Lesson MINI

LESSON MINI

Selecting a Topic and Crafting Questions

Grade:

3-5

Topic:

Research

Unit:

Foundations of Research

Overview

In this lesson mini, students learn essential skills needed to initiate and conduct research projects. Students develop competencies in three key areas: selecting suitable research topics that align with their academic level, formulating relevant guiding questions for their chosen topics, and mastering the use of various types of questions. Particularly, students explore the differences between open and closed questions, gaining insight into how these question types serve unique roles in gathering research.

Ideas for Implementation

Science or Social Studies

Literacy

Library media

Learning centers

Intervention or enrichment

Interdisciplinary collaboration

Key Vocabulary & Definitions

closed-ended question (noun): a type of question that has specific, limited answers you can choose from, such as “yes” or “no”

fact (noun): a piece of information that can be proven to be true based on evidence or observation

open-ended question (noun): a type of question that doesn’t have a single, fixed answer

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

topic (noun): the specific subject or area of study that guides the collection and analysis of information related to a question or issue

Authentic Learning Extensions

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

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

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.

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

Real-World Connection: Help students identify how topics within the category relate to real-world issues or personal experiences. Choosing a topic with real-life relevance increases engagement and motivation.

Choose Activity

LESSON MINI

Selecting a Topic and Crafting Questions

Activity

1:

Building Research Vocabulary

By the end of the activity, students will be able to effectively utilize vocabulary related to selecting research topics and crafting guiding questions.

20-30

Minutes

Materials and Resources

Materials

Whiteboard and display

Resources

Implementation

Tell students that today they’ll be learning specific vocabulary related to selecting and crafting research topics.

Divide the class into small groups of three or four students and distribute a Mini Glossary graphic organizer to each group.

Familiarize yourself with the Mini Glossary instructional strategy and graphic organizer procedure and display the accompanying graphic organizer. Distribute a graphic organizer to each group focusing on the suggested vocabulary terms and definitions below.

Tell each group to complete the graphic organizer for each of the five terms:

closed-ended question (noun): a type of question that has specific, limited answers you can choose from, such as “yes” or “no”

fact (noun): a piece of information that can be proven to be true based on evidence or observation

open-ended question (noun): a type of question that doesn’t have a single, fixed answer

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

topic (noun): the specific subject or area of study that guides the collection and analysis of information related to a question or issue

Follow the specific procedures outlined for the Mini Glossary instructional strategy using some examples below as a guide for suggested age-appropriate synonyms and antonyms:

research: synonyms: study, investigation, exploration, questioning / antonyms: guessing, assumption, ignorance, incuriosity

fact: synonyms: evidence, truth, certainty, data / antonyms: fiction, falsehood, guess

topic: synonyms: subject, theme, issue, focus / antonyms: sidenote, detail, extra, diversion

open-ended question: synonyms: WHY or HOW question, deep question, exploratory question / antonyms: closed-ended question, known response, fixed answer

closed-ended question: synonyms: YES-NO question, WHO/WHAT/WHEN/WHERE question, limited-answer question / antonyms: open-ended question, unexpected answer, brainstorming question

Have each group briefly present their completed organizer to the class. As students share, encourage other students to add additional synonyms or antonyms.

After all presentations, conclude the activity by leading a class discussion about each term, expanding as appropriate on students’ ideas, clarifying any misconceptions, and providing additional context for each term.

Differentiation and Variations

Word Banks: Provide lists of synonyms, antonyms, and related words to assist students in generating ideas independently for the “Word Associations” section. These resources ensure accessibility and aid in connecting with new vocabulary, promoting comprehension and retention.

Critical Thinking Challenges: Encourage students to analyze vocabulary words by researching their etymology, exploring origins, and discussing evolution or variations in meaning across different cultures or disciplines. This fosters analytical skills and a deeper linguistic appreciation, enhancing overall language competence.

Interactive Word Wall: Transform the Mini Glossary into a classroom word wall where students collectively contribute to a visual display of vocabulary. This collaborative approach can be expanded to include linguistic elements such as word parts, affixes, and origins, enriching vocabulary learning.

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.

Mini Glossary Activity Setup: One teacher can introduce the activity and explain the Mini Glossary graphic organizer, while the other teacher prepares and distributes materials to each group. This efficient division of tasks sets a collaborative tone from the start.

Group Work Facilitation: As students work in small groups to complete their graphic organizers, teachers can divide the classroom. Each teacher can circulate among different groups, offering guidance, answering questions, and ensuring all students are actively participating.

Presentation and Discussion: During group presentations, one teacher can facilitate, calling on groups and managing time, while the other teacher can record key points or new ideas on the board. This approach ensures smooth transitions between presentations and captures valuable information for later discussion.

Class Discussion and Clarification: In the final class discussion, teachers can alternate leading the conversation about each term. While one teacher leads the discussion on a particular word, the other can address individual student questions or misconceptions, ensuring comprehensive coverage of the material.

Wrap-Up and Assessment: As the activity concludes, one teacher can lead a recap of key learnings, while the other prepares and distributes any follow-up materials or assessments. This collaborative approach ensures a thorough review and smooth transition to the next activity.

Selecting a Topic and Crafting Questions

Activity

2:

Question Quest

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

20-30

Minutes

Materials and Resources

Materials

Chart paper (one per group)

Markers

Preselected image related to research topic(s)

Sentence strips (one per student and one for teacher display)

Whiteboard or display

Implementation

Tell students that during today’s activity they will learn how to distinguish between open- and closed-ended questions through a teacher-led discussion and exploration.

Display an image that relates to the current research focus. Choose one that sparks curiosity and prompts deeper critical thinking. This image should also serve as a stimulating point of discussion and exploration within the topic.

Note: Image of teacher’s choice from ImageQuest Jr., Britannica Library, or another royalty-free source.

Organize students into groups of three or four. Provide each group with chart paper.

Give the groups 3–5 minutes to brainstorm and list as many questions as they can about the displayed image. Remind them that there are no wrong questions, and they should aim to write down as many questions as possible.

After brainstorming, have each group review their list and choose the two questions they find most intriguing or relevant.

Have one student from each group share their selected questions aloud. As they do so, write these questions on the board to create a collective list for the entire class to see.

Lead a discussion on the questions shared. Ask the class:

What similarities do you notice in the questions from different groups?

What starting words are used in these questions?

Are these questions easily answerable through research?

Explain the terms “closed-ended questions” and “open-ended questions” using the definitions provided above or definitions of your choosing. Emphasize the differences between them to help students understand their uses in research.

Begin with closed-ended questions. Define them as questions that can be answered with a single word or a short phrase. Emphasize that they often require recall of factual information and typically start with words like what, who, when, or where. Provide examples to illustrate for students:

When did the United States declare independence?

Who was the first president of the United States?

Where is the United States Capitol located?

Explain that closed-ended questions provide essential background information that lays the groundwork for deeper research.

Ask students to brainstorm and share additional examples of closed-ended questions.

Transition to open-ended questions. Describe these as questions that cannot be answered with a single word and often allow for multiple answers. They encourage deep thinking and usually start with why or how. Provide examples for students to illustrate:

How does weather affect athletic performance?

Why do people live near volcanoes?

Why did the American colonies break away from Great Britain in 1776?

Ask students to brainstorm and share additional examples of open-ended questions.

Explain how open-ended questions guide the research process, prompting a deeper understanding and exploration of the topic.

Ask students to return to their groups and review the questions they brainstormed earlier about the image. Instruct them to label each question as C for closed-ended or O for open-ended.

Have the groups tally the number of open-ended and closed-ended questions, and facilitate a class discussion on which type of question was more prevalent, pushing students to explore and think about the reasons behind this.

Provide each group with a large piece of sentence strip paper. Ask each group to choose one of their closed-ended questions and rewrite it as an open-ended question on the paper. Have each group share their original closed-ended question and the new open-ended version they created. Model this process using the following example:

C: Where do iguanas live?

O: How do iguanas live in their environment?

Conclude the activity by asking students to gather in a circle or group setting that encourages open discussion. Pose the question:

Why do you think both open-ended and closed-ended questions are important in the research process?

Guide the discussion by highlighting key points:

Role of closed-ended questions: Explain that closed-ended questions help us gather specific facts and details that establish a solid foundation of knowledge about a subject. They are quick to answer and help organize information clearly, which is essential when beginning to explore a new topic.

Role of open-ended questions: Emphasize that open-ended questions push us to think more deeply and critically about a topic. They encourage exploration and discussion, which can lead to new ideas and deeper understanding. Open-ended questions often lead to more questions, propelling the research forward and expanding our thinking.

To summarize the discussion, reinforce the idea that effective research involves a balance of open-ended and closed-ended questions. This balance allows researchers to acquire necessary background information, engage in innovative thinking, and explore a subject comprehensively.

Differentiation and Variations

Checklists: Provide students with a checklist for what makes a good open-ended or closed-ended question, which they can use to evaluate their questions after brainstorming. This helps ensure quality and depth in their inquiries. It also encourages them to critically assess and refine their inquiries, ensuring each question is purposeful and meets specific criteria for depth and clarity.

Debate Format: Turn the discussion into a structured debate in which groups must defend why their questions are effective and how they could lead to significant insights or discoveries. Transforming the discussion into a structured-debate format challenges students to articulate and defend the significance of their questions, fostering critical thinking and enhancing their ability to engage in analytical discourse.

Pass the Paper: Have each group pass its original paper with questions to another table. Each table will choose one question from the new paper and rewrite it as an open-ended or closed-ended question. This process will continue until each group receives its original paper with peer-edited questions. A nice closing activity is to have each group read out loud one new question created by a different group.

Collaborative Teaching

Group Brainstorming: Teacher A organizes students into small groups with chart paper for brainstorming questions about the displayed image while Teacher B circulates to offer assistance and ensure understanding.

Selection and Sharing: Teacher A facilitates the sharing session, having groups select and share their top two questions with the class. Teacher B helps students articulate their questions and ensures readiness for presentation.

Discussion and Analysis: Teacher A leads a discussion on the questions’ similarities, starting words, and research potential, with Teacher B supporting students who need help understanding closed-ended and open-ended questions.

Question Categorization: Teacher A instructs groups to label their questions as C for closed-ended or O for open-ended, while Teacher B assists to ensure accuracy and understanding.

Rephrasing Exercise: Teacher A provides sentence strip paper for groups to rephrase their closed-ended questions into open-ended ones, with Teacher B offering feedback and ensuring comprehension.

Class Discussion and Reflection: Teacher A gathers students for an open discussion on the importance of both question types in research, while Teacher B encourages participation and provides additional insights.

Summary and Conclusion: Teacher A summarizes the discussion, emphasizing the balance of open-ended and closed-ended questions in effective research. Teacher B ensures all students understand and offers further clarification if needed.

Selecting a Topic and Crafting Questions

Activity

3:

Concept Mapping a Topic

By the end of the activity, students will be able to refine their research topics to help them more effectively achieve their research goals.

20-30

Minutes

Materials and Resources

Materials

Predetermined list of research topics

Whiteboard and display

Resources

Implementation

Prior to the activity, offer students a list of potential topics related to the research focus. If feasible, distribute this list in advance so students can review it with a parent or guardian. Ask students to select and circle two topics that intrigue them the most and bring their choices to the next class session.

Tell students that during today’s activity they will refine research topics through a Question Pyramid instructional strategy. Familiarize yourself with the Question Pyramid instructional strategy and procedure and distribute a Question Pyramid graphic organizer to each student.

Display a list of potential research topics within the chosen research focus for students to view.

Begin with a short partner share in which students turn to a neighbor, share their two selected topics, and briefly explain why they selected those topics.

Guide students in completing a Question Pyramid instructional strategy for each topic. Explain to students that generating both open-ended and closed-ended questions about their topics will help them choose one topic. Clarify that the questions at the top of the pyramid are closed-ended questions, which can be answered with quick research. In contrast, the questions at the bottom are open-ended questions, requiring more extensive research and multiple sources to answer fully. Follow the specific procedures outlined for the Question Pyramid strategy.

After students complete both Question Pyramids, give them a moment to review their work and 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 a well-defined research question and how it guides 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

Partner Share Activity: Both teachers facilitate the partner share activity, providing immediate feedback and support.

Question Pyramid Activity: Both teachers guide students through the Question Pyramid activity, ensuring understanding and assisting as needed.

Review and Selection: Both teachers help students review their Question Pyramids and select their final topic.

Presentations and Feedback: Both teachers listen to student presentations and provide joint feedback.

Final Class Discussion: Both teachers lead the final class discussion, encouraging insights and reinforcing key points.

Britannica Studio: Coming Soon!

In the News