I found as a librarian that I could teach many of the skills for safe research using reliable resources through a project that the students were passionate about the topic. They were so excited about their topic and the new information that they were finding about the topic and the concerns and struggles, and so consumed with brainstorming ideas for helping that they were learning about research without realizing it.

They learned that google is a search engine --not the be all end all of the research process. Good for a quick definition but not the only resource out there. They learned that Wikipedia can sometimes be reliable and sometimes not, but another great place to start and then compare information they found elsewhere.

I loved this project! I hope you do too!

Total Pages

Answer Key

N/A

Teaching Duration

3 Weeks

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Standards

to see state-specific standards (only available in the US).

CCSSRI.5.9

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

CCSSRI.5.10

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

NGSSMS-ESS3-2

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).

NGSS5-ESS3-1

Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

NGSSMS-ESS3-5

Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.

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Angie Crawford

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