~ helpful websites & project choice menu
~ ideas for planning, assessment, and student reflection
~ research, report & poster templates
© Jennifer Feldhaus. 2014. All rights reserved.
Table of Contents
Description
Page number
1
Product notes
3
2
Research Cycle & notes
3
Website resource list for teachers
5
4
Project Choice Menu
6
5
Student list: Websites For Research and Books for
Research
7
6
Countries of the World Research Notes
7
Countries of the World: Draft paper
11
8
Countries of the World: Final Draft Paper
12
9
Project Choice Menu: Poster templates
10
Student & Teacher Check-in (conference)
16
11
Student Reflection
17
12
Student Assessment Rubric
18
13
Credits & Product notes
19
3-4
8-10
13-15
© Jennifer Feldhaus. 2014. All rights reserved.
Product Notes:
This product came about because the school where I teach has recently adopted an inquiry
based curriculum for science and social studies with an integrated thematic approach. This new
program gives teachers units and a sequence for lessons, but not much in the way of
resources to complete those lessons. Most lessons say something like ‚Students will research
______ and present to the class on their findings. Here is a list of websites to help them get
started.‛ I found that my students simply needed more structure, at least initially while doing
their research.
With that in mind, I set out to create a product that could be used to facilitate and organize
their research into smaller, more manageable steps without taking away from the open ended
nature of inquiry based learning. It is working well so far for my third graders, and I hope you
also find this useful in your own classroom!
-Jennifer Feldhaus
Research Cycle
Teachers may choose for students to complete certain steps as a homework. I will typically have my
students complete all steps of the first research project of the year in class and gradually give my
students more home responsibility as we do more projects. Here, its important to know your students
and scaffold accordingly.
Description
Estimated
Length of Time
1. Project entry point
The teacher displays completed projects or otherwise
‘hooks’ students into the idea of the project through
an introduction to the big idea or focus area.
30 min.
2. Student
expectations
The teacher introduces the students to the project
objectives, requirements, and assessments. The
teacher allows time for student questions.
15-30 min.
3. Student exploration
Students are able to explore the focus area through
websites or books with a variety of information on the
chosen research project.
45 min. +
4. Student Selection of
a topic
Students should select a topic of interest within the
project’s parameters. In this case, they will choose a
specific country. The teacher will assess topics for
relevancy, research availability, and difficulty level for
each student before approval.
15 min. or as
needed
Steps in the Cycle
© Jennifer Feldhaus. 2014. All rights reserved.
Research Cycle
Steps in the Cycle
Estimated
Length of Time
Description
5. Independent and/or
group research for
topic chosen
Students use resources available to them, typically
books, websites, encyclopedias, magazines, interviews,
etc. to research his/her/their topic. (See: pp. 5-8)
2-4 45 min.
sessions
6. Rough draft of
report
Students use research to write a rough draft of their
report
45 min. - 90
min.
7. Editing of rough
draft
Editing of draft paper can be done by the teacher, by
peers, or by both.
45 min.
8. Final draft
Students should write a final draft of their report.
45 min.
9. Project choice menu
Students choose from a list of ‘products’ to complete
for their project. The project choice menu serves to
deepen student understanding as well as appeal to
multiple intelligences and facilitates inquiry learning
through guided choice. (See: p. 6)
3-4 45 min.
class periods
10. Student & Teacher
Check-In
(Conference)
Student & Teacher check-n to make sure there is a
plan for finishing the project on time. You may choose
to use this will all students or just ones that need extra
help with organization.
5 min. for each
student
11. Student
Presentations
Typically, students will share their research report and
project choice menu products with the class and/or
other visitors. This can be done as a whole group, or
in a ‘convention style’ where students set up projects
and do mini-presentations to those browsing the
projects at the same time.
45 min. or more
depending on
style of
presentations
12. Exit point: student
reflection
Students reflect on how they did individually and/or how
their class performed as a whole.
45 min.
© Jennifer Feldhaus. 2014. All rights reserved.
Web Research: Teacher Guide
Website
Reading Level
Comments
http://www.sciencekids.co.nz/sciencefacts/countries.html
intermediate
Country profiles for countries,
not a complete list
http://www.timeanddate.com/holidays/
intermediate
Lists for holidays celebrated in
each country
https://www.cia.gov/library/publications/the-world-factbook/
Intermediate/
advanced
Information and a gallery of
pictures for each country
http://www.atlapedia.com/online/country_index.htm
advanced
Detailed information for each
country including history,
geography, population and
other statistics
http://www.factmonster.com/countries.html
Intermediate/
advanced
Detailed information for each
country
http://www.studentsoftheworld.info/menu_infopays.html
Intermediate
Provides statistical information
in graphs and charts that are
easier to understand
http://www.timeforkids.com/around-the-world
Intermediate
Country profiles and
photographs; not a complete
list
Project Choice Menu Ideas
The project choice menu is located on page 6. Assign students a target for how many points they
will need to complete the menu. The number of points needed will depend on time and intended
difficulty level of the project.
Often, I will assign my more advanced students a higher number of points needed or assign certain
tasks as ‘bonus points’. The last option (# 10) is intentionally left open to allow for further student
choice if needed. Another option might be to require more advanced students to complete #10.
In the ‚must do‛ blank, I will often require students to complete the research paper option. This may
depend on your goal for the project and how much time is available.
© Jennifer Feldhaus. 2014. All rights reserved.
Name______________________________________
Date ____________
Project Choice Menu
I need __ total points.
To complete my project, I must do ______________________.
#
Title
Description
Points
1
Research Report
Use your research to write about your country. Edit
your draft and write a final copy.
20
2
Country Flag
Use art supplies to recreate your country’s flag in
a creative way
5
3
Country map
Draw your country’s outline on poster paper and
label the capital city, bordering countries, and
geographical features.
5
4
Country Facts
Poster
Create a poster displaying facts about your country
5
5
Country 3D Model
Create a 3D model of your country and include its
geographical features
10
Cultural Dress
Research the cultural dress from your country and
come to school dressed as a person from that
culture. Explain your cultural dress to the class.
10
Traditional Food
Choose a traditional recipe from your country to
cook and share with the class. Share the directions
for the recipe with the class.
10
Traditional Story
Research a traditional story/folktale/myth/legend
etc. from your country. Retell it for the class using
props, costumes, or puppets.
10
9
Languages
Learn 5 or more words/phrases from a language
spoken in your chosen country. Make a poster
displaying the words in English and in the language
researched. Teach the class how to pronounce
these words.
10
10
Student Choice
Choose an additional product not listed above with
the approval of your teacher.
10
6
7
8
© Jennifer Feldhaus. 2014. All rights reserved.
Name______________________________________
Date ____________
Websites for Research
#

website
1

2

3

4

5

Books for Research
#
Title
Author
Pages
1
2
3
4
5
© Jennifer Feldhaus. 2014. All rights reserved.
Name______________________________________
Date ____________
Country Name:
Location & Geography
Continent:
Hemisphere:
Weather & Climate:
Bordering Countries:
Interesting Landforms & bodies of water:
Politics, Society & Economy
Capital City:
Population:
Currency:
Leader:
Religions:
Languages:
Government:
Industry & Trade:
© Jennifer Feldhaus. 2014. All rights reserved.
Name______________________________________
Date ____________
Country Name:
Holidays, Celebrations, and Culture
Describe the traditional dress, holidays, food, etc.
Flag
Sketch a picture of the country’s flag
© Jennifer Feldhaus. 2014. All rights reserved.
Name______________________________________
Date ____________
Borders
Sketch a picture of the country’s shape and label it’s capital, bordering
countries, and bordering bodies of water (oceans, seas, etc.).
© Jennifer Feldhaus. 2014. All rights reserved.
Name______________________________________
Date ____________
Research Rough Draft
________________________________
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© Jennifer Feldhaus. 2014. All rights reserved.
Name______________________________________
Date ____________
____________________________
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© Jennifer Feldhaus. 2014. All rights reserved.
5 Interesting Facts About
_______________________________
1.
2.
3.
4.
5.
5 Interesting Facts About
_________________________________
1.
2.
3.
4.
5.
© Jennifer Feldhaus. 2014. All rights reserved.
Poster template: one ‘five interesting facts’ template for each student completing a poster
Poster template: one profile for each student completing a poster
© Jennifer Feldhaus. 2014. All rights reserved.
Country Name:
Leader:
Capital City:
Languages:
Currency:
Population:
Major Religions:
Leader:
Capital City:
Languages:
Currency:
Population:
Major Religions:
Country Profile
Country Name:
Country Profile
Industry/Trade
Government
Culture
Geography
Poster template: one page for each student completing a poster
© Jennifer Feldhaus. 2014. All rights reserved.
Student & Teacher Check-in
Student Name:
Date:
Question
Notes
What stages of the research paper are
1 complete? (research, draft, revising/editing, final)
2 Which products did you choose from the menu?
Which products are finished? Which products still
3 need to be finished?
My Plan:
I agree to have my project finished by ___________.
Student Signature _________________ Teacher Signature _________________
Student & Teacher Check-in
Student Name:
Date:
Question
Notes
What stages of the research paper are
1 complete? (research, draft, revising/editing, final)
2 Which products did you choose from the menu?
Which products are finished? Which products still
3 need to be finished?
My Plan:
I agree to have my project finished by ___________.
Student Signature _________________ Teacher Signature _________________
© Jennifer Feldhaus. 2014. All rights reserved.
Student Self Assessment
Student Name:
Date:
Standard
1. I could do this better next time.
2. I did okay.
3. I did very well at this.
1
I was able to gather the resources I needed to
finish my project.
1
2
3
2
I learned many new things about the country I
researched for my project.
1
2
3
3
I chose carefully and put effort into my project
products.
1
2
3
1
2
3
4
I was able to explain and answer questions
about my project during my presentation.
Notes:
Score:
Student Self Assessment
Student Name:
Date:
Standard
1. I could do this better next time.
2. I did okay.
3. I did very well at this.
1
I was able to gather the resources I needed to
finish my project.
1
2
3
2
I learned many new things about the country I
researched for my project.
1
2
3
3
I chose carefully and put effort into my project
products.
1
2
3
1
2
3
4
I was able to explain and answer questions
about my project during my presentation.
Notes:
Score:
© Jennifer Feldhaus. 2014. All rights reserved.
Assessment Rubric for Countries of the World Project
Student Name:
Date:
Standard
1. Beginning 2. Developing 3. Mastering
1
The student is able to gather information from
simple sources. (research)
1
2
3
2
The student is able to communicate their
knowledge and understanding to ask and answer
questions about their project. (presentation)
1
2
3
3
Be able to identify activities and cultures which
are different from but equal to their own
(knowledge)
1
2
3
4
Be able to design and make products to meet
specific needs (project)
1
2
3
Notes:
Score:
Assessment Rubric for Countries of the World Project
Student Name:
Date:
Standard
1. Beginning 2. Developing 3. Mastering
1
The student is able to gather information from
simple sources. (research)
1
2
3
2
The student is able to communicate their
knowledge and understanding to ask and answer
questions about their project. (presentation)
1
2
3
3
Be able to identify activities and cultures which
are different from but equal to their own
(knowledge)
1
2
3
4
Be able to design and make products to meet
specific needs (project)
1
2
3
Notes:
Score:
© Jennifer Feldhaus. 2014. All rights reserved.
Thank you for purchasing!
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Copyright © 2014 Jennifer Feldhaus
All rights reserved by author.
Permission to copy for single classroom use only.
Electronic distribution limited to single classroom use only.
Not for public display.
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