NAME:
HOMEROOM TEACHER:
GRADE 5- TECHNOLOGY/MEDIA RESEARCH PROJECT
PROJECT FOCUS:
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.
PROJECT PARTS:
Connection to History- Research- Part 1 of Project:
Students will gather research about a major event they have learned about in social studies this year. They may use
information learned in their social studies classes (notes, text, activities, etc.) as well as information researched using the
resources and steps in this packet. Most of the information for this part of the project has already been introduced, taught
and assessed in the regular classroom. We will utilize the 5th grade GPS in selecting appropriate events to research. All
subject matter selected must be approved and must be appropriate for elementary students.
Connection to Current Times- Technology-Part 2 of Project:
After researching their subject, students will reflect upon and share how this event might have been different if people
during that time period had access to today’s technologies. (Be creative!) 
Connection to Learning-Visual Product- Part 3 of Project:
Students will choose one of the ways below to share their research project information with their peers:
1. Technology-Based Product- Students will choose 1 of the following programs (available at school) to create a visual
display to share with other students (IE: Power Point, Pixie 3, Frames, or Photo Story. (All technology related programs
and support will be provided by our school, via the computer lab or media center).
2. Poster-Board Product- Students may share their information via a poster board if they prefer. (*Please note- if a poster
board product is selected, then the student will be responsible for providing the poster board, crayons/ markers, etc. to
complete this project). Time will be provided in technology & media class to complete the project, and photos/ pictures
and typing may be completed/ printed out in the computer lab.
PROJECT GUIDELINES: (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 book, social studies textbook
_____ encyclopedia
_____ internet resources (Galileo, Netrekker)
_____ *Optional Resource- classroom resources (if you have access to items needed)
_____3. Your project will consist of the following:
_____ Using the skills learned in your regular classes, technology, and media class to research information
_____ Taking notes from the resources listed above (note-taking pages-provided by tech/media class)
_____ Summarizing the information researched (paper- provided by tech/media class)
_____ Including information about how today’s technologies might have impacted your event
_____ Completing a visual product to share your project with peers (choose 1)
*Technology Product- technology programs & equipment- provided by tech/media class
* Poster Board Product- poster board, crayons, glue or markers- provided by student
NAME:
HOMEROOM TEACHER:
Fifth Grade- Media/ Technology Research Project (Related CCGPS):
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.
Historical Understandings- UNITED STATES HISTORY SINCE 1860
In fifth grade, students continue their formal study of United States history. As with fourth grade, the strands of
history, geography, civics, and economics are fully integrated. Students study United States history beginning with
the Civil War and continue to the present. The geography strand emphasizes the influence of geography on U. S.
history. The civics strand emphasizes concepts and rights as outlined in amendments to the U. S. Constitution. The
economics strand uses material from the historical strand to further understanding of economic concepts.
NETS-S (1.Creativity and Innovation)
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using
technology.
Project Timeline:
*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.
Skill
Specials Round
(Estimated Beginning Dates)
Note-Taking Strategies
Select Topic & Select Resources
Research Process (Taking Notes)
Summarizing Information
Visual Product- (Tech-Based or Poster Board)
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)
Step #1-Task Definition (The event in history I will focus on):
Steps #2 & #3- Information Seeking Strategies (3 resources used to complete this project):
You need to have a minimum of 3 Resources. You are welcome to use more-See Mrs. B for another sheet if needed.
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:
Step #4: Location and Access- (Taking Notes from Resources)
Questions to Answers During the Research Process
FACTUAL QUESTIONS:
What is the Subject of this research? (Look at Step #1- Task Definition)
When did this event take place?
Where did this event take place?
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.
INTERPRETIVE QUESTIONS
(Here are some examples to use with future research projects as needed. They are not needed for this project):
Hypothetical: How would things be different today if something in the past had been different?
Prediction: How will something look or be in the future, based on the way it is now?
Solution: What solutions can be offered to a problem that exists today?
Comparison or Analogy: Find the similarities and differences between your main subject and a similar subject, or with another subject in the same time period/place.
Judgment: Based on the information you find, what can you say as your informed opinion about the subject?
Step #4 (Continued) Interpretive Question For This Project- (Hypothetical):
How would things have been different during the event you researched, if there were
access to today’s technologies? (Use notebook paper if needed)
Step #5-Visual Product (Technology Project or Poster Board)
NAME:
HOMEROOM TEACHER:
Step #6 Evaluation- Student Reflection
Activity #1: Read and answer these questions about your project, before viewing other students’ projects.
1. Think about the research process…
A. What do you think went well?
B. What would you improve upon for next time?
2. Think about the visual product you created to represent your research…
A. What do you think went well?
B. What would you improve upon for next time?
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 )
1.
2.
3.
Something to Remember
Something to Work On