NAME: HOMEROOM TEACHER:
Students will learn about the ‘BIG 6’ research process, and will incorporate the skills they have learned this year in the classroom, technology class, and media class, to complete an in-school research project. Students will have 80 minutes per specials round dedicated to this 100% in-school project. They will utilize time during technology and media class to complete the research, note-taking, summarizing/writing, and visual product parts of this project.
*Students will receive support for this project at school and are not expected to complete any of this project at home.
Part 1- Research:
Students will research information about a rock or mineral they have learned about in science.
Part 2- Summarizing Information:
After researching their rock or mineral, students will use the information learned, to persuade a consumer to select their rock as a “Pet Rock.” The reasons will be based upon the facts they learned during part one.
Part 3- Visual Product:
Students will choose one of the ways below to create an advertisement to persuade others to buy their “Pet Rock”.
1. Technology- Pixie 3 Advertisement
2. Technology- Frames Advertisement
3. Construction Paper Poster
(Use this as a checklist as you complete each step).
_____1. You will conduct research using the ‘Big 6’ guided research process provided in this packet.
_____2. You will utilize at least 3 resources to conduct your research, including the following:
_____ non-fiction books or textbooks
_____ encyclopedia
_____ internet resources (Galileo, Netrekker)
_____ *Optional Resource- classroom resources (if you have access to items needed)
_____3. Your project will consist of the following:
_____ Completed project packet (topic, resources, notes, and summary)
_____ Completing a visual product to share your project with peers (choose 1)
Visual Product Must Include:
___ 5 Facts about their rock/ mineral
___ Photos of their rock/mineral
___ Reason why their rock/ mineral would be the best “Pet Rock”

NAME: HOMEROOM TEACHER:
Reading for Informational Text CCGPS
CCRRI7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*
CCRRI9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
CCRRI10: Read and comprehend complex literary and informational texts independently and proficiently.
Writing
CCRW6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCRW8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Earth Science
S3E1. Students will investigate the physical attributes of rocks and soils. a. Explain the difference between a rock and a mineral. b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness). c. Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand). d. Determine how water and wind can change rocks and soil over time using observation and research..
NETS-S (1.Creativity and Innovation)
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
*We will make every effort possible to support students with technical and content information, staying on task, and following the schedule regarding this timeline. It is important that students do their best to stay on task, ask for help anytime needed, and attend class regularly in order to stay on schedule.
Note-Taking Strategies
Select Topic & Select Resources
Research Process (Taking Notes)
Summarizing Information
Visual Product- (Tech-Based or Poster Board)
(Estimated Beginning Dates)
Share Projects & Self-Evaluation of Learning
*Adjustments may need to be made due to school events, field trips, etc.
*We will adjust the project as needed to best support student learning.
*Our goal with this project is to model for our students how to use effective research skills.

NAME: HOMEROOM TEACHER:
RESEARCH PROJECT STEP-BY-STEP GUIDE
‘BIG 6’ Research Skills-
From: CRLS Research Guide- ‘Big 6 Skills’ Research
Step 1 - Task Definition (Define problem & identify information requirements of the problem)
Step 2 - Information Seeking Strategies (Determine possible sources & evaluate for best sources)
Step 3 - Location and Access ( Locate sources & find information within the sources)
Step 4 - Use of Information (Read, hear, & view information in the source & extract information from a source)
Step 5 - Synthesis: Putting it all together (Organize information from multiple sources & create a product )
Step 6 – Evaluation (Review product & Review the information-solving process- Student Reflection)
*You need to have a minimum of 3 Resources. If you need space for more resources see Mrs. B for another sheet.
Resource #1 is a: ___ Book ___Encyclopedia ___ Website
Author's Last Name: ___________________________ First Name: ________________________
Date Published: ________________________________________________________________
Title of Article: ________________________________________________________________
Place Published (books only): _____________________________________________________
Publisher (books only): __________________________________________________________
Volume Number (encyclopedia): _______________ Page Number(s): _____________________
The URL (websites only) is http://___________________________________________________
Date of Access: _________________________________________________________________
Resource #2 is a: ___ Book ___Encyclopedia ___ Website
Author's Last Name: ___________________________ First Name: ________________________
Date Published: ________________________________________________________________
Title of Article: ________________________________________________________________
Place Published (books only): _____________________________________________________
Publisher (books only): __________________________________________________________
Volume Number (encyclopedia): _______________ Page Number(s): _____________________
The URL (websites only) is http://___________________________________________________
Date of Access: _________________________________________________________________
Resource #3 is a: ___ Book ___Encyclopedia ___ Website
Author's Last Name: ___________________________ First Name: ________________________
Date Published: ________________________________________________________________
Title of Article: ________________________________________________________________
Place Published (books only): _____________________________________________________
Publisher (books only): __________________________________________________________
Volume Number (encyclopedia): _______________ Page Number(s): _____________________
The URL (websites only) is http://___________________________________________________
Date of Access: _________________________________________________________________

NAME: HOMEROOM TEACHER:
What is the Subject of this research? (Look at Step #1- Task Definition)
What facts are important about this subject?
Have additional facts? (Attach notebook paper if needed)
Fact #1.
Fact #2.
Fact #3.

NAME: HOMEROOM TEACHER:
Fact #4.
Fact #5.

NAME: HOMEROOM TEACHER:
Activity #1: Read and answer these questions about your project, before viewing other students’ projects.
A. What do you think went well?
B. What would you improve upon for next time?
A. What do you think went well?
B. What would you improve upon for next time?
3.
1.
2.
Activity #2: As you walk around the room and view other projects, list 3 that stood out to you and record the information requested below about each one.
Project Name/Subject Visual Product
(Technology Used/ Poster )
Something to Remember Something to Work On