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LESSON MINI

Organizing to Present Research

Grade:

6-8

Topic:

Research

Unit:

Ready for Research
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Overview

Student reading paper in front of chalkboard.
© SDI Productions—E+/Getty Images

In this lesson mini, students learn to organize information for a research paper, and deliver brief presentations on chosen topics. They practice critical evaluation skills, storytelling techniques, and public speaking skills.

Ideas for Implementation
Science or Social Studies
Literacy
Library media
Intervention or enrichment
Interdisciplinary collaboration
Key Vocabulary & Definitions
ethos (noun): element of a presentation that establishes the presenter’s credibility, authority, integrity, and/or character
logos (noun): element of a presentation that uses logic and reasoning through presenting and connecting facts and ideas
pathos (noun): element of a presentation that appeals to the emotions and deeply felt values of the audience
public speaking (noun phrase): the act of addressing a live audience to communicate information
source (noun): any material (e.g., book, article, website) from which information is gathered when conducting research
Authentic Learning Extensions
Authentic learning opportunities for organizing and presenting research involve real-world experiences and practical applications that help students understand these concepts meaningfully. Here are some examples:
Annotated Bibliography: Identify an upcoming holiday or awareness month, and have students create an annotated bibliography of notable resources people can use to learn more about the event. Give a copy of the bibliography to the school library so that other teachers and students can use it.
Speech Competition: Encourage students to participate in a speech competition, or hold a speech competition for your own class or school.
Studying Speeches: Have students choose and analyze a recently given speech that is meaningful to them. For example, they might choose a speech that a musical artist gave at an awards ceremony. Have them read the speech and circle where the speaker establishes ethos, pathos, and/or logos.

Choose Activity

Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
3
Organizing to Present Research

Activity

1:

Selecting Right-Fit Sources

By the end of the activity, students will be able to select research articles that could help answer a research question.

>40

Minutes

Materials

Colored pens (two different colors per student)
Devices (e.g., Chromebook, tablet, other approved) (one per pair or group)
Preselected scholarly article about play and the human brain
Whiteboard and display

Resources

Article Evaluation handout (one per student and one for teacher display)
Is It a Right-Fit Source? handout (one per student and one for teacher display)
1
Prepare for the activity: copy onto the whiteboard or display the two left columns of the table in the Article Evaluation handout.
2
Tell students that today they’ll learn how to select sources for a research paper. Ask students the following questions:
What is a source?
Why is it important to include sources when you’re writing a research paper?
Summarize that a source is a text or other work that provides information. Sources can provide evidence to support your ideas or show that other people agree with you, strengthening your argument. But not every source you find will be the right fit for your paper.
3
Direct students’ attention to the displayed Article Evaluation handout and the five elements of the CRAAP test (currency, relevance, authority, accuracy, purpose). Ask them to take a few moments to look over the questions for each element of the test.
4
Tell students that they’ll now apply some of the criteria on the list to determine whether sources are or are not a right fit for a particular research topic. Separate students into pairs or groups of three, and give each student an Is It a Right-Fit Source? handout and two pens of different colors.
5
Explain that students will act as if they’re writing a research paper about the question at the top of the handout: “Are American children getting enough sleep?” Each column gives information about a different (fictional) source. They’ll use one color of pen to circle any information that indicates a good source for their paper, and a different color to circle information that indicates it’s not a good source for their paper. They might use both colors on a source, and it’s possible that not every piece of information will be circled.
6
Review the first source together as a class. Read the information for the book Sleep and the Physical Well-Being of Children with students, prompting them to circle information accordingly. As you review the information, you might ask the following guiding questions and elicit the sample responses:
What does the title tell you about this source? (e.g., relevance/purpose = good)
What qualifications does the author have? How do you know? (e.g., authority = good; the “MD” after the author’s name indicates that he or she is a medical doctor)
What do you notice about the date the book was published? (currency = not good)
Has this source been cited by other authors? In what kinds of works? (accuracy = good; referenced in books about history = not good)
Would you use this source to write your paper? Why or why not? (perhaps, depending on how it’s referenced in other sources; while it’s not based on current research, its information might still be relevant)
7
Invite students to review the remaining sources with their partners. When students have completed their handouts, talk through each of the sources using questions such as those listed above. Facilitate a discussion about students’ decision-making with questions such as these:
What makes a source a good fit for a paper?
What are some red flags that can tell you a source isn’t a good fit?
Is it ever okay to include a social media post in a research paper? Why or why not?
What kind of paper might cite a social media post?
8
Tell students that different projects require different sources, and there are a lot of reasons why a source might be a good or bad fit for their specific project. Remind them that the CRAAP test can help them think through these factors and identify right-fit sources. Review the pillars of the CRAAP test written on the board, summarizing them and giving examples from the handout as needed:
Currency: How up-to-date is the information?
Relevance: Does it have valuable information that pertains to my topic?
Authority: Was it written by an expert on my topic?
Accuracy: Does the author provide sufficient evidence reviewed by experts?
Purpose: Is the author’s aim to inform/teach, or to sell/persuade?
9
Separate students into pairs, and give each student an Article Evaluation handout. Tell them they’ll use the CRAAP test to find and evaluate two free-to-use sources for a research paper about how play affects the human brain.
10
Project your computer screen, and model searching online for a scholarly article about play and the human brain. The article you choose doesn’t have to be a perfect fit. When you find an article, model using the CRAAP test to fill out the displayed article evaluation table, checking “yes” or “no” and adding a rationale for each section.
11
Invite pairs to find two articles to evaluate and complete their own handouts. When students have finished, ask volunteers to share one of their article evaluations. When a few volunteers have shared, ask the following questions:
Of the articles we just discussed, which one is most likely to be the best fit for a research paper? Why?
Why is it important to include sources in your research papers?
Why is it important to be careful about which sources you choose?
12
Summarize that right-fit sources can add interest, evidence, and background information to your paper, and make connections between how different experts are thinking about your topic. However, not all sources are a right fit. Sources that are out of date, irrelevant, or inaccurate, or are written by non-experts, filled with opinions versus facts, and/or written for the purpose of selling or entertaining are wrong-fit sources that will negatively affect the quality of your work. It’s important to choose sources carefully so that your paper is trustworthy, clear, and engaging.
Pause to Review: Have students evaluate one column of the Is It a Right-Fit Source? handout at a time. After each column, pause to discuss using the discussion questions above. This allows students to improve their evaluations over the course of the activity by receiving multiple rounds of feedback and applying that feedback to the next column.
Right-Fit Checklist: Before introducing the CRAAP test, invite students to create their own right-fit checklist. Ask students “What questions should you ask to decide whether a source is a right fit for your paper?” Scribe students’ responses on your whiteboard or on a piece of chart paper. When you introduce the CRAAP test, note where the students’ proposed questions match the test. This gives students the opportunity to consider what makes a right-fit source and check their work.
Article Packets: Instead of having students search for articles online for the Article Evaluation handout activity, consider preparing a collection of five to eight articles for students to choose from. You can provide the entire article, or just the introductory information and abstract. Make sure to include articles that pass the CRAAP test as well as ones that don’t. This allows you to familiarize yourself with the articles ahead of time so you’re ready to discuss them with students.
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 CRAAP Test Explanation: Both teachers introduce the concept of sources and explain the CRAAP test to their respective groups.
Is It a Right-Fit Source? Activity: Each teacher guides their group through the first example, then monitors and assists students as they work in pairs.
Article Evaluation: Both teachers model the online search and CRAAP test application, then circulate to support pairs as they evaluate articles.
Discussion and Conclusion: Each teacher leads a discussion with their group, summarizing key points about source selection.
Organizing to Present Research

Activity

2:

Organizing Research

By the end of the activity, students will be able to craft an engaging, persuasive, and well-cited argument.

>40

Minutes

Materials

Devices (e.g., Chromebook, tablet, other approved) (one per pair or group)
Whiteboard or display

Resources

Britannica Library Storytelling article https://library.eb.com/levels/middle/article/storytelling/277912
Organizing Research handout (one per pair and one for teacher display)
1
Prepare for the activity by writing the following statements on the whiteboard or other display:
Research has shown that people who volunteer experience lower rates of depression and anxiety.
Volunteers fill in critical gaps in essential services, such as tutoring kids, helping with disaster relief, and supporting elderly community members.
Volunteering can give people a sense of purpose and raises their self-esteem.
Volunteering helps people build diverse social networks and support systems based on shared interests.
Volunteering can bridge political and cultural divides between people in a community.
2
Tell students that today they’ll learn to organize a research paper so that it tells an engaging story. Have students begin by reading the introduction to the “Why Do We Tell Stories” section of the Storytelling article. Check for understanding with the following questions:
How do stories help teach?
What does it mean that good stories give shape to meaning? Promote understanding? Are memorable?
How could you use storytelling in a research paper?
3
Explain that research papers also use storytelling, but differently than works of fiction. Good research papers give shape to meaning by making abstract research concepts more concrete, promoting deeper understanding of the topic and helping people remember the main points.
4
Invite students to act as if they’re writing a paper about the benefits of volunteering. Read each of the statements on the whiteboard aloud. Ask students how they could sort them into two or three groups, which will become paragraphs in their paper. For example, students might sort the statements into individual versus community benefits, or social versus emotional benefits. Point out that there are multiple ways to sort the statements.
5
Separate students into pairs, and give each pair an Organizing Research handout. Tell students that now they’ll act as if they’re writing a research paper about the benefits of biking. Invite students to cut out the note strips and spend a few minutes grouping them into two to four topics that together include most or all of the notes. Visit students as they work, asking questions like the following:
What does this note tell you about biking?
Do you see any other notes that talk about the same thing?
What argument could you make from this pile of notes?
Are there any piles you should combine? Are there any piles you should split up?
6
Call on a few volunteers to share their group’s work, emphasizing that it’s okay if different groups organized their notes in different ways.
7
Tell students that next they’ll use one pile of notes to write a paragraph of their essay. If possible, each group member should write a different paragraph. Give students a few seconds to determine who will write each paragraph.
8
Explain that to tell a cohesive story paragraphs should include more than just research notes. Ask:
What else should you include in your paragraph?
9
Explain that to tell a story that engages the reader students should
write an interesting, attention-grabbing introductory sentence orienting the reader to the paragraph’s topic;
accurately reword the research notes to sound more natural, if needed;
add transitions and context between the research notes for each paragraph; and
support the argument that there are significant benefits to biking versus driving a car.
10
As a class, read the example paragraph at the bottom of the Organizing Research handout. Tell students that this example shows how they might weave research information together to tell a cohesive story.
11
Remind students that good storytelling
gives shape to meaning, or helps people understand what an abstract concept might look like in real life;
promotes understanding, or helps people deeply understand a topic so that they can discuss it, appreciate it, experiment with it, and even challenge it; and
is memorable, or helps people remember what they’ve learned.
12
Give students time to write their paragraphs. Visit and support students as needed.
13
Invite students to choose an order for their paragraphs and edit them to make them flow from paragraph to paragraph. For example, students might start the second paragraph with phrases like “Another benefit of bikes is…” or “The environment also benefits when people use bikes…”
14
Ask students the following questions:
How does your paragraph give shape to meaning?
How does it promote understanding of your topic?
How is it memorable?
How could you improve your storytelling?
15
If there is extra time, guide groups to craft an introductory paragraph, a conclusion, and a works cited page for their paper. Have groups type up the entire paper and reread it to make sure it tells a cohesive story. Collect the papers, and review them to gauge students’ understanding and skills.
Level Up Responsibility: Consider giving students more responsibility with extra challenges such as determining their own paper topics and finding their own sources; completing the activity individually rather than in groups; and/or noting where they intentionally integrated storytelling practices in their paragraphs by giving shape to meaning, promoting understanding, and making something memorable.
Write as a Class: Consider having students sort the notes in groups and then write a paragraph together as a class. This gives you the opportunity to model the writing process and explicitly call out when and where you’re adding key features such as context and transitions.
Circle It: After giving students the handout, consider providing an example paragraph topic. Have students circle the research notes that fit that topic and then write the paragraph. This variation negates the need for cutting and sorting, while still giving students experience selecting and organizing the right resources for their writing.
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 who need 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 who have varied learning needs, leading to more equitable educational outcomes.
Introduction and Storytelling Discussion: The main teacher leads the whole-class discussion on storytelling and its relevance to research papers. The alternate teacher prepares materials for the small group and identifies students who may need extra support.
Sorting Volunteering Statements: The main teacher guides the whole class through sorting the volunteering statements on the board. The alternate teacher works with a small group to provide more hands-on guidance in sorting the statements.
Organizing Research Activity: The main teacher oversees pairs working on the Organizing Research handout. The alternate teacher provides intensive support to a small group, possibly using additional visual aids or simplified examples.
Paragraph Writing: The main teacher circulates among the main group, offering guidance and feedback. The alternate teacher provides step-by-step assistance to the small group in crafting their paragraphs.
Reflection and Conclusion: The main teacher leads the whole-class discussion on storytelling elements in their paragraphs. The alternate teacher helps the small group prepare to share their work with the class if appropriate.
Organizing to Present Research

Activity

3:

Presentation Party

By the end of the activity, students will be able to deliver a brief and engaging presentation about a topic of their choosing.

>40

Minutes

Materials

Devices (e.g., Chromebook, tablet, other approved)
District- or school-approved slideshow software”
Lined paper (one per student)
Whiteboard and display
Writing utensils

RESOURCES

Britannica Library Public Speaking article https://library.eb.com/levels/middle/article/public-speaking/276572
Presentation Party handout (one per student and one for teacher display)
1
Tell students that today they’ll give a short research-based presentation on a topic of their choosing to a small group.
2
Display the Public Speaking article, and read it as a whole class, stopping before the “History” section. Gauge comprehension with the questions below:
What is public speaking?
What are some purposes of public speaking?
What is ethos? Why is it important in public speaking?
What is pathos? Why is it important in public speaking?
What is logos? Why is it important in public speaking?
3
Give examples, such as those below, of sentences that establish ethos, pathos, and logos:
Ethos: As a biologist specializing in tamarins, I spend most of my time in and around the rainforest.
Pathos: The rainforest is shrinking every day, leaving many animals without homes or food.
Logos: The rainforest absorbs carbon dioxide and produces oxygen, which in turn mitigates global warming.
4
Explain that each student will give a short presentation on a topic of their choosing. They’ll plan their presentation using a handout and create visuals on the computer. Then, they’ll deliver their presentation to a small group. Review the following rules with students:
Presentations should last one to two minutes.
Pick a topic you know and/or care about.
Do not choose a political or divisive topic.
Include at least two visuals for the audience to look at during your presentation.
5
Give each student a Presentation Party handout. Prompt them to brainstorm, choose, and record a topic for their presentation. Some example topics include the following:
Why pineapple doesn’t belong on pizza
Why leaf sheep are the world’s cutest animal
How to play lacrosse
6
Assign each student to a computer. Invite them to establish ethos, pathos, and logos by filling out their responses to the questions on their handouts, using the computer to research their topic as needed. In the logos section of the handout, students should write three main points they will cover in their presentation, provide evidence, and describe a visual that they can use for each to make their point.
7
Invite students to use slideshow presentation software to create visuals to support each of their points. Encourage students to use minimal, intentional text, and to choose their visuals based on what will clearly communicate their points and appeal to their audience.
8
Separate students into pairs, and have students practice their presentations with their partners. Encourage them to use the information on their handouts to establish their credibility, make an emotional connection with the audience, and make their logical arguments.
9
Once both partners have had a chance to practice, combine pairs into groups of four students for the presentation party. Review your class norms for presentations, including how to be respectful during a presentation. Have each student give their presentation to their group, reminding students to switch presenters every two to three minutes.
10
When all students have presented, have students turn and talk to a partner about the following questions:
What do you think worked about your presentation?
What would you change if you could do your presentation again?
Did adding sources help your presentation? Why or why not?
How did empathizing with your audience help your presentation?
Call on a few volunteers to share their ideas with the class.
Choose Your Group Size: Consider allowing students to decide whether they want to present their final presentation to a partner, a group, the whole class, or just you. This allows students who are new to public speaking to practice in a context that feels manageable to them.
Increase Challenge: If your students are seasoned public speakers, consider adding challenges such as the following:
Increasing the length and complexity of the presentations
Having students give their presentations to the whole class or to a visiting class
Encouraging students to integrate props, music, and lighting that support their presentations
Requiring students to add an MLA works cited page to their presentations
Plan It: Consider having students fill out the handout to plan their presentation but not actually present it. This variation allows students to practice the skill of organizing an engaging presentation while keeping the activity brief and without the pressures of presenting in front of their peers.
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 Article Reading: Both teachers introduce the lesson and guide their respective groups through reading the Public Speaking article, stopping to ask comprehension questions.
Explaining Ethos, Pathos, and Logos: Both teachers provide examples and explanations of ethos, pathos, and logos to their groups, ensuring students understand these concepts.
Presentation Planning: Both teachers distribute the Presentation Party handout and guide students through topic selection and planning, providing support as needed.
Research and Visual Creation: Both teachers oversee their groups’ use of computers for research and creation of visual aids, offering assistance and feedback.
Practice Presentations: Both teachers organize their students into pairs for practice presentations, circulating to provide guidance and encouragement.
Final Presentations: Both teachers facilitate the formation of groups of four for final presentations within their respective halves of the class, ensuring smooth transitions between presenters.
Reflection and Conclusion: Both teachers lead their groups in partner discussions and whole-group sharing about the presentation experience.
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