Lesson MINI

LESSON MINI

Giving Credit in Research

Grade:

3-5

Topic:

Research

Unit:

Foundations of Research

Overview

In this lesson mini, students explore the importance of academic integrity and giving proper credit to sources of information that they use in their research projects. They learn relevant key vocabulary and practice writing both in-text citations and basic bibliography entries for print and digital sources.

Ideas for Implementation

Science or Social Studies

Literacy

Library media

Learning centers

Intervention or enrichment

Interdisciplinary collaboration

Key Vocabulary & Definitions

academic integrity (noun): honesty in your schoolwork, which includes giving credit to sources and doing your own work

attribution (noun): credit to a source of information

bibliography (noun): a list of all the specific sources that a writer used in a report

citation (noun): a note that tells where you found information that you used in your research

cite (verb): to refer to someone else’s work by quoting it word-for-word or by restating the ideas in your own words; to name a source of information

credit (noun): acknowledgment, or recognition, of someone’s contribution

media sources (noun): places where you can find information, such as books, newspapers, magazines, radio shows, TV shows, or websites

plagiarize (verb): to use someone else’s words or ideas and pretend that they’re your own

source (noun): a place where you get information from, such as a book, article, or website

Authentic Learning Extensions

Authentic learning opportunities for giving credit in research involve real-world experiences and practical applications that help students understand research concepts meaningfully. Examples include:

Guest Speakers: Invite researchers, authors, or academics to share their experiences and discuss how they select topics and conduct research, providing practical insights and inspiration. Afterward, have students write a report in which they practice citing that person as a source.

Visit the Media Center: When finding sources, schedule a visit to the school’s media center. This will help students learn the variety of resources that are available there, including the most important one, the media specialist!

Choose Activity

LESSON MINI

Giving Credit in Research

Activity

1:

Vocabulary News Report

By the end of the activity, students will be able to effectively use vocabulary related to citing and crediting sources.

30-40

Minutes

Materials and Resources

Materials

Lined paper (one sheet per group)

Whiteboard or display

Implementation

Prior to the activity, write on the board or otherwise display the vocabulary terms for the activity mini, including their definitions.

Tell students that during today’s activity they will learn the importance of giving credit where it’s due. They will study vocabulary words to help them understand how to use information responsibly in their own work.

Organize students into small groups. Tell students that each group will spend time discussing an assigned vocabulary term, working together to come up with an explanation of the word’s definition using their own words. Each group will then be responsible for sharing its explanation with the class to teach them the new word.

Model the activity using the word attribution:

Say, “Let’s think about the word attribution together. It sounds like the verb attribute, which means to say that something, such as an idea or work or quality, belongs to or came from someone or something. For example, the saying ‘Haste makes waste’ is attributed to Benjamin Franklin, who wrote it in his book Poor Richard’s Almanack.”

Say, “The word attribution is a noun related to the verb attribution. In school, we use ‘attribution’ to describe where we got our ideas or information from. It’s like when you tell your friends about a cool fact you learned—you might say, ‘My grandma told me that…’ That’s attribution! You’re giving credit to where you got the information. And if we say, ‘I learned from our class field trip that butterflies taste with their feet,’ that’s attribution!”

Ask a student, “Can you use the word attribution in a sentence?”

On the board or display, next to the word attribution, make a quick drawing of a report with an arrow pointing to a book to represent attribution.

Assign the remaining words to the groups, and allow them time to discuss and come up with their definitions of their assigned words. Circulate among the groups to ensure that they are on the right track, providing assistance as necessary.

Ask each group to share their explanations of their assigned vocabulary words with the whole class. Clarify any misconceptions, and reinforce the correct definitions.

Next, have students work in their groups to use their knowledge of these vocabulary words to create a short “vocabulary news report.” Share criteria of your choosing, or the following checklist, with students to guide their work:

Your news report should be about a student doing research for a school project.

Use at least four of our vocabulary words in your report. Underline these words.

Your report should have a catchy headline.

Include a quote from a teacher or the student in your report.

Make sure your report answers these questions: Who is the story about?, What are they researching?, How are they showing good use of the concepts represented by our vocabulary words?

Keep your report short—about five to eight sentences.

Be creative, and have fun with your story!

Example news report:

Breaking News: Fourth Grader Shows Great Academic Integrity!:

Today at Sunshine Elementary, 9-year-old Sarah Johnson amazed her teachers with her excellent research skills. Sarah was working on a project about dolphins and used many media sources for her information. She found facts in books, magazines, and even an online video.:

Sarah made sure to cite all her sources in her report. She gave attributions to the authors of the books and websites she used. Sarah’s teacher, Ms. Thompson, said, “Sarah did a great job! She didn’t plagiarize any information and showed real academic integrity in her work.”

When the reports are ready, ask each group to present its news report to the class. Following each presentation, pause to ask other students to identify the vocabulary words used.

To conclude, briefly review the importance of the words learned in today’s activity by asking students to share how understanding these terms will help in their future schoolwork. After a few student responses, summarize the key points:

Explain that these vocabulary words are tools for their academic work. Highlight how these terms help them properly credit others for their ideas, demonstrate academic honesty, and avoid unintentional plagiarism.

Encourage students to use these concepts as tools in their research and writing assignments. Emphasize that using these will help them become better students and researchers.

Differentiation and Variations

Matching Activity: Provide age- and grade-level-friendly definitions for each vocabulary term in the displayed word bank, and guide the class to match the words with their definitions on the display. This scaffold supports student learning by offering a reference point for students who may struggle using the words in their news reports.

Visuals: Challenge students to create a visual representation (such as a mind map or infographic) showing how the vocabulary terms relate to each other in the context of academic research. This enriches learning by encouraging higher-order thinking skills, promoting deeper understanding of the relationships between concepts, and catering to visual learners.

Choice Demonstrations of Learning: Instead of a news report, offer students additional choice in demonstrating their understanding of the terms in the context of research. For example, groups could choose from the following options:

Comic Strip: Create a four-to-six panel comic strip showing a student using the vocabulary terms during a research project.

Song or Rap: Compose a short song or rap that incorporates the vocabulary words and explains their importance in research.

Skit: Write and perform a brief skit depicting a scenario in which students use the vocabulary terms correctly (or incorrectly, with a activity learned).

Infomercial: Design a short infomercial that “sells” the importance of using these vocabulary terms in academic work.

Podcast Episode: Record a mini podcast episode discussing tips for good research practices, incorporating the vocabulary terms.

Collaborative Teaching

One Teaching, One Assisting: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Assisting strategy. In this model, one teacher leads the activity while the other circulates, providing assistance to individual students as needed. This ensures that when students encounter difficulties, they receive immediate help in the form of personalized support and answers to their questions. By addressing students’ unique needs and keeping them on track, this approach enhances individual learning experiences and fosters a supportive classroom environment. Studies indicate that immediate feedback and individualized attention can significantly enhance student understanding and retention of material.

Introduction: The lead teacher writes vocabulary terms on the board and introduces the activity’s purpose. The assisting teacher ensures all students have necessary materials and are attentive, quietly redirecting any distracted students.

Modeling: The lead teacher models the group discussion and presentation process using the word attribution. The assisting teacher observes student reactions and notes any areas that may need further clarification.

Group Discussion: The lead teacher explains the group discussion instructions. The assisting teacher helps organize students into groups, then circulates among them, offering support and clarification as needed.

Class Review: The lead teacher facilitates the class review of vocabulary terms. The assisting teacher notes any common misunderstandings and helps encourage participation from all students.

Vocabulary News Report Activity: The lead teacher introduces the news report activity and explains the criteria, showcasing the example. The assisting teacher moves between groups, offering guidance on story structure and vocabulary use, ensuring all groups understand the task.

Presentations: The lead teacher facilitates group presentations. The assisting teacher helps manage the presentation process, ensuring smooth transitions between groups and encouraging participation from all students.

Conclusion and Reflection: The lead teacher guides the final review discussion. The assisting teacher helps summarize key points on the board and observes student responses to assess understanding.

Giving Credit in Research

Activity

2:

Credit Where Credit’s Due

By the end of the activity, students will be able to properly attribute ideas to their original sources.

20-30

Minutes

Materials and Resources

Materials

Paper (for all students to write sentences on)

Whiteboard or display

Resources

Implementation

Tell students that during today’s activity they will analyze sources and learn how to properly attribute ideas to their original sources.

Write the word plagiarism on the board, and ask students whether they’ve heard this word before and what they think it means. Invite students to share their ideas.

Provide a simple definition, such as “the use of someone else’s words or ideas without giving them credit.” Invite students to share similar situations they can think of where someone might use another person’s work or ideas without giving credit, or consider sharing situational examples:

Imagine you told your friend a secret way to make the best paper airplane, and then they showed everyone at recess and said they figured it out on their own.

Think about a time when you came up with a fun new game at recess. How would you feel if another kid started playing the same game but told everyone it was their idea?

Let’s say you wrote a really cool story for class. What if another student copied parts of your story into their own without asking you or telling the teacher where they got those ideas?

Pretend you taught your friend a special dance move. Then, during the talent show, they performed it and said they made it up themselves.

Imagine you solved a tricky math problem in a unique way. How would you feel if your classmate saw your method and then told the teacher they came up with it on their own?

Briefly discuss different types of sources students might use for information (books, websites, magazines, etc.). Ask students to share examples of each type.

Tell students to imagine that you were doing research about extinction for a science report. You found relevant information in a Britannica Library article. Display and read the “Introduction” section of the Extinct Animals article. Then, model a think-aloud process, perhaps doing the following:

Say, “I think it’s a good idea to start my report with a definition of what extinction is, like it does here in this article.”

On the board, write, “When an entire species of animal dies out, it is extinct. Then, it is gone forever.”

Say, “That sounds good. It explains what extinction means. But wait, these aren’t really my own words. These are almost exactly the same words used in the article.”

Pause, considering, and then ask the class these questions: “Is it okay to write it like this? What do you think I should do?”

Encourage students to share their thoughts. Guide the discussion toward the idea of giving credit to the source by writing or displaying sentence stems that support this, such as the following:

In [book/article title], it says…

[Author’s name] explains in [book title] that…

The article “[title]” mentions…

I read in [book/article] that…

Model revising the sentences on the board, emphasizing the importance of mentioning where the information came from and modeling how to fix this by writing the following sentence on the board:

According to the Britannica School article “Extinct Animals,” an extinct animal species is one that has completely died out for all time.

Pause to ask students how this is different from the original, emphasizing that the wording is now less similar to what was used in the article and that the sentence now includes attribution. Ask students to identify the wording that credits the source. As students share, underline the key words According to the Britannica Library article “Extinct Animals.”

Share another sentence from the text, asking students to help you write this information in your paragraph, giving proper credit. The following sentence can be used as an additional example from the text:

“The most common cause of extinction is a sudden, serious change in a species’ habitat.” (section “Causes of Extinction,” paragraph 1)

Write students’ suggestions on the board, guiding them to use a citation stem, as in the following examples:

The article also states that an unexpected and abrupt change in a species’ habitat, or home, is the cause of most animal extinctions.

The Britannica School article says, “The most common cause of extinction is a sudden, serious change in a species’ habitat.”

Provide students with a third example from the text, and have them write their own sentence using this information and giving proper credit. Circulate to assist and ensure proper citation. The following paragraph could be used as the third example from the text:

“In the past 200 years the world has lost many animal species. Hundreds of others are on the verge of extinction. Animals at risk of dying out are called endangered species.” (section “Large Mammal Extinction,” paragraph 1)

After students have written their sentences, have them turn to a partner and share what they wrote. Encourage partners to give feedback on how well the source was cited.

Ask a few volunteers to share their sentences and discuss as a class how they gave credit and why it’s important.

To conclude, ask students to complete the following sentence starter, and have a few students share their responses.

Giving credit to sources is important because ___

As a final reflection, ask students to think about a project they might work on soon. Have them share with a partner one way they could use proper citation in that project.

Differentiation and Variations

Visual Aids: Create a chart or visual display comparing plagiarized and properly cited sentences. This helps visual learners better understand the concept and provides a reference point throughout the activity.

Simplified Citation Stems: For students who struggle with constructing full citations, provide a simplified set of sentence starters or fill-in-the-blank templates. This allows them to focus on identifying key information without being overwhelmed by formatting.

Small-Group Scenarios: Divide the class into small groups, assigning each a different plagiarism scenario to discuss. Have groups present their thoughts to the class, encouraging peer-to-peer learning and diverse perspectives on the topic.

Informational Poster: Consider closing this activity by asking students to create an informational poster explaining why it is important to give credit to sources. These can be displayed around the classroom, the hallway, or the entire school to educate different parts of the school’s population.

Citation Detectives: Turn the activity into a game in which students become “citation detectives.” Provide sample paragraphs with some properly cited information and some plagiarized content. Have students identify which is which and explain their reasoning.

Collaborative Teaching

One Teaching, One Observing: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Observing strategy. In this model, one teacher provides direct instruction to the entire class while the other observes student behavior and engagement to gather evidence of learning. This approach allows for detailed observation and assessment, helping identify students who need additional support or intervention. By focusing on student responses and participation, the observing teacher can ensure that the learning needs of all students are addressed and met in the activity. Research shows that targeted observation can lead to more effective intervention strategies, improving student performance.

Introduction: The lead teacher introduces the concept of plagiarism and facilitates the discussion about relatable examples. The observing teacher monitors student reactions, noting any confusion or misconceptions about what constitutes plagiarism.

Source Analysis: As the lead teacher discusses different types of sources and reads the “Introduction” section of the Extinct Animals article, the observing teacher notes student engagement and any difficulties in distinguishing between source types.

Think-Aloud Modeling: The lead teacher models the think-aloud process for proper citation. The observing teacher watches for signs of understanding or confusion among students, particularly as citation stems are introduced.

Guided Practice: While the lead teacher guides the class through writing cited sentences, the observing teacher circulates, identifying students who may be struggling with the concept or application of proper citation.

Partner Work: During the partner sharing activity, the observing teacher listens to conversations, assessing understanding and noting any common mistakes or misconceptions in citation.

Reflection and Wrap-Up: As the lead teacher facilitates the final discussion and reflection, the observing teacher notes recurring themes in student responses and identifies any lingering misunderstandings about the importance of citation.

Giving Credit in Research

Activity

3:

Source Detectives: Exploring Citations

By the end of the activity, students will be able to generate a list of sources and maintain their identifying information for later citation in their research.

20-30

Minutes

Materials and Resources

Materials

Loose-leaf paper (one sheet per group)

Preselected digital or print sources (e.g., a book, a printout of a web page, or a magazine article)

Whiteboard or display

Implementation

Tell students that during today’s activity they will learn how to catalog potential sources, along with their identifying information, and learn why it is important to do so for proper attribution of academic ideas.

Introduce the concept by asking students to think about and answer the following questions:

What does it mean to give credit for ideas?

Why is it important to tell where we got information?

Explain the importance of giving credit, and give examples of when it is necessary to do so, such as the following:

When we use facts that aren’t common knowledge

When we use someone else’s exact words

When we use someone else’s original ideas, even in our own words

Introduce how to record source information using a Britannica School article or other web-based text of your choosing to demonstrate how to find and write down the following identifying information:

The title of the article

The author’s name (if available)

The website name (and/or URL)

The date you read an online article or visited a website

Note: If using Britannica School, demonstrate for students how to click on the Cite button to see source information.

Invite students to practice recording source information using pre-selected print sources. Organize the class into small groups of three to four students, and distribute a different source (e.g., a book, a printout of a web page, or a magazine article) to each group.

Ask students to work together to record the following information about the source they were given on a sheet of paper:

Title: __________________ (e.g., “Butterflies of North America”)

Author: __________________ (e.g., “Jane Smith” or “Britannica School”)

Where it’s from (name of book, website, magazine): __________________ (e.g., “Science World magazine” or “https://school.eb.com”)

Date (publication date or date accessed if online): __________________ (e.g., “2023” or “Accessed on April 15, 2024”)

Next, invite students to skim and scan the source they just investigated, asking them to work together to identify one or more interesting facts. As a group, students should write on their sheet of paper the interesting fact they identified, adding in parentheses where they got the information.

Example: We learned that elephants can’t jump. (Animal Facts book)

To wrap up the activity, invite students to think about and share their responses to these questions:

Why is it important to tell where we got our information from?

How can we show in our writing where we got our information from?

Differentiation and Variations

Source Card: Create a simple Source Card template for students to fill out. The template should include spaces for the title, author, source type (book, website, or magazine), and date. This visual aid will help students organize the necessary information without missing key details.

Key Term Glossary: Provide key terms such as source , citation , and credit with simple definitions and examples. Consider using visual aids to illustrate these concepts, making them more accessible to students still developing their language skills.

Extending Knowledge: Encourage students to find additional interesting facts from their source, writing each with proper citation. Challenge these students to compare information between two different sources on the same topic, noting any differences they find.

Credit or No Credit Game: Play a quick game of Credit or No Credit. Read out simple statements to the class. Students respond with a thumbs-up if they think the source is properly credited, or a thumbs-down if the source is not properly credited. This game helps reinforce understanding of when citation is necessary.

Collaborative Teaching

Alternative Teaching: For collaborative teaching and learning environments, this learning activity is well suited to an Alternative Teaching strategy. In this model, one teacher instructs most of the class while the other works with a small group of students needing specialized attention or remediation. This provides targeted instruction for students who need extra help, ensuring they can keep up with their peers. It also allows for enrichment activities for advanced students, addressing diverse learning needs and ensuring that all students receive the appropriate level of challenge and support. Studies have shown that differentiated instruction significantly benefits students with varied learning needs, leading to more equitable educational outcomes.

Introduction and Concept Explanation: Both teachers lead the initial discussion about giving credit for ideas and explain when it’s necessary. They can alternate asking questions and providing explanations, integrating their teaching styles seamlessly.

Demonstrating Source Information: While one teacher demonstrates how to record source information using Britannica School or a chosen text for the majority of the class, the other teacher works with a small group of students who may need extra support in understanding the concept or navigating digital resources.

Group Activity—Source Detectives: During the group activity, one teacher circulates among the main groups, providing general guidance and support. The other teacher works more intensively with a small group of students who may struggle with identifying source information, offering step-by-step assistance.

Mini Writing Exercise: As students write their interesting facts and citations, one teacher monitors the majority of the class, while the other provides targeted support to students who may have difficulty extracting relevant information or formatting their citations correctly.

Wrap-Up Discussion: Both teachers lead the final discussion, alternating in asking questions and facilitating student responses. This allows them to address any misconceptions that may have arisen during the activity and reinforce key concepts for all students.

Giving Credit in Research

Activity

4:

Bibliography Basics

By the end of the activity, students will be able to properly attribute ideas using a grade-appropriate citation model.

30-40

Minutes

Materials and Resources

Materials

Loose-leaf paper (one sheet per group)

Preselected digital and print sources (e.g., a book, a printout of a web page, or a magazine article)

Whiteboard or display

Implementation

Tell students that during today’s activity they will learn about bibliography citations, why they’re important, and how to create them.

Review or introduce what a bibliography is: a list of all the sources you used when writing a paper or doing research. It’s for giving credit to the people or websites that helped you learn information.

Introduce bibliography citations by asking students the following question:

What’s the difference between a book and a website?

Discuss what information we can find about each of these sources. Consider displaying or creating a T-chart with the following information as students share.

Books: author’s name, book title, publisher, publication year, edition (if applicable), page number(s)

Websites: author’s name (if available), article or page title, website name, publication date (if available), date you accessed the site, URL (web address)

Using a book as an example of a print resource, guide students through a think-aloud of how to find the author, title, publisher, and year of publication. On the board, record this information using a simple bibliography entry for a book:

Author’s Last Name, First Name. Title of Book. Publisher, Year.

Organize students into groups of two to three, and distribute a piece of loose-leaf paper and a pre-selected print resource (e.g., a book or a magazine) to each group.

Invite students to explore the print resource, asking them to work together to record information on their loose-leaf paper, using the same bibliography entry modeled for them for a print source. Remind them they should include the following information:

Book: Author’s Last Name, First Name. Title of Book. Publisher, Year.

If using a magazine article, students could include the following information:

Magazine: Author’s Last Name, First Name. “Title of Article.” Title of Magazine, Date of Publication.

Repeat this activity for a digital resource (e.g., a website), first modeling the process through a guided think-aloud of how to find the author (if available), title, website name, and date of publication and/or date of access. Show a simple bibliography entry for a website on the board:

Author’s Last Name, First Name (if available). “Title of Page.” Website Name. Date of publication or access date. URL.

To wrap up, engage the class in a whole-class discussion focused on the following questions, inviting students to share their thoughts with the class.

Why is it important to give credit to sources?

What is one thing you learned about making bibliography entries?

How are bibliography entries similar and different for print and digital resources?

Differentiation and Variations

Visual Support: For students who need more visual guidance, project a digital version of the print resource (e.g., an e-book) on the board. Use this to clearly show where to find the author, title, publisher, and publication year. Create the bibliography entry together, pointing out how each piece of information fits into the format.

Simplified Format: For students who struggle with the full citation format, provide a simplified template with blanks to fill in: __________, __________. _________. __________, _________. (Last Name, First Name. Title. Publisher, Year.) This helps students focus on finding the correct information without being overwhelmed by the formatting.

Extended Practice: For students who grasp the concept quickly, provide additional types of sources (e.g., videos, films, newspapers) and their corresponding citation formats. Challenge these students to create bibliography entries for these new source types.

Digital Tools: If available, demonstrate how to use online citation tools (e.g., Britannica School citation creator) after students have practiced creating citations manually. This allows students to check their work and introduces them to digital resources for future projects.

Peer Review: After students create their bibliography entries, have them switch papers with a partner to review each other’s work. Provide a simple checklist for them to use, focusing on the presence and order of key elements in the citation.

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.

Print Resource Exploration: The first teacher guides students through the think-aloud process of finding information in a print resource (author, title, publisher, year). The second teacher records this information on the board in the bibliography entry format, explaining each component as it’s added.

Print Resource Group Activity: While students work in groups on their print resource bibliography entries, both teachers circulate the room. One teacher focuses on helping students locate information, while the other assists with formatting the entries correctly.

Digital Resource Exploration: The second teacher leads the guided think-aloud for the digital resource, demonstrating how to find information on a website. The first teacher records this information on the board in the bibliography entry format, highlighting differences from the print format.

Digital Resource Group Activity: As with the print resource activity, both teachers circulate during group work. They alternate between groups, ensuring all students receive support from both instructors.

Activity Wrap-Up: Both teachers facilitate the wrap-up discussion. One asks the reflection questions, while the other encourages student participation and elaborates on key points. They alternate roles for each question, demonstrating effective teamwork to the class.

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