be specific and focused on a particular aspect or part of the topic, not too broad.

Complexity: The question should be detailed and allow for deep research and thinking. Avoid questions that can be answered with just “yes” or “no.”

Relevance: The question should be about the topic you’re studying and help you understand it better.

Present a few examples of well-formulated research questions for a report about significant historical events in U.S. history during the twentieth century, and discuss how they meet the criteria:

Example 1: “How did the policies of the New Deal affect economic recovery in the United States during the Great Depression?”

Clarity: clear and specific about the policies of the New Deal

Focus: focuses on economic recovery during the Great Depression

Complexity: requires analysis of various policies and their effects

Relevance: relevant to understanding the economic history of the United States

Example 2: “What were the main causes and consequences of the civil rights movement in the 1960s?”

Clarity: clearly asks about causes and consequences

Focus: focuses on the civil rights movement in the 1960s

Complexity: involves examining multiple causes and consequences

Relevance: relevant to understanding social changes in American history

Next, present an example to model refinement by using a think-aloud strategy to show examples of how to refine a broad or vague question:

Original Question: “What were the effects of World War II?”

Refined Question: “How did World War II influence the economic policies of the United States in the post-war period?”

Clarity: specifies the war’s influence on economic policies

Focus: narrows scope to the post-war period

Complexity: involves analysis of economic policies and their changes

Relevance: relevant to understanding the economic impact of the war

Have students read their remaining question aloud to their group. Ask each student to evaluate their question based on the criteria provided. Encourage them to discuss with their peers how their questions could be improved for better clarity, focus, complexity, and relevance.

Allow time for students to refine their questions individually, incorporating the feedback from their peers. As students work, walk around the classroom and provide guidance as needed. Offer suggestions to help students make their questions more precise and researchable.

Once students have refined their questions, ask them to share their final versions with the class.

Provide constructive feedback and encourage peers to offer additional suggestions.

Invite students to reflect orally as a class on the process of refining their research questions. Ask them to consider the following:

What changes were made to refine your question, and why?

How do you think your question has improved?

Differentiation and Variations

Stems or Question Starters: Consider providing sentence stems or question starters for students who might struggle with formulating their own questions. This can help them understand the structure of a good research question and give them a starting point. Here are some examples of sentence stems:

How does ___ affect ___?

What are the causes of ___?

What is the impact of ___ on ___?

Providing these scaffolds can help students who need extra support in generating their research questions.

Deepening Question Refinement: Incorporate a structured peer-review process within groups, requiring detailed feedback on the clarity, focus, and research potential of each question before final refinement. This process can include using a rubric to evaluate peers’ questions, providing written comments, and collaboratively rephrasing questions to address weaknesses. This benefits students by enhancing their critical thinking and collaborative skills while ensuring a deeper understanding of effective research question formulation through constructive peer feedback.

Enhancing Question Formulation and Source Credibility: Introduce a step where students must evaluate the potential sources they would use to answer their refined research questions. After groups refine their questions, ask each group to identify and list potential sources of information, assessing their credibility, relevance, and potential bias. This could involve

discussing how to identify credible sources;

evaluating the reliability and validity of different types of sources (e.g., peer-reviewed articles vs. blog posts); and

considering the perspectives and potential biases of the sources.

Collaborative Teaching

Parallel Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Parallel Teaching strategy. In this model, the class is divided into two groups, and each teacher delivers the same activity simultaneously to their group. This reduces the student-teacher ratio, allowing for more interaction and individualized attention. With smaller groups, students are more likely to participate actively and receive immediate feedback, which fosters a deeper understanding of the content and promotes a more engaging learning experience. Evidence suggests that small-group instruction leads to increased student engagement and improved academic outcomes.

Introduction and Explanation of Activity: Both teachers introduce the activity to separate halves of the class simultaneously. They each explain the importance of research questions, provide an overview of objectives, and set the stage for the activity. Both teachers engage their groups, answer initial questions, and clarify any confusion.

Topic Selection and Initial Question Formulation: Each teacher guides their half of the class through topic selection and initial question formulation. Both encourage critical and creative thinking, emphasizing that all questions are valid at this stage. They observe student interactions, offer support, and address individual needs within their groups.

Group Work and Question Refinement: Both teachers facilitate group discussions in their respective halves of the class. They guide students through sharing questions, collaborating, and refining based on clarity, specificity, and research potential. Each teacher monitors group dynamics, assists struggling students, and ensures active participation within their section.

Class Sharing and Feedback: The teachers lead their respective groups through the class sharing and feedback phase. Both teachers guide presentations of refined questions, encourage peer feedback, and ask probing questions to deepen understanding. They facilitate critical thinking and constructive discussion within their groups.

Summarization and Conclusion: Both teachers simultaneously summarize key points for their halves of the class, emphasizing specificity, clarity, and focus in research questions. They provide closure by reiterating learning objectives and highlighting student achievements.

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