AN INQUIRY GUIDE FOR GRADES 6TH-8TH
Natural disasters impact thousands of people across the world every year. While there can be negative experiences from these events, natural disasters can be fascinating. Follow this inquiry guide to understand more about natural disasters.
Hurricane Matthew Satellite. Photograph. Britannica ImageQuest, Encyclopædia Britannica, 9 Jul 2018. quest.eb.com/search/315_2693306/1/315_2693306/cite. Accessed 28 Mar 2023.
(Clockwise from upper right) Jim Reed / SCIENCE PHOTO LIBRARY / Universal Images Group, Ingo Arndt / Nature Picture Library / Universal Images Group, Fritz Hasler & Hal Pierce / Science Source / Photo Researchers / Universal Images Group, Kari Greer / Science Photo Library / Universal Images Group
OVERVIEW
During your research into natural disasters, you will be using many strategies to help you to narrow down and decide which natural disaster is right for you. There are thousands of articles, videos, pictures and websites out in the world and we would like to help you on the path to choosing the right ones with which to spend your energy reading or watching. We will be using the following information literacy skills:
ASK questions for the topic after reading a BROAD source
SEARCH databases for a RELEVANT source
ASSESS the author's POINT OF VIEW of evidence in a source
CITE sources after comparing facts and verifying ACCURACY
Standards addressed during this project:
Click the down arrow to view Common Core and/or AASL Standards.
Common Core Standards
CCSS.ELA-Literacy.Writing.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.Writing.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
AASL Standards
AASL INQUIRE: I.A.1. Formulate questions about a personal interest or curricular topic .
AASL INCLUDE & COLLABORATE II.B.2. Evaluate a variety of perspectives during learning activities.
AASL: CURATE IV.A.3. Make critical choices about information sources to use.
AASL: INCLUDE & EXPLORE II.A.2. Adopt a discerning stance toward points of view and opinions expressed in information resources and learning products.
AASL: ENGAGE VI.B.2. Acknowledge authorship and demonstrate respect for the intellectual property of others.
ASK - What is a natural disaster? Watch this video "Natural Disasters" and discuss types of natural disasters that can occur. Complete Natural Disasters Background Knowledge as a class.
Think about how you can get information out of research databases. Watch this video to help you understand the tools databases have to offer.
THEN use the linked resources below to choose TWO Natural Disasters that interest you (one from each resource), and look for characteristics of each. Record your findings on this ASK-Intro Google Doc. Share with a partner what you have found and which natural disaster you are most interested in researching further.
Use the link above and log in to Learn 360. Once you get to the home page, search for "Natural Disasters." You will see a list of 361 videos introducing the topic and sharing information about specific types. Read the descriptions, and choose one video to watch. Record interesting notes and questions that you have/would like to know on the ASK-Intro Google Doc provided above.
For example, I viewed the video and took notes about "Earthquakes."
“Earthquakes.” Learn360, Films Media Group, 1999, https://learn360.infobase.com/titles/77435/segments/333824? Accessed 11 Apr. 2023.
Use the link above and log in to Britannica School - Middle Level. Once you get to the home page, click search and type "Natural Disasters." This will bring you to articles in a list. Explore the list, and choose ONE article to read. Write down interesting notes and questions that you have/would like to know on the ASK-Intro Google Doc provided above.
For example, I chose "Mississippi River Flood of 1927."
"Mississippi River Flood of 1927." Britannica School, Encyclopedia Britannica, 30 Sep. 2015. school.eb.com/levels/middle/article/Mississippi-River-Flood-of-1927/623415. Accessed 11 Apr. 2023.
Now that you've looked at a couple different Natural Disasters, it is time to SEARCH. You are going to SEARCH for your chosen natural disaster you chose from the ASK stage using the following sources. Think of this step as gathering information about your natural disaster. As an example, I will be searching for "earthquakes".
FIRST, before starting your research, watch the video below titled "Generating Search Terms" to learn how to use search terms or keywords to find relevant sources. After watching the video, make a copy of the Search Terms and Key Words Brainstorm worksheet to your Google Drive and fill it out.
Can't think of anything? Still stuck? Use the PowerKnowledge: Earth and Space Science database to read about your chosen natural disaster and come up with a list of search terms you can use during the SEARCH stage.
NEXT, now that you've brainstormed some different search terms, it is time to begin researching.
Please watch the two videos below titled "Building Search Strings Part 1" and "Advanced Searching" which show you some different search techniques that can help you find more relevant results while searching.
We want to practice using our new searching techniques we learned in the video above. Please click on the link "Gale In Context: Middle" to access that database.
Click the document to the right and follow along with the directions to practice using some searching techniques.
Click on the link above to access the worksheet. Please make a copy of the worksheet to your Google Drive.
Follow along with the steps on the worksheet and fill it out as you go.
For example, my chosen natural disaster was 'Earthquake' so I started my search by just typing earthquake. Then I used one of the Boolean Operators (AND, OR, NOT) to narrow my search.
THIRD, now that we've figured out key words to search and practiced some search techniques, it is time to begin really researching your natural disaster. Make a copy of this worksheet to record your findings about your chosen natural disaster. You may use any database we've used in this unit so far (Learn 360, Britannica School, Gale In Context: Middle). You may also use Google to search for other resources you may want to use.
If you have time, please watch this video about what results to click on when you are doing your research. The first result is not always the best!
*Please note, not every resource you find will be reliable and/or accurate. In the next step (ASSESS), you will be working on how to determine a source's credibility.
You may hear people talk about a person’s “expertise” or “credibility” to talk or write about a certain topic. What they are asking is whether or not that person has enough knowledge, skills, or experience with that topic to be trusted as a good source of accurate information. For example, if I need my car’s engine to be fixed because it dies everytime I stop at a stoplight, I would not trust someone who has never worked on a car before.
Instead, I want a mechanic who has been working on cars for many years. Even better would be a mechanic who has worked on many different cars and fixed lots of different problems that cars like mine can have. My ideal mechanic has taken a lot of classes to learn about fixing cars, worked with other mechanics who know a lot about fixing cars, is able to fix their own car, and who is recommended by others because he has fixed their cars, too. That mechanic would likely be considered an “expert” at fixing cars. They are someone we would consider “credible,” or whom we can trust to help us figure out why my car dies at every stoplight and how to fix it so it runs like new again.
Believe it or not, there are plenty of people in the world who will claim to be experts when, in fact, they are not. They may believe they are experts when they aren’t, or they may be trying to convince you they know what they’re talking about because they want you to trust them. Sometimes, they want your trust because they want you to do, say, or buy something that in some way benefits them. Don’t be fooled. Here’s how you can figure out if the author or website you’re paying attention to are worth your time.
FIRST, complete the four EdPuzzle videos linked below. You'll need to score 100% on each video in order to pass. The good news is, you can have as many tries as you need. If asked to enter a "class code," use: wudiblo
Next, click the blue "Join open class" button.
Then, watch the videos in the order listed below.
Evaluating Websites
2. Credible Websites?
3. Fact vs. Opinion
4. Fact or Opinion?
Here are some additional resources to help you determine the expertise or credibility of a source, just in case you'd like more information and a little more practice. These videos are OPTIONAL.
NEXT, open the watch these 3 short videos to see how you can actually use what you've learned about assessing a source's credibility.
THIRD, now that you've seen an example of evaluating a source of information, it's your turn to try. The source you will evaluate is either a) a source you found for your topic, OR b) the sample source (document) provided below. Once you have your source, fill out the "Source Evaluation Worksheet" to determine if your source is a good one. Notice the image carousel on the right has some tips to help you get started with your work on the "Source Evaluation Worksheet."
Houghton Article.pdfUse this as your source if you haven't already picked one. Hover over the thumbnail, then click the "pop-out" button in the upper-right corner.
FINALLY, you'll share your "Source Evaluation Worksheet" with a small group of your peers in class. You'll benefit by talking to them about how you figured out if your source is credible and by listening to them do the same for their sources.
As you’ve learned, it’s important that we use sources with accurate information. Those sources must be “credible,” which means the author knows what they’re talking about. You also have to be skilled at determining if the source will give you the information you need and want for the question(s) you’re researching. This can be a challenge, especially when you’re using many different sources. This section will help you learn how to do this even better than you already are.
First, we have to understand how the author’s purpose for writing can influence the information you are reading. There are basically three purposes for writing: 1) to persuade you to do or believe something, 2) to inform you about a certain topic, and 3) to entertain you so that you enjoy what you’re reading.
FIRST, watch these short videos to better understand these three different reasons why an author may write something for others to read. If asked to enter a "class code" for the EdPuzzle, use: wudiblo
This video is an EdPuzzle. Click here to access EdPuzzle again. Watch the video called "Author's Purpose and Point of View."
NEXT, practice determining the author's purpose by completing this worksheet.
THIRD, it's time to pick a more specific topic about natural disasters and write a research question that you can answer using credible sources. You'll do this as part of a lesson in class. Your teacher will tell you when it's time to view the videos and write down your ideas on the worksheet below.
Find Your Sources & Write Your QuestionFINALLY, you will share the worksheet you just completed with a small group of your classmates. The goal is to get ideas for how to make your research paper even better than it already is by listening to what your peers have been working on to determine their research question.
You have chosen a topic, gathered information, determined the reliability of your sources, and narrowed your research focus. Now what? Your sources are good, but is that enough?
Consider the following:
Now I know how to determine if a source is reliable, how do I determine if the information I find within that source is accurate?
Why are citations important and how do I create a citation?
Use the videos below to help answer these questions and complete the worksheets. Practice information comparison on the Source Accuracy Worksheet and then collect the information you need for a citation from each of your chosen sources on the Citation Worksheet.
Watch the video on the left from Wendy Foreman to find out what plagiarism is and why we need to learn how to paraphrase and create citations.
Use the link above and log into PebbleGo Next. Once you get to the home page, search for your natural disaster. Read the information and watch any videos that you may find. Record 5 facts on the left hand side green section of your source accuracy worksheet.
For example, I choose Earthquakes. Make sure you make your own copy of the Source Accuracy Worksheet above before you start!
"Earthquakes." PebbleGo, Capstone, www.pebblego.com Accessed 17 Apr. 2023.
Source #2: PowerKnowledge Earth and Space Science
Now use the link above and log into PowerKnowledge Earth and Space Science. Once you get to the home page, search for your natural disaster. Read the information and watch any videos you may find. Record 5 facts on the right hand side red section of your source accuracy worksheet.
For example, I choose Earthquakes.
"Earthquakes." PowerKnowledge Earth and Space Science, Rosen Publishing Group, 2023, https://pkearthandspace.com/ Accessed 17 Apr. 2023.
Both of the following sources are reliable, but they are not guaranteed to have the exact same information. If you have multiple sources that agree with each other, you can feel confident that the information you collected is true.
What should you do if the two sources do not agree with each other? Check an additional source (or two)! If the additional sources also don't agree, consider leaving that piece of information out of your research.
In my example about earthquakes you can see that both sources describe earthquakes, why they happen, name the strongest earthquake, and what to do during an earthquake.
The differences for my topic are a) the details about earthquakes and b) improvements in building codes and science vocabulary about foreshock and aftershock. I should use another source to confirm these facts about earthquakes before adding them to my research.
Watch the video on the left from Oregon School Library Information System (OSLIS) about why citing sources is required. We will NOT be using in-text citations for this project, but we will learn and practice how to create a bibliography or works cited page.
Watch the video on the left from OSLIS on how to create citations. You will use the Citation Worksheet to write your own citations for your sources. Make sure you make your own copy of the Worksheet before you start!
Still unsure how to determine source accuracy?
Try watching this video from Crash Course: Evaluating Evidence. (13:20)
This Inquiry Guide is the result of a collaboration of professional educators:
Amy Abbott, Betsy Bejarno, Lindsey Donnelly, Rachel Fielweber, Brent Robins
