Lesson MINI

LESSON MINI

Selecting a Topic

Grade:

6-8

Topic:

Research

Unit:

Ready for Research

Overview

In this lesson mini, students learn essential skills needed to initiate and conduct research projects, explicitly selecting suitable research topics that align with their academic level, desired learning outcome, and unit of study.

Ideas for Implementation

Science or Social Studies

Humanities

Library media

Intervention or enrichment

Interdisciplinary collaboration

Key Vocabulary & Definitions

bias (noun): the tendency to present or interpret information in a way that is partial or prejudiced

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

fact (noun): a piece of information that is known to be true and can be proven or verified

opinion (noun): a personal belief or judgment that is not necessarily based on facts or knowledge

perspective (noun): a particular way of viewing or understanding a situation or topic, often based on personal experiences or background

primary source (noun): an original document or firsthand account that has not been interpreted or edited by others

relevance (noun): the relation of something to the matter at hand; state of being connected or applicable to a research topic

research topic (noun): the subject or issue that is the focus of the investigation or study for the purpose of gaining knowledge

secondary source (noun): an article, a report, or another reference work that discusses, analyzes, or interprets original documents or firsthand accounts but that is not itself a firsthand account

source (noun): any material (e.g., book, article, website) from which information is gathered when conducting research

Authentic Learning Extensions

Authentic learning opportunities for selecting a research topic involve real-world experiences and practical applications that help students understand research concepts meaningfully. Here are some examples:

Local History Investigation: For this project, students select research topics relevant to local history, perhaps exploring the causes and consequences of significant historical events in their community; investigating the contributions of influential local figures; or examining the evolution of local landmarks over time. Consider working with a local library, historical association, or college to access sources. By immersing themselves in their community’s history, students can identify research questions that intrigue them and delve deeper into areas of personal curiosity.

STEM Design Challenge: In the context of a STEM design challenge, students can select research topics related to the problem they aim to solve. For instance, if students are tasked with designing a water filtration system, they may research different filtration methods, water contaminants’ properties, or the environmental impact of water pollution. By conducting research relevant to their design challenge, students will better understand the scientific principles underlying their project and make informed design decisions.

Choose Activity

LESSON MINI

Selecting a Topic

Activity

1:

Mastering Research Success with Vocabulary Essentials

By the end of the activity, students will be able to evaluate research topics and sources based on specific criteria, including relevance and availability of reliable, unbiased sources.

20-30

Minutes

Materials and Resources

Materials

Markers or pens

Whiteboard or display

Resources

Implementation

Display and discuss the definitions of criteria, relevance, research topic, source, perspective, primary source, secondary source, bias, fact, and opinion. Write these terms and definitions on the board, or display them on a screen.

Divide the class into small groups of three or four students, and give each group a set of Research Vocabulary Card Game cards containing different research topics, criteria, and sources.

Tell students that during today’s activity they will study vocabulary relevant to choosing and evaluating research topics and sources and then participate in a group activity to practice evaluating topics and sources based on specific criteria. Emphasize that the goal is to think critically about how criteria and sources support the selection and feasibility of a research topic, while also considering the type of source, potential biases, and the nature of the information.

Use a think-aloud strategy to demonstrate each step. For example,

Draw a card from the research topic pile (e.g., “The American Revolution”), and then draw two criteria cards (e.g., “available sources” and “relevance to the course of study”). Discuss aloud how the topic would (1) have abundant information sources available and (2) be relevant to a current unit of study about U.S. history.

Draw two source cards (e.g., “history textbooks” and “documentaries”), and discuss how these sources are useful for researching the topic. First, demonstrate how to identify whether each source is primary or secondary, and explain why. Second, discuss potential perspectives or biases that might be present in these sources. Third, provide an example of a fact and an opinion related to the topic, explaining how to distinguish between them.

Encourage students to begin the game, and ask each group to select a student to draw the cards during the first round. Remind students that once the cards are drawn and shared, they should work together to discuss how the criteria and sources drawn may or may not be beneficial for evaluating and researching the selected topic. Additionally, for each source, they should consider the following:

This source could be useful because…

I agree/disagree because…

Another thing to consider is…

Based on our topic, I think this criterion/source is…

How will this source help our research?

Is this a primary or secondary source, and how might that affect its usefulness?

What perspectives or biases might be present, and how could they impact the research?

Does this source likely contain more facts or opinions, and why does that matter?

Remind students to return the criteria and source cards to the bottom of the deck after each round before they select a new student from their group to repeat the process.

Continue until all research topics have been discussed or for a predetermined amount of playing time.

After the game, hold a brief class discussion. Ask different groups to share their approaches and thoughts on the importance of considering criteria, sources, source types, perspectives, biases, and fact vs. opinion when selecting and planning research topics.

Reinforce the definitions and importance of the key terms, and highlight how the skills practiced in this activity will help students in future research projects.

As a final step, have students write or share aloud a brief reflection on how considering these additional factors (primary vs. secondary sources, perspective and bias, fact vs. opinion) affects the research process.

Differentiation and Variations

Alternate Cards Decks: Additional challenge cards may be introduced as enrichment opportunities for advanced learners, helping to stimulate deeper critical thinking and foster problem-solving skills. Simultaneously, clear guidelines and scaffolding, such as visual aids or sentence starters, may be provided to students who would benefit from additional support. Catering to diverse learning needs within the classroom helps to ensure comprehension and engagement.

Research Topic Challenge: Students engage in a research topic selection game with challenge cards, competing against time to select criteria and relevant sources. This adds excitement and urgency to the activity while reinforcing key research skills.

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.

Introduction of Key Terms and Explanation of Activity: Teacher A and B take turns introducing key terms and definitions. Teacher A divides the class into groups and distributes a set of cards to each group. Teacher B provides a general explanation of the game and its goal. Modeling the Activity: Teacher A and Teacher B take turns modeling the process of drawing cards and leading the think-aloud process: Step 1: Topic and Criteria Selection: Teacher A models the process of drawing a research topic card and two criteria cards. Teacher B leads the think-aloud process for evaluating the topic based on the selected criteria. Step 2: Source Selection: Teacher A models the process of drawing two source cards and models the think-aloud process for evaluating each source based on whether it is a primary or secondary source. Teacher B models the evaluation of the sources based on potential biases and inclusion of facts vs. opinions.

Group Gameplay: Both Teacher A and Teacher B circulate among the groups as the game is played, ensuring that all students have the opportunity to participate and asking probing questions to deepen understanding.

Summary and Closure: Teacher A summarizes the activity, reinforces key terms and concepts, and highlights how these skills will benefit students in future research projects. Teacher B provides additional examples or anecdotes to reinforce key points, and offers encouragement and praise for student participation.

Selecting a Topic

Activity

2:

Concept Mapping a Topic

By the end of the activity, students will be able to use a Question Pyramid graphic organizer to formulate research questions related to a chosen topic.

30-40

Minutes

Materials and Resources

Materials

Teacher-prepared list of potential research topics

Whiteboard or display

Resources

Implementation

Tell students that during today’s activity they will complete question pyramids for two potential research topics and consider the questions to help finalize their research topic. If students have not selected research topics from the preapproved list, display the list of potential topics, and distribute copies of the list to students. Allow time for students to review the list and circle two topics of interest.

Have students share their two top choices with a partner and discuss why they find the topics interesting. Circulate among the pairs to facilitate discussions as necessary.

Display a blank Question Pyramid graphic organizer. Guide students through a Question Pyramid instructional strategy (outlined in steps 3 and 4 of the Question Pyramid strategy) for a sample topic, filling out the question pyramid as students come up with questions for each section of the pyramid. Point out which questions are open-ended and which are closed-ended, emphasizing the following points:

Open-ended questions generally have a few possible answers to the question (e.g., essay questions and “why” questions with multiple possible answers). These questions help you delve deeper into a topic and help understand answers that are more complex, with more explanation. They also can help spark new ideas to explore as you research.

Closed-ended questions generally have a fixed answer (e.g., true/false or multiple choice questions). These questions help you find specific answers that you need, especially early on in your research. For example, you can’t study a president well until you know when they were president or what political party they belonged to.

Distribute to each student two Question Pyramid graphic organizers, one for each chosen topic. Follow steps 5 and 6 of the Question Pyramid strategy, having students complete a pyramid for each of their chosen topics.

After students complete both question pyramids, give them a moment to review their work. Have them consider the questions they came up with that most aroused their curiosity. Which questions would likely yield more complex, interesting answers? Based on their consideration, ask them to select one of their topics as a final choice.

Time permitting, ask each student to briefly present their chosen topic and the rationale behind their selection, focusing on the questions they generated.

Gather students for a final class discussion to reflect on the activity. Encourage them to share any insights or challenges they encountered while creating their question pyramids, and discuss the value of having well-defined research questions to guide the research process. Reiterate the balance between open-ended and closed-ended questions, emphasizing how each type contributes to comprehensive research.

Differentiation and Variations

Guided Examples: Provide specific examples of questions for each question word using a common or previously known topic to all students. This could be a historical event, a scientific concept, or a piece of literature they have studied. Guided examples using familiar topics help reduce students’ cognitive load and provide clear, concrete models. They also support students in learning to formulate questions, thereby enhancing their critical thinking skills.

Whole-Class Question Pyramid Modeling: Guide students through constructing a Question Pyramid together using a familiar topic. This collaborative approach allows students to see how different types of questions build on each other, moving from basic facts to deeper analysis. It also provides a structured way to differentiate instruction, as more advanced students can tackle the more complex levels of questioning. This scaffolded approach supports all students in understanding the question formation process while allowing for differentiation by assigning more challenging question levels to advanced students.

Peer Review: Encourage students to refine their questions by distinguishing between open-ended questions. Have students practice turning one type into the other and consider the advantages of each type in different contexts. This process supports learners by encouraging critical evaluation and refinement of questions, promoting higher-order thinking and collaborative skills.

Question Swap: Students swap their Question Pyramid organizers with peers to review and add more complex questions, promoting deeper inquiry and diverse perspectives. This minor modification enhances collaborative learning and critical engagement by exposing students to different approaches to the same topic.

Collaborative Teaching

Topic Selection: One teacher presents the preapproved list of topics while the other distributes copies, ensuring all students have access to the information. Teacher A explains the importance of choosing a topic of interest, while Teacher B offers tips on how to narrow down choices effectively.

Partner Share Activity: Teachers divide the class, each circulating among different groups to facilitate discussions and provide guidance as needed. Teacher A focuses on encouraging students to articulate their interests, while Teacher B helps pairs explore potential research angles for their chosen topics.

Question Pyramid Introduction: One teacher explains the concept of open-ended and closed-ended questions, while the other provides examples and clarifies any student queries. Teacher A then leads a brief class discussion on the value of different question types in research as Teacher B records key points on the board.

Sample Question Pyramid: Teachers alternate in guiding students through the sample topic, with one teacher asking for student input and the other recording responses on the displayed pyramid. Teacher A challenges students to generate more complex questions, while Teacher B helps refine and categorize the questions within the pyramid structure.

Individual Question Pyramid Creation: Teachers move throughout the classroom, offering individualized support and answering questions as students complete their own pyramids. Teacher A focuses on helping students who are struggling to generate questions, while Teacher B assists those who need help categorizing their questions within the pyramid.

Topic Selection and Rationale: One teacher manages the selection process, while the other prepares for the presentation phase, organizing the order of student sharing. Teacher A guides students in reflecting on their question pyramids to make informed topic selections, while Teacher B helps students formulate clear rationales for their choices.

Student Presentations: Teachers alternate calling on students and providing feedback, ensuring a balanced and diverse range of responses. Teacher A focuses on encouraging students to elaborate on their rationales, while Teacher B highlights effective question-generation strategies demonstrated by presenters.

Final Class Discussion: Both teachers collaboratively lead the reflection, with one focusing on drawing out student insights and the other emphasizing key learning points about the research process. Teacher A facilitates a discussion on the challenges encountered during the activity, while Teacher B guides students in identifying strategies to overcome these challenges in future research tasks.

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