CCRA.W.7: Conducting Short and Sustained Research Projects

Overview

Lesson Procedure

60-60 minutes of class time across 5 phases.

1. Warm-Up5 minutes
2. Direct Instruction15 minutes
3. Guided Practice20 minutes
4. Independent Practice15 minutes
5. Closure5 minutes

1. Warm-Up5 minutes

   Warm-Up Prompt

   "Here are three research questions: 'What is weather?' 'Did it rain in our town last Tuesday?' 'Why does the north soccer field stay muddy for days after rain when the south field dries in one?' Which one could you research well in two class periods? Why are the other two harder?"

   Take three answers. The first question is too broad (whole books exist on it), the second is too narrow (one lookup ends it), and the third is focused: it names a specific puzzle that a few sources and some observation could explain.

2. Direct Instruction15 minutes

   Use Diagram 1 to show the research cycle: a focused question, sources, notes, a synthesized answer and new questions, with an arrow back to the question because a source can change what the writer needs to ask. Then compare the two project lengths the standard names.

   Short and more sustained research projects

   Feature	Short project	More sustained project
   Time	One to three class periods	Several weeks, with checkpoints
   Question	Usually given, and answerable with a few sources	Often self-generated; may ask how to solve a problem; refined along the way
   Sources	A small set, often supplied	Many, found and judged by the student; may include data the student collects
   Process	Refocus once if a source changes the picture	Narrow or broaden more than once; keep a research log; confer with the teacher
   Product	A paragraph or a short report	A longer paper or presentation that synthesizes the sources

   Progression of CCRA.W.7 in grades 6-12 (short paraphrases of the grade-level standards)

   Grade-level standard	Band	What this band adds
   W.6.7	Grade 6	Short research projects that answer a question, drawing on several sources and refocusing the inquiry when appropriate
   W.7.7	Grade 7	Adds generating additional related, focused questions for further research
   W.8.7	Grade 8	Includes self-generated questions; the new questions open multiple avenues of exploration
   W.9-10.7	Grades 9-10	Short and more sustained projects that answer a question or solve a problem; narrow or broaden the inquiry; synthesize multiple sources to show understanding of the subject
   W.11-12.7	Grades 11-12	The same expectations as grades 9-10 (the wording is identical), carried out with the more complex questions and sources of these grades
   WHST.6-8.7	Grades 6-8 (history, science, technical)	The grade 8 expectations, applied to research in history, science and technical subjects
   WHST.9-10.7	Grades 9-10 (history, science, technical)	The grades 9-10 expectations, applied to research in history, science and technical subjects
   WHST.11-12.7	Grades 11-12 (history, science, technical)	The grades 11-12 expectations, applied to research in history, science and technical subjects

   Work through the five examples. They follow one invented question about two school soccer fields, so that the pond packet stays fresh for practice.

   • Focusing a broad question

     Too broad: "How do sports fields work?"

     Result: Focused: "Why does the north soccer field stay muddy for days after rain when the south field dries in one?" It names one place, one puzzle and a comparison that sources and observation can answer.

   • Opening up a question that is too narrow

     Too narrow: "Is the north field muddy today?" One look answers it, and nothing is left to understand.

     Result: Opened up: "What makes the north field drain more slowly than the south field?" The answer needs several sources: a map of the slope, notes from the groundskeeper, a reading on soil.

   • Refocusing when a source changes the picture (grade 6 and up)

     A student assumes the cause is shade, then the groundskeeper says the north field was built over packed clay.

     Result: Refocus: the question shifts from "How does shade slow drying?" to "How does the soil under each field affect drainage?" Refocusing is not failure; the standard expects it.

   • Generating related, focused questions (grades 7-8)

     The short project ends with an answer about clay soil.

     Result: New questions that open different avenues: "What do schools do to drain clay fields?" (solutions), "How much rain does the field get in a wet month?" (data), "Was the field built differently from the south one?" (history).

   • Narrowing a sustained project to solve a problem (grades 9-12)

     After three weeks, the student has sources on drainage, grass types, costs and field history.

     Result: Narrow for the final paper: "Which drainage fix could the school afford before next season?" The student keeps the sources that answer it, synthesizes them and names what is still unknown.

3. Guided Practice20 minutes

   Run a short project together. The focused question is "Why does the Hillcrest pond turn green in August?" Students read the three invented sources below and fill a three-column note chart: what the source says (in their own words), which part of the question it helps answer, and what it cannot tell us. Groups then compare notes and decide which facts connect to each other.

   1Source A: Pond log (invented data). Kept by the science club at Hillcrest Middle School, an invented school. Each reading was taken at 10 a.m. at the north end of the pond.

   2June 15: water 19 °C; algae cover 0% of the surface; water level at the marker post.

   3July 1: water 22 °C; algae cover 5%; water level 6 cm below the marker.

   4July 15: water 25 °C; algae cover 15%; water level 12 cm below the marker.

   5August 1: water 27 °C; algae cover 40%; water level 20 cm below the marker.

   6August 15: water 28 °C; algae cover 70%; water level 26 cm below the marker.

   7Club notes: no rain fell between July 20 and August 15. Algae cover was estimated by eye from the footbridge, so the percentages are rough.

   1Source B: "Green Ponds: What Feeds Algae" (an invented fact sheet from the Marlow County Garden Office, a county office invented for this lesson).

   2Algae are simple living things that make their own food from sunlight, as plants do. A small pond always holds some algae. The pond turns green when conditions let them multiply quickly. Three conditions help them multiply: light, warmth and nutrients.

   3Light: more direct sun on the water means more growth. A pond that loses its shade, for example when a tree is removed, often grows more algae.

   4Warmth: algae multiply faster in warm water. Shallow water warms faster than deep water, so a pond that loses depth in a dry summer can heat up quickly.

   5Nutrients: nitrogen and phosphorus feed algae. Lawn fertilizer that washes into a pond with rain or sprinkler water adds both.

   6Moving water: a fountain or bubbler that keeps the water moving and mixed can slow the growth of some algae, but it does not remove nutrients.

   7Safety: some kinds of algae can make toxins. Do not touch water that has a thick green or blue-green scum, and keep pets away from it.

   1Source C: Interview notes (invented). A student interviewed Mr. Burke, the Hillcrest groundskeeper, on July 28. The notes are the student's summary, except for the words in quotation marks.

   2The pond was dug about 12 years ago. "It goes a little green most Augusts, but I've never seen it this bad."

   3The big maple on the south bank, which shaded about half the pond, was taken down last October because it was diseased.

   4The lawn around the pond got its summer fertilizer on July 2. The sprinklers run every evening.

   5The fountain pump in the middle of the pond broke on July 10. A new part is on order and should arrive in September.

   6He has not added any chemicals to the pond.

   1. Sort the notes. Ask: "Which notes describe what changed in the pond, and which explain why algae grow?" Teacher note: the log and the interview describe changes; the fact sheet explains them.
   2. Connect the sources. Ask groups to link one note from the fact sheet to one note from the log or the interview. A link sounds like "The fact sheet says ..., and the interview shows ...."
   3. Draft an answer. Each group writes a two- or three-sentence answer to the question that uses at least two sources.
   4. Compare with a model. Read the model short report below and mark where it connects sources, where it names a limit and where it asks a new question.

   1Why Does the Hillcrest Pond Turn Green in August? (a short research report written in one class period)

   2The Hillcrest pond turns green in August because the three things algae need all increased this summer. The fact sheet explains that algae multiply with light, warmth and nutrients, and our sources show a rise in each one. The pond log shows the water warming from 19 °C in mid-June to 28 °C by mid-August. The groundskeeper reported that the maple that shaded about half the pond was removed last October, so more sun reaches the water, and that the lawn was fertilized on July 2 while sprinklers ran every evening, which can wash fertilizer into the pond. The fountain pump also broke on July 10 and left the water still, which the fact sheet says can let some algae grow faster. The algae cover rose sharply in the weeks after these July changes.

   3Our sources cannot show which cause mattered most, because the club measured temperature but not nutrients or sunlight. That raises a further question: would testing the water for phosphorus before and after the lawn is fertilized show a jump?

4. Independent Practice15 minutes

   The report below was written for this page with weaknesses on purpose. It is not a model. Students list what it does instead of demonstrating understanding, then explain in two or three sentences how to fix it.

   Ponds and Algae

   Algae are simple living things that make their own food from sunlight, as plants do. Hillcrest Middle School was built in 1998 and has about 600 students. The pond log says the water was 28 °C on August 15. Nitrogen and phosphorus feed algae. The groundskeeper said, "It goes a little green most Augusts." Some kinds of algae can make toxins. In conclusion, algae is very interesting and ponds should be kept clean.

   Grades 9-12 (and grade 8 students ready for it): read the invented research log below, a model of a more sustained project. Mark each place where the student narrows or broadens the question, and the reason given. The quiz and homework use this log.

   1Research log: The Two Bike Racks (a four-week project by a student at Fairview High School, an invented school; all counts and answers are invented)

   2Week 1. Starting question: Why don't more students ride bikes? My teacher said this was too broad, because it covers every student everywhere and every possible reason. I narrowed it to something I can study at my school: Why do so few students use the Maple Street bike rack when the Oak Street rack is nearly full?

   3Week 2. I counted bikes at 8:30 a.m. on five school days. Maple Street rack (20 spaces): 4, 3, 5, 2, 4. Oak Street rack (20 spaces): 17, 18, 15, 19, 16. I asked 30 riders one question, "Why do you park where you park?" 21 said the Oak Street rack is under the roof overhang, so their bikes stay dry. 6 said it is closer to their first class. 3 gave other reasons.

   4Week 3. Two of the "other reasons" riders said the Maple Street crossing has no crossing guard. I broadened the project to add a second question: does the route to each rack affect the choice? The assistant principal told me the Maple Street guard leaves at 8:15, before many riders arrive.

   5Week 4. For the final paper, I narrowed again to a problem I could propose a solution for: What change would make the Maple Street rack worth using? Shelter was the reason most riders gave, and the crossing matters to some. My paper proposes a roof over the Maple Street rack and asks whether the guard could stay until 8:35.

   6What I now understand. Riders choose a rack mainly to keep their bikes dry, not for distance, and the crossing is a second, smaller factor. New questions: Would a roof alone change where people park? Could a two-week trial with a temporary canopy test it?

5. Closure5 minutes

   Exit ticket: Write one new focused question that the pond project raises, and say whether it would suit a short or a more sustained project, with one reason. Look for questions that are specific and that the three sources cannot already answer.

   Teacher note: every source, person, school and number on this page is invented, so the facts about the pond and the bike racks are practice material, not real findings. The fact sheet's general statements about algae (light, warmth, nutrients, moving water) are standard background, and its safety line is real advice: students should not touch scummy pond water. Topics for students' own projects should be about places, things or events, not about their personal lives.

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   Which research question is focused enough for a short research project?

   A"What is the history of libraries in the United States since colonial times?" B"Why are the library's study rooms full by 3:15 on weekdays but not Fridays?" C"Does the library have study rooms that students can reserve?" D"Are libraries still important for students today?"

2. Question 2 of 20 · Multiple Choice

   Which question is too narrow to make a research project?

   A"Why does the east side of the gym feel colder in winter?" B"How could the gym's heating be balanced better?" C"What makes the east side of the gym lose heat faster?" D"What year was the gym built?"

3. Question 3 of 20 · Multiple Choice

   Which assignment describes a more sustained research project?

   AOver five weeks, pursue a self-chosen question, find and judge sources, keep a log and write a paper BIn one class period, answer a question the teacher gives, using three supplied sources and a shared note chart CRead one supplied article and summarize it in a paragraph DLook up the boiling point of water at sea level and record it in a lab notebook

4. Question 4 of 20 · Multiple Choice

   According to the pond log, by how many degrees did the water warm between June 15 and August 1?

   A6 °C B9 °C C27 °C D8 °C

5. Question 5 of 20 · Multiple Choice

   The water level fell from the marker to 26 cm below it between June 15 and August 15, a span of 61 days. About how much did it fall per day?

   AAbout 0.4 cm BAbout 2.3 cm CAbout 13 cm DAbout 26 cm

6. Question 6 of 20 · Multiple Choice

   Which source best answers the sub-question "Has anyone added chemicals to the pond?"

   ASource A, the pond log BSource B, the fact sheet CSource C, the interview notes DThe weak report, "Ponds and Algae"

7. Question 7 of 20 · Multiple Choice

   Which source tells you the time of day and the spot where each measurement was taken?

   ASource A, the pond log BSource B, the fact sheet CSource C, the interview notes DNone of the three sources

8. Question 8 of 20 · Multiple Choice

   Which sentence best demonstrates understanding of the pond subject rather than listing facts?

   AThe log says the water reached 28 °C in August. The fact sheet says that algae multiply faster in warm water. BThe pump broke while the water warmed, and the fact sheet says still, warm water lets algae multiply. CAlgae are simple living things that make their own food from sunlight, as plants do. DThe pond turned green, and green ponds are a problem that should be fixed.

9. Question 9 of 20 · Multiple Choice

   The weak report says, "Hillcrest Middle School was built in 1998 and has about 600 students." What is the problem with this sentence?

   AIt is off the question and comes from none of the sources BIt should have been placed inside quotation marks CIt is the main claim that the rest of the report goes on to prove DIt contradicts the readings in the pond log

10. Question 10 of 20 · Multiple Choice

    Overall, why does the weak report fail to demonstrate understanding of the subject?

    AIt is far too short to count as a research report on any topic BIt lists facts without connecting them or answering the question CIt uses too many different sources for a short research project DIt includes a quotation from the groundskeeper in the middle

11. Question 11 of 20 · Multiple Choice

    A student begins the pond project expecting the cause to be warm weather, then reads in the interview that the pump broke on July 10. What is the best research move?

    AIgnore the pump, since it was not part of the original research plan BStop the project, since the first idea was wrong CRefocus to include moving water, and check the fact sheet DSwitch to a new question: "How do water pumps work?"

12. Question 12 of 20 · Multiple Choice

    In the bike-rack log, where does the student broaden the project, and why?

    AWeek 1, because the starting question covered every student everywhere BWeek 2, because the counts showed the Oak Street rack nearly full CWeek 4, because the paper needed a problem to solve DWeek 3, because two riders mentioned the missing crossing guard

13. Question 13 of 20 · Multiple Choice

    In Week 2 of the bike-rack log, about how many more bikes did the Oak Street rack hold than the Maple Street rack, on average, over the five days?

    AAbout 3.6 BAbout 13.4 CAbout 17 DAbout 67

14. Question 14 of 20 · Multiple Choice

    After the pond project, which new question is related and focused, and opens a different avenue of research?

    A"What are all the different kinds of algae found in ponds around the world?" B"On what date did the fountain pump break?" C"Was the pond as green in past summers, when the maple shaded it?" D"Why does the Hillcrest pond turn green in August?"

15. Question 15 of 20 · Short Answer

    Rewrite this question so that it is focused enough for a short research project at school: "How does the internet work?"

    Show model answer

16. Question 16 of 20 · Short Answer

    The club notes in Source A say the algae cover "was estimated by eye from the footbridge, so the percentages are rough." In two or three sentences, explain what a report can and cannot claim from the algae-cover numbers.

    Show model answer

17. Question 17 of 20 · Short Answer

    Name one difference between a short research project and a more sustained one, and give an example of each on the pond topic.

    Show model answer

18. Question 18 of 20 · Short Answer

    After the bike-rack project, write two related, focused questions that open different avenues of research. Do not repeat the questions in the log.

    Show model answer

19. Question 19 of 20 · Short Answer

    Read the "What I now understand" section of the bike-rack log. In two or three sentences, explain how it shows understanding of the subject rather than a list of findings.

    Show model answer

20. Question 20 of 20 · Short Answer

    The model short report ends with a new question about testing the water for phosphorus. Explain why ending with a further question is part of demonstrating understanding, and say whether that question suits a short or a more sustained project.

    Show model answer

These are the grade-level standards that carry anchor CCRA.W.7 in grades 6-12, plus closely related anchors.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.