Research Process Model
Grades 3-5 (Big6)**
The Big6 approach to teaching the research process and information fluency was developed by Mike Eisenberg and Bob Berkowitz. The Big6 integrates strategies for searching, evaluating, applying and using information for specific tasks. This process aligns with the new Library Media and Technology Program curriculum.
STEP 1: TASK DEFINITION
Question: Students will define an information need and plan a course of action to solve a problem or conduct research.
Enduring Understandings/
Benchmark
| Important to know and do: | GRADE | Responsible: Teacher/LMS | Resources |
Questions guide research. What do I need to know before I start my inquiry? | Plan strategy to answer information need using the research process model (Big6). | 3-5
| T/LMS | Big6 website for kids |
Students identify an information need; brainstorm questions based on a topic or interest and plan their course of action. What is the problem I need to solve? What is my timeline?
| Clearly state the scope and criteria of the task to show understanding. -Brainstorm ideas for further information on a topic, problem or question based on an assignment or personal interest.
-Determine or understand the timeline for the project or task.
-Use sources to acquire background information
| 3-5
| LMS | Big6 Research Planner |
How do I create a search strategy to best answer my question? | Use a graphic organizer to identify existing knowledge and determine what information is needed to answer the question. -Determine what sources could be used. Restate or brainstorm an essential question based on the topic.
--Develop questions based on prior knowledge and experiences.
--Form possible research questions based on predictions.
--Develop a list of keywords to guide the research plan.
| 3-5 4-5 | T/LMS | Define your subject (KWL) KWS Is it an essential question? Question starters Keyword organizer. Using Keywords – Cybersmart Lesson
|
Who can I ask for information? Understand and use the library as an information source. | -Select resources both within and outside the school for personal and informational purposes | 3-5 | LMS | What’s at the Library - Cybersmart Lesson
|
| How do I know I have done what I need to do? | | | | Self-assessment |
STEP 2: INFORMATION SEEKING STRATEGIES
Plan: Students will use organizational strategies to identify and access a variety of information sources.
Enduring Understandings/
Benchmark | Important to know and do: | GRADE
| Responsible:
Teacher/LMS | Resources |
A variety of skills and strategies facilitate research. What skills and strategies are needed to gather information effectively, solves problems, and conduct research? What sources can I use to find this information? | Locate sources in appropriate areas of media center and understand different types of information resources. -Understand that information or nonfiction books are arranged in the media center according to the Dewey Decimal System.
-Understand that biographies and fiction books are arranged by the author’s last name. | 3-5 | LMS
| Do you Dewey? |
Identify, select and compare a wide range of resources including encyclopedias, atlases, dictionaries and maps.
|
--Understand that reference sources are available in many formats including print and online.
--Use print or online encyclopedia to find information.
--Use a dictionary to find information.
--Use a thesaurus to find information.
--Understand the use of community information sources.
| 3-5
| LMS/T
| KWS |
| Locate and identify parts of a book including cover, spine label,
title page, author/illustrator, table of contents, glossary and index. | --Find information within resources using their organizational attributes including table of contents, and glossary. | 3-5 | T/LMS | Parts of a Book (BrainPop Jr.) |
Which sources are best? How do I know? | Distinguish between primary vs. secondary source information.
| 5 | LMS/T
| |
| | Distinguish between different types of information needed such as
background information, specific facts, opinions, diagrams, and
identify which resources will contain the information | 4-5
| LMS/T | |
| What personal criteria do I use to choose a resource? |
Select and check out a book based on the information need and “just right” criteria. | 3-5 | LMS/T
| Just Right Book Selection |
STEP 3: LOCATION AND ACCESS
Search & Locate: Students will use information strategies to search, locate and access for sources to meet an information need.
Enduring Understandings/
Benchmark | Important to know and do:
| GRADE
| Responsible:
Teacher/LMS | Resources
|
| A variety of skills and strategies facilitate research. | Use the online catalog to find materials by author, title, keyword
and series to locate sources in the appropriate areas of the media
center. | 3-5 | LMS | Online catalog checklist |
| What skills and strategies are needed to gather information effectively, solve problems, and conduct research? | Use browser navigational tools and pre-selected websites to visit online periodicals, databases and websites. | 3-5
| LMS | Online databases (ICONN – infobits), World Book for Kids.
|
| | Use electronic searching strategies such as keyword, a given URL, and Boolean searching to locate information. | 3-5 | LMS | http://www.boolify.org Keyword strategy |
| | Understand and use website addresses (URL) to access specific websites or databases. | 3-5 | LMS |
|
| | Identify and begin using age-appropriate search engines to find facts and answer questions.
| 3-5 | LMS | Choose a search site – from Cybersmart |
| | Access school webpage and virtual library to locate information. | 3-5 | LMS | |
| | Read list of results generated from search term in a search engine and select one for review | 3-5 | T/LMS
| |
STEP 4: EVALUATE & USE INFORMATION
Students will evaluate and use information from a variety of sources.
Enduring Understandings/
Benchmark | Important to know and do: | GRADE
| Responsible:
Teacher/LMS
| Resources |
Students will apply evaluative criteria to the selection, interpretation and analysis of information.
Why and how do I evaluate information for accuracy, relevance and validity?
| Evaluate information based on relevance, validity and authority, currency, completeness, and bias
| 3-5
| LMS
| Website evaluation lesson: Rating Websites (Cybersmart) |
| | Differentiate between fiction and non-fiction | 3-5 | T/LMS
| |
| | Distinguish between relevant and irrelevant information in resources. | 3-5
| T/LMS | Trash n’ Treasure |
| | Determine usefulness of websites based on web searches based on summary for author’s expertise and domain. | 5
| LMS
| |
| |
Students record and summarize information using a chosen method. Take simple notes using a graphic organizer or using cards. | 4-5 | LMS/T
| Note-taking graphic organizer. |
| |
Use note-taking strategies including skimming for information, outlining, highlighting and underlining. | 4-5 | T / LMS | |
| | Take notes using a word processing program.
| 5
| LMS/T
| |
| |
Students will record bibliographic information about sources in MLA
format. Creates source cards and notecards using established
note-taking strategy | 4-5
| LMS/T
| Note-taking graphic organizer. |
STEP 5: SYNTHESIS
Students will synthesize information using a variety of skills and strategies.
Enduring Understandings/
Benchmark | Important to know and do: | GRADE | Responsible: Teacher/LMS
| Resources |
Students will synthesize and organize information from a variety of sources.
Organizes and summarizes information based on an outline or project description. | --States the main idea.
--Finds similar ideas in more than one source.
--Identifies evidence to support main idea.
--Draw conclusions based on the information found.
| 4-5 | T
| |
| | Use a word processing program to organize information into a rough draft | 4-5 | T/LMS
| |
| | Organize information following copyright rules and responsible use of information. | 3-5
| T/LMS | Whose is it anyway? – Cybersmart lesson. |
| | Creates a Works Consulted based on source citations and appropriate MLA format. Cites sources using established MLA format
| 4-5 | LMS
| Student’s Guide to Works Consulted.
|
Students will use appropriate technologies to create written, visual,
oral and multimedia to present research findings.
| Use appropriate
tools and procedures to organize, create and present conclusions
including word processing, drawing, and multimedia. | | | |
| | --Students will choose the right medium for the message. | 3-5
| T/LMS
|
LMS will provide tech. support and instruction. Easy-Tech lessons on word processing, drawing, and multimedia applications. |
Students will express their ideas and findings using effective oral presentation techniques.
| Use effective techniques of oral presentation to communicate ideas and information to an audience.
| 3-5
| T/LMS
| oral presentation rubric.
|
STEP 6: ASSESS THE PROCESS
Assess: Students will assess the effectiveness of their information choices for problem-solving and conducting research.
Enduring Understandings/
Benchmark | Important to know and do:
| GRADE | Responsible: Teacher/LMS | Resources |
Ongoing evaluation improves research, information skills and strategies. Students will assess the effectiveness of their information choices for problem-solving and research. How effectively was information used?
| Assess the effectiveness of the information gathered. --Use a project checklist. | 3-5 | T/LMS
| Self & peer-assessment |
| | Participate in peer evaluation and accept feedback from others to improve the product. | 3-5 | T/LMS | Peer-assessment |
| | Self-assesses the level of personal effort and quality of the product. | 3-5 | T/LMS | Self-assessment |
| | Assess the effectiveness of the tools used. | 3-5 | T/LMS | Self-assessment |
| | Identify goals for improvement or of further inquiry. | 3-5 | T/LMS | Self-assessment |
**The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com
290 Greenwich Avenue, Greenwich, CT 06830