Sale!

Inspiring Inquiry Driven Research

$40.96 $24.99

Rigorous inquiry begins with the right question. These lessons and strategies will help you support middle-upper grade students in crafting a solid question to guide their research and reflection, provide a road map to structure learning, and offer up ideas for a final product through infographics.

Lesson: Crafting High Quality Questions

Students will analyze questions and collectively develop a standard for high quality questions. Based
on this standard, students will craft their own question for further research and discovery.

Research Road Map

This strategy is a scaffold to help guide the student research process. Students will start with a question; analyze potential sources to use to answer the question; and then map out their moves toward an end goal.

PQH^2:Problem-Question-Hypothesis

This process helps students better understand a particular context or problem prior to drafting questions for research. Your first step will be to facilitate an experience for students to unearth a problem. Students will then come up with a question to research; develop a hypothesis for what they might learn through this journey; and revisit this (PQH) process through reflection and iteration.

Infographic

Lesson: Collecting Data in the Real World

During the research phase of a unit or project, students will learn how to collect their own data—
both qualitative and quantitative—by learning about various research methodologies at six different
learning stations. Students will ultimately identify the most appropriate form for their groups’ research
and undertake steps to prepare to collect data in the real world.

Goal Setting

This strategy helps students develop their own specific and measurable goals with clear benchmarks for reflection.

Description

Introduction

This collection of strategies and lessons are bundled together to help educators who are interested in attempting inquiry-driven research and need some direction for the logistics, or are hoping to improve how they facilitate the process for deeper learning. The grade levels intended for these resources vary from 7-12 grade. CraftED’s strategies included are intended to be used across projects and classes (meaning they are not content specific). Lessons included in this bundle are interdisciplinary and although specify individual standards and content areas, they can be used in any class where inquiry- driven research may be used as a vehicle for student learning.

Underlying these resources are the following beliefs:

1) Students will remain more engaged when they are driven to answer their own questions related to content.
2) To sustain inquiry, an effective question must be at the root of student learning
3) The teacher is an active facilitator of this process
4) To ensure deeper learning rigor must be upheld through structures and ongoing, various forms of assessment

Suggested Implementation Sequence:

1. Strategy: PQH2
Begin the inquiry-driven process by asking students to identify a problem, question and hypothesis for what they think they may learn as a result of their research process. This is an excellent foundation for students to return to throughout the research process to document and reflect upon their learning.

2. Lesson: high quality questions
As part of the PQH2 strategy, students will need to identify an effective question- use this robust lesson to help facilitate this process.

3. Research road map
Students will need a way to plan out their inquiry-driven research journey. Use the steps and student handout provided in this strategy to help students develop ownership and management over their learning through this research process. This tool can also be used to elicit reflection and document learning.

4. Goal Setting
To further develop student agency now is a good time to discuss goals and time management in the research process. Use this strategy in tandem with CraftED’s Research Road Map, specifically to help students complete step 6 (“ultimate goal”) of the graphic organizer.

5. Lesson: data collection in the field
As students are using the road map strategy and thinking through where they may want to collect data, use this lesson to help them think about places outside of the classroom. This lesson will expose students to several types of data collection in the real-world, that will help them consider the best fit for their specific topic and question.

6. Strategy: Infographic
As students continue through the inquiry-driven process it is helpful to have an external purpose for their learning. A final product that showcases what they have learned, such as an infographic, will create an authentic audience and also serve as a conceptual framework for distilling all the information they have collected throughout this process.

Items included in this bundle:

Additional information

4-6

7-9

10-12

Bundle

Adventurous

Research, Inquiry and Analy

Lesson: Crafting High Quality Questions

4-6

7-9

10-12

Deeper Learning Lesson

Adventurous

Research, Inquiry and Analy

Additional Information

Grade level
5–10

Content areas covered
ELA, social science, and science, with integration opportunities in all other content areas

Total time
3 hours

Learning targets
Deeper Learning competencies:
Think critically and solve complex problems (b)
Work collaboratively (a)
Learn how to learn (e, h, m)

Standards
CCSS (ELA W-8, W-9, RL1,2,8 WL-9)
NGSS 1 Scientific and Engineering Practices, Asking Questions

Experience snapshot
Students will analyze questions and collectively develop a standard for high quality questions. Based on this standard, students will craft their own question for further research and discovery. This inquiry-based experience is an excellent launch for any student-led inquiry project, unit, or process, as it will set students up with high quality questions to ask over the course of their research journey.

Research Road Map

4-6

7-9

K-3

Foundational Strategies

Research, Inquiry and Analy

Adventurous

Additional Information

Deeper Learning Spotlight
Think critically and solve complex problems (c, d)
Learn how to learn (a, b, c, e, g)

Target Audience
Grades: K–8
Content areas: all

The What
This strategy is a scaffold to help guide the student research process. Students will start with a question; analyze potential sources to use to answer the question; and then map out their moves toward an end goal.

The Why
When students research, they are involved in the process of seeking answers to questions that are not always straightforward. This can be daunting and thus research requires strong skills. This strategy adopts a student-centered approach to research that helps students generate their own directions and actions, with guidance from a facilitator. This strategy builds important life skills, is essential to deeper learning, and allows students to develop ownership over their learning.

PQH^2:Problem-Question-Hypothesis

7-9

10-12

Foundational Strategies

Design Thinking & Maker

Research, Inquiry and Analy

Tools For Reflection

Reflective

Additional Information

Deeper Learning Competency Spotlight
Think critically and solve complex problems (b, c, f)
Learn how to learn (e, m)

Target Audience
Grades: 9–12
Content areas: Social science, science, ELA, math

The What
This process helps students better understand a particular context or problem prior to drafting questions for research. Your first step will be to facilitate an experience for students to unearth a problem. Students will then come up with a question to research; develop a hypothesis for what they might learn through this journey; and revisit this (PQH) process through reflection and iteration. Doing so results in a greater depth of empathy, content mastery, and problem solving skills. Use this strategy when launching a research process/project/unit or use it for the early stages of the Design Thinking process. For more information on Design Thinking, refer to CraftED Curriculum’s User Guide or its Pinterest board: Design Thinking/Making.

The Why
The PQH2 process helps build students’ skill sets related to empathy and problem-solving. In traditional research, projects, units, or other academic processes, students will typically pose a question, answer it, and complete the assignment with minimal reflection. In contrast, the PQH2 strategy encourages students to grow with a question, and perhaps even change their question and how they respond to it as they unearth more information and deepen their learning.

Infographic

4-6

7-9

10-12

Foundational Strategies

Research, Inquiry and Analy

Collaborative

Additional Information

Deeper Learning Competency Spotlight
Master core academic content (a, d)
Work collaboratively (a)
Communicate effectively (a, b, f)

Target Audience
Grades: 6–10
Content areas: All

The What
Students will create an infographic, a visual image such as a chart or diagram used to represent information or data. Students will work in a small group to collect data on a specific topic from various and diverse sources. They will then synthesize (summarize) and analyze their findings, and ultimately create a simplified, graphic representation of relationships and connections between terms, ideas, and concepts.

The Why
This process requires students to do more than summarize their findings—it requires them to analyze what they discovered; communicate with their group about it; and apply what they learned by creating a graphic representation. This strategy will challenge students to be succinct and clear in how they communicate and articulate what they know to a specific audience.

Lesson: Collecting Data in the Real World

4-6

7-9

10-12

Deeper Learning Lesson

Adventurous

Real-World Work

Additional Information

Grade level
6–10

Content areas covered
ELA and science, with strong integration opportunities in math and cross-curricular thematic connections in all other subject areas

Total time
4–5 hours

Learning targets
Deeper Learning competencies:
Master core academic content (b, d, e, d, g, h)
Think critically and solve complex problems (a, c, d, e, f)
Work collaboratively (a)
Communicate effectively (a)
Learn how to learn (a, b, I, m)

Standards
CCSS ELA SL-1, SL-6, W-7, W-8, W-9, RI-7
NGSS Science-Scientific and Engineering Practices: Planning and Carrying Out Investigations

Experience snapshot
During the research phase of a unit or project, students will learn how to collect their own data—both qualitative and quantitative—by learning about various research methodologies at six different learning stations. Students will ultimately identify the most appropriate form for their groups’ research and undertake steps to prepare to collect data in the real world.

Note: For a social science or ELA class, students should have already developed a topic and essential question for their research. For a science class, this lesson could be used as an initial form of data
collection prior to developing a hypothesis. In an engineering class, use this lesson in the early stages of Design Thinking, prior to identifying a problem.

Goal Setting

10-12

4-6

7-9

K-3

Foundational Strategies

Tools For Reflection

Reflective

Additional Information

Deeper Learning Spotlight
Learn how to learn (a, c, e, f, g)
Develop academic mindsets (d, e)

Target Audience
Grades: 3–10
Content areas: All

The What
At any given time, students need to be aware of others’ goals. They also need to be able to plan and perform to meet a goal, and to generate their own goals. This strategy helps students develop their own specific and measurable goals with clear benchmarks for reflection.

The Why
Deeper learning requires students to identify and work toward goals—both individually and as a group. Identifying and attaining goals are skills that are often expected of young students, but rarely explicitly taught. This strategy scaffolds the goal-generation process to allow students to gain ownership over their learning while teaching them a valuable life-long skill. This strategy goes beyond simply teaching students to write goals; they will also learn how to identify clear steps to take toward reaching their goal and how to pinpoint resources that can support them in their endeavors.

Reviews

There are no reviews yet.

Only logged in customers who have purchased this product may leave a review.

Lesson: Crafting High Quality Questions

Students will analyze questions and collectively develop a standard for high quality questions. Based
on this standard, students will craft their own question for further research and discovery.

Research Road Map

This strategy is a scaffold to help guide the student research process. Students will start with a question; analyze potential sources to use to answer the question; and then map out their moves toward an end goal.

PQH^2:Problem-Question-Hypothesis

This process helps students better understand a particular context or problem prior to drafting questions for research. Your first step will be to facilitate an experience for students to unearth a problem. Students will then come up with a question to research; develop a hypothesis for what they might learn through this journey; and revisit this (PQH) process through reflection and iteration.

Infographic

Lesson: Collecting Data in the Real World

During the research phase of a unit or project, students will learn how to collect their own data—
both qualitative and quantitative—by learning about various research methodologies at six different
learning stations. Students will ultimately identify the most appropriate form for their groups’ research
and undertake steps to prepare to collect data in the real world.

Goal Setting

This strategy helps students develop their own specific and measurable goals with clear benchmarks for reflection.