"Building and Communicating Knowledge through Research: The Inquiry and Writing Processes"
Link: Module 3
In Module 9.3, students engage in an inquiry-based, iterative process for research. Building on previous work with evidence-based analysis, students explore topics of interest, gather research, and generate an evidence-based perspective to ultimately write an informative/explanatory research paper that synthesizes and articulates their findings. Students use textual analysis to surface potential topics for research, and develop and strengthen their writing by revising and editing.
Module 9.3 Focus Skills& Habits:
- Close reading & annotation of non-fiction texts
- Conduct independent searches and assess sources for credibility, relevance, and accessibility
- Develop, refine, and select inquiry questions for independent research
- Collect and organize evidence from research to support analysis in writing
- Generate an evidence-based perspective from research
-Revision & editing of writing
- Utilize rubrics for self-assessment and peer review of writing
- Use technology to publish and enhance research findings
In a digital world, students have access to an unprecedented amount of information. In Module 9.3, students cultivate an ability to sort through information to determine its validity and relevance. This module engages students in an inquiry-based research process using a rich extended text, Temple Grandin’s Animals in Translation: Using the Mysteries of Autism to Decode Animal Behavior, to surface potential topics that lead to a process of individually driven inquiry, research, and writing. This process begins collaboratively and guides students through forming effective questions for inquiry, gathering research about a topic of interest, assessing the validity of that information, generating an evidence-based perspective, and writing an informative/explanatory research paper that synthesizes and articulates their findings.
Texts: (Many of the Resources are available HERE)
Unit 1:
Grandin, Temple, and Catherine Johnson. Animals in Translation: Using the Mysteries of Autism to Decode Animal Behavior
Unit 2: Student research sources will vary: Students choose texts for research based on their individual research question/problem. Model Research Sources:
• "The Brains of the Animal Kingdom" The Wall Street Journal
• "Minds of Their Own: Animals Are Smarter Than You Think" National Geographic
• "Think You’re Smarter Than Animals? Maybe Not" The New York Times
• "Monkeys Can Perform Mental Addition" ScienceDaily
• "Animal Intelligence: How We Discover How Smart Animals Really Are" Encyclopedia Britannica Blog
Unit 3: Student research sources will vary*
Description adapted from EngageNY
Updated 1/5/15 (KBW)
Link: Module 3
In Module 9.3, students engage in an inquiry-based, iterative process for research. Building on previous work with evidence-based analysis, students explore topics of interest, gather research, and generate an evidence-based perspective to ultimately write an informative/explanatory research paper that synthesizes and articulates their findings. Students use textual analysis to surface potential topics for research, and develop and strengthen their writing by revising and editing.
Module 9.3 Focus Skills& Habits:
- Close reading & annotation of non-fiction texts
- Conduct independent searches and assess sources for credibility, relevance, and accessibility
- Develop, refine, and select inquiry questions for independent research
- Collect and organize evidence from research to support analysis in writing
- Generate an evidence-based perspective from research
-Revision & editing of writing
- Utilize rubrics for self-assessment and peer review of writing
- Use technology to publish and enhance research findings
In a digital world, students have access to an unprecedented amount of information. In Module 9.3, students cultivate an ability to sort through information to determine its validity and relevance. This module engages students in an inquiry-based research process using a rich extended text, Temple Grandin’s Animals in Translation: Using the Mysteries of Autism to Decode Animal Behavior, to surface potential topics that lead to a process of individually driven inquiry, research, and writing. This process begins collaboratively and guides students through forming effective questions for inquiry, gathering research about a topic of interest, assessing the validity of that information, generating an evidence-based perspective, and writing an informative/explanatory research paper that synthesizes and articulates their findings.
Texts: (Many of the Resources are available HERE)
Unit 1:
Grandin, Temple, and Catherine Johnson. Animals in Translation: Using the Mysteries of Autism to Decode Animal Behavior
Unit 2: Student research sources will vary: Students choose texts for research based on their individual research question/problem. Model Research Sources:
• "The Brains of the Animal Kingdom" The Wall Street Journal
• "Minds of Their Own: Animals Are Smarter Than You Think" National Geographic
• "Think You’re Smarter Than Animals? Maybe Not" The New York Times
• "Monkeys Can Perform Mental Addition" ScienceDaily
• "Animal Intelligence: How We Discover How Smart Animals Really Are" Encyclopedia Britannica Blog
Unit 3: Student research sources will vary*
Description adapted from EngageNY
Updated 1/5/15 (KBW)