Grade Levels

4 - 12

Objectives

    Students will investigate sources of accurate, current information about the Chesapeake Bay and will develop skills useful for topic selection and library research by:

• brainstorming   topic concept;
• organizing    conceptual component;
• using    library resources;
• communicating    needs via telephone and letter.

Standards of Learning

Science:

• Grade Four: 4.1, 4.5, 4.8
• Grade Six: 6.1, 6.2
• Life Science: LS.1, LS.12

English:

• Grade Four: 4.4, 4.5, 4.7, 4.8, 4.9
• Grade Five: 5.7, 5.8
• Grade Six: 6.1, 6.2, 6.7, 6.8, 6.9
• Grade Seven: 7.8, 7.10
• Grade Eight: 8.1, 8.4, 8.5
• Grade Nine: 9.4, 9.6, 9.7, 9.8
• Grade Ten: 10.1, 10.2, 10.7, 10.8, 10.9, 10.10
• Grade Twelve: 12.6, 12.7, 12.8, 12.9, 12.10, 12.13

Computer/Technology:

• Grade Five: 5.4

Background

    Select a Good Topic. This is an important step in the research process. The topic should be one that interests the student, one on which a variety of resource materials are available, and, most important, a topic that is not too general. It would be difficult to write a good research paper about "the ocean" or "the Chesapeake Bay" because the topic is just too large. The teacher should help the student focus on a particular aspect of the Bay such as submerged plants, sailing ships, or beach fossils. Brainstorming is an excellent way to organize ideas for topics (see "Procedure").

    Finding Information. Prior to starting the research assignment, the teacher should investigate available sources of information. Discuss with students the various sources of information and encourage all students to utilize at least four or five different sources in preparing their reports. Develop an in-class library of Chesapeake Bay resources. Publications and information sheets can be obtained by writing or calling state and local agencies and conservation groups. Do not assume that all of your students have the necessary letter writing skills or conversational skills to do this without some assistance and instruction.

(A Chesapeake Bay resource list and a list of possible sources of information are included and may be printed for use.)

    Keep Organized. For most students, learning how to do the research is more important than completing the research "product." A project time log helps students manage their time. (A suggested project time log format is included.)

    Share the Results. Students will take greater pride in their work if they are given the opportunity to share what they have learned. Have a "Chesapeake Bay Seminar" when students can teach the class (not just read their papers aloud) what they have learned about the Bay.

Materials

• copies of Finding the Answers, Time Log,   and    Research Card    (1 per student)

Procedure

    Following are four in-class activities that can help make the "ordeal" of researching a paper a little less painful. Included are materials to help students organize their research efforts. Finding the Answers, & a Time Log/Research Card worksheet provide suggested formats for students to plan research. Any of these forms may be printed for use and modified as desired.

1. Brainstorming about the components of a concept helps students grasp how a topic is structured and may be divided. To brainstorm a Chesapeake Bay topic list:
   • Write the words "Chesapeake Bay" on the chalkboard. Ask students to list things that they know to be part of the Bay. Put at least 25 of these on he board. Some sample contributions might be: fishing, pollution, crabs, acid rain, salt water, sand, tour boats, U.S. Navy, low tide, eelgrass, phytoplankton, pound nets, MARPOL, deadrise, sharks, salt wedge, and tourists.

   • Now make collections of small groups of the terms that have something in common and assign a descriptive label to each, e.g. fishing, sharks, crabs, pound nets (label: living resources); salt water, acid rain,pollution (label: water quality); U.S. Navy, deadrise, tour boats (label: vessels).

   • Map the class concept of the Bay on the board.

     Chesapeake Bay
     Vessels	Living Resources	Water Quality
     1. Navy	1. fishing	1. salt water
     2. deadrise	2. sharks	2. acid rain
     3. tour boats	3 crabs	3. pollution
     	4 pound nets
     	5. eelgrass

     
     

   • The topic areas so identified (vessels, living resources, and water quality in the example) can be used as research topics, and the terms listed under each suggest some specific things to investigate.

   • If the topic areas are still too broad (and those in the example given probably are), narrow down the topic by selecting just one of the Bay-related terms and repeat the concept mapping exercise based on that term only. If, for example, "fishing" was selected, the resulting concept map might look something like this:

     Fishing
     Gear	Fishing	Laws
     1. gill nets	1. spot	1. Marine Resources Commission
     2. fishing rod	2. flounder	2. limited access
     3. crab pots	3. bluefish	3. moratorium
     4. tackle shops	4. fishing boat

   
   The topics "Chesapeake Bay fishing laws," "Chesapeake Bay sport fishing," or "Chesapeake Bay fishing gear" are narrow enough to be easy to research.

2. Information scavenger hunt. Announce to the class that they are going on a scavenger hunt...for information. If necessary, make arrangements with the librarian for a short preparatory "using the library" lesson. Take the class to the library and tell them they are to look for interesting facts about the Chesapeake Bay. They will receive one point for each fact discovered and five points for each different resource they use (i.e. magazine, newspaper, books, encyclopedia, atlas, map). The students record each fact and note the source. Allow thirty minutes for the hunt, then assemble the class to share the facts they have found and provide two small prizes: one to the person with the most points; and the other to the person who finds the most interesting fact (determine by class vote). The list of facts can provide good topics for further research, could be the source for future scavenger hunts (teacher provides the list of facts, students search for sources) or could be used for a game of "what's the question?" (teacher supplies the answer, students have to think of a correct question).

3. Reach out and phone someone. This is a role-playing activity where students practice requesting information over the telephone. Bring in two telephones to be set up on two tables in the front of the room. With the students, develop a list of "things to do and say on the phone." Include such things as:
   • introduce yourself;
   • clearly state the type of information you want;
   • give your age or grade;
   • tell where to send the information;
   • indicate when you need the information
   • thank the individual for the assistance.

   
       Ask students to role play the parts of students requesting information. The teacher takes the role of a state agency or industry representative responding to each request. After each role play the class can critique the exchange, pointing out strengths and weaknesses.

4. Write for information. Use the Chesapeake Bay resource list ("Information Sources") supplied and assign each student an agency or organization. Together, construct a basic letter requesting information about the Bay. Display this letter on the overhead or board. Make changes as necessary until all students are satisfied with the letter. Be sure that it includes the following:
   
   • description of the topic;
   • a deadline date by which you need the information;
   • identify the kind of information you need;
   • your grade level;
   • your address (preferably on a self-addressed/stamped envelope);
   • a "thank you."
       Each student follows the format of the form letter to request specific information from the assigned agency or organization.

Variations

    Research assignments for elementary children pose some special problems. Many students have no helpful resources at home, and their families are unable to provide assistance with community resources. The elementary teacher must ensure that all students have access to research materials appropriate to their abilities. As young children typically have few independent study skills, it is also important that the teacher divide the research project lesson plan into small "bite-sized pieces," each with specific directions and each focusing on a research skill (e.g. using the index in a reference book or using the author card catalog).

Where

When

Printable Worksheets