PLAN: Planning means the students are

engaging the topic or assignment and deciding what they want to know about the topic and/or the information they need for their assignment.

Students will ask themselves: 

• Plan strategies and follow an inquiry-based process in seeking knowledge in curricular subjects and make the real-world connection for using this process in one’s personal life. (1.1.1) (3.a)
• Identify and define authentic problems and significant questions for investigation. (4.a)

• Use Kidspiration or other electronic graphic organizer, such as Bubbl.us or Freemind to brainstorm related concepts and words

• Summarize the central idea and details from informational texts read aloud. (K-2.1)

• Brainstorm the activity in terms of a problem to be solved. 

• Brainstorm key words that might be related to the topic or problem.

ACT: As students ACT on their plan, they must prioritize their list of possible sources of information, find those resources, engage the resources to extract the relevant information and then evaluate the information for credibility, authority, and relationship to the topic or assignment.)

Students ask themselves such questions as: 

Where can I find the information I need to answer my question or for my research topic?

Which information source(s) will be the most helpful in answering my question? Which information source(s) will be the most helpful for my research topic?

What search strategy will work best for each information source (e.g., book, online encyclopedia, web site)?

Now that I’ve found some information what do I do with it?

• Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. (3.b) (1.2.3)
• Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. (1.1.6)
• Demonstrate mastery of technology tools for accessing information and pursuing inquiry. (1.1.8)
• Seek information for personal learning through multiple resources in a variety of formats and genres. (4.1.4) (4.2.1)
• Connect ideas to own interests and previous knowledge and experience. (4.1.5)
• Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements. (4.2.2)
• Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences. (4.2.3)

• Brainstorm places where information might be found (e.g., books, magazines, TV, DISCUS, Internet).
• Explore characteristics of informational texts (e.g., tables of content, indexes).
• Explore headings and print styles.
• Explore graphic features, such as illustrations and graphs.
• Explore the library media center and learn to use the OPAC (online card public access catalog)
• Learn to care for books.
• Discuss online safety issues and explain why they must be followed.
• Carry out independent reading to gain information. (K-2.5)
• Understand that headings and print styles (e.g., italics, bold, larger type) provide information to the reader. (K-2.6)
• Understand graphic features such as illustrations and graphs. (K-2.7)
• Recognize tables of contents. (K-2.8)

ORGANIZE: When students ORGANIZE their information, they are making decisions about that information and their assignment or research topic. During this phase, students will write their report, create their multimedia presentation, complete the assignment, and submit their work. During this phase students must demonstrate what they learned.

Students ask themselves such questions as:

• Organize personal and academic knowledge in a way that it is useful and can be called upon easily. (2.1.2) (4.1.6)
• Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. (3.1.4)
• Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. (3.2.1.)
• Respond to literature and creative expressions of ideas in various formats and genres. (4.1.3)
• Use creative and artistic formats to create original works as a means of group expression or to express personal learning. (4.1.8) (1.b)
• Connect learning and understanding to community issues and to the real world (2.3.1) (3.1.5)
• Create products that apply to authentic, real-world contexts. (3.3.4)
• Use information and knowledge in the service of democratic values. (3.3.6) 

• Summarize the central idea and details from informational texts read aloud. (K-2.1)
• Exemplify facts in texts read aloud. (K-2.3)
• Create responses to informational texts through a variety of methods such as drawings, written works, and oral presentations. (K-2.4)
• Conclude the cause of an event described in a text read aloud. (K-2.9)
• Use electronic graphic organizer to organize or outline information
• Return library materials on time.
• Discuss information learned. 

REFLECT: When students REFLECT on their work, they are evaluating their product as well as their research process. During this phase, students’ work may be submitted for peer review. Also during this phase, the teacher and/or library media specialist will reflect on the students’ work and using a grading rubric, evaluate the students’ work for assigning a grade.

Students ask themselves such questions as: 

How will I know if I answered my question?

• Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. (3.4.3)
• Identify own areas of interest. (4.4.1)
• Recognize the limits of own personal knowledge. (4.4.2) 

• Complete a simple rubric evaluating the process.  
• Complete a simple rubric evaluating the product.