| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | Research |
| What length (min) | 35 |
| What age group | Year or Grade 4 |
| Class size | 24 |
| What curriculum | Texas teks |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 12 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Research
Year/Grade 4
English
24 Students
Texas TEKS for English Language Arts
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Homework Check | 5 | A few students present their homework to the class. Encourage peer interaction. |
| 2 | Introduction to Research | 10 | Teacher introduces the concept of research, including credible sources and methods. |
| 3 | Group Work Activity | 10 | Students will be divided into groups to discuss and identify credible sources on a topic. |
| 4 | Break and Physical Activity | 5 | Quick physical activity to energize students; e.g., a stretching exercise or a short game. |
| 5 | Printable Card Activity | 5 | Distribute printable research cards. Students will fill them out with information during the lesson. |
| 6 | Collection of Cards | 5 | Randomly check or collect the cards to assess understanding and participation. |
| 7 | Assign Homework | 5 | Teacher assigns homework related to the day's lesson, explaining expectations. |
"Good morning, class! I hope you all had a great evening. Let's start today with a quick homework check. I know many of you worked hard on your assignments. Who would like to share their homework with the class? Remember to give constructive feedback to your peers after each presentation."
Encourage a few students to come up and present their work. Facilitate peer interaction by prompting the other students with questions like:
"Does anyone have any comments or questions for [student's name]? Great job everyone, let's keep this collaborative spirit!"
"Now that we've shared our homework, let’s dive into our new topic for today: research! Can anyone tell me what research means to them? Yes, exactly! Research is the process of finding information on a particular topic. Today, we’re going to learn how to find credible sources.
What are credible sources? That’s right! They are trustworthy materials that provide accurate information. This can include books, articles, and even websites, but we have to be careful online.
As we go along, think about how we can determine if a source is credible. Alright, let’s take some notes on the key points I’m about to share.
Keep these points in mind as we continue our lesson. We will be practicing identifying credible sources soon!"
"Okay, now it’s time for some group work! I’ll divide you into small groups. Each group will discuss a topic and identify some credible sources of information.
You will all have 10 minutes for this. Choose a group leader who will facilitate your discussion and another person to take notes.
Please use the criteria we just discussed to evaluate your sources. If you're stuck on a topic, feel free to ask me for guidance. Alright, go ahead!"
Walk around the classroom to monitor group discussions and provide assistance as needed.
"Fantastic work, everyone! You've put in a great effort with your group discussions. Let’s take a quick break now to stretch and energize ourselves.
Stand up and find some space around you! Let’s do some stretching. Raise your arms to the ceiling and take a deep breath in… Now, let's reach for our toes… and hold for a moment.
Shake out your arms and legs, and maybe do a little dance while I count to ten. One, two, three... you’re all doing amazing! Now, let’s settle back down and continue with our lesson."
"Okay, class! Now we’re going to do an activity using these printable research cards I’ve prepared. I’ll hand one to each of you, and I want you to fill it out with information on the credible sources you discussed in your groups.
Please make sure to include the name of the source, what type it is (book, article, website, etc.), and why you think it’s credible. You have 5 minutes for this activity. Ready, set, go!"
As students fill out their cards, walk around to offer support and ensure they understand what to write.
"Time’s up! Please pass your research cards to the front of the class. I will quickly check them for understanding.
I want to see that you have applied what we've learned today about credible sources. I’ll take a few moments now to go over these cards."
Quickly glance through the cards to assess understanding and participation.
"Great job today, class! I’m proud of your hard work and the collaboration I saw. For homework, I’d like you to find one credible source on a topic of your choice and write a short paragraph explaining why it is credible and what information you may gather from it.
Remember to use the criteria we discussed today. Turn it in by next class. If you're unsure about anything, please ask me now before we finish!
Does anyone have any questions about the homework? Wonderful! I’m excited to see what you all discover. Have a great day, everyone!"
| Slide number | Image | Slide content |
|---|---|---|
| 1 | {Image: A group of students sitting in a classroom} | - Homework check activity - Students share their homework - Encourage constructive feedback |
| 2 | {Image: A teacher explaining to students} | - Introduction to research - Definition of research: finding information on a topic - Introduction to credible sources: trustworthy materials |
| 3 | {Image: A checklist of credible source criteria} | - Key points to determine credible sources: 1. Authoritative sources 2. Published works 3. Awareness of bias |
| 4 | {Image: Students collaborating in groups} | - Group work activity - Discussion on credible sources - Instructions: choose a leader and a note-taker - Criteria for evaluating sources |
| 5 | {Image: Students stretching and moving} | - Break and physical activity - Quick energizing break - Stretching exercises: reach for the ceiling and toes - Dance to energize |
| 6 | {Image: Printable research cards} | - Printable card activity - Fill out information on credible sources - Include source name, type, and credibility reasoning - 5-minute task |
| 7 | {Image: Students passing papers to a teacher} | - Collection of cards - Pass research cards to the front - Teacher checks for understanding - Quick review of cards |
| 8 | {Image: Homework assignment written on a board} | - Assign homework - Find one credible source on a chosen topic - Write a short paragraph explaining its credibility - Criteria from today’s lesson |
| 9 | {Image: Students raising their hands} | - Open floor for questions - Encourage inquiries about the homework - Highlight importance of understanding task |
| 10 | {Image: A student thinking with a pencil} | - Reflect on research skills learned - Importance of credible sources - Connecting research with future projects |
| 11 | {Image: Class with a positive atmosphere} | - Summarize key takeaways from lesson - Recap importance of collaboration and feedback - Reinforce engaging in research |
| 12 | {Image: A happy classroom at the end of the day} | - Thank you and encouragement - Excitement about future discoveries - Wishes for a great day ahead |
Define research in your own words. Why is it an important skill to have?
List and describe the three key points discussed in class regarding how to determine if a source is credible.
What characteristics make an authoritative source different from other types of sources? Provide an example of an authoritative source.
When evaluating a source for bias, what specific aspects should you consider? Give an example of what bias might look like in a source.
Sum up your understanding of biased information. How can this impact your research?
For your homework, select a topic of interest and identify one credible source. Write a paragraph explaining why this source is credible, including at least two of the criteria we discussed in class.
Reflect on the group work activity: what did you learn from your peers about finding credible sources?
Why is it important to check the type of source (book, article, website, etc.) when assessing credibility? Provide an example of a reliable source type.
Research is the process of finding information on a specific topic. It is important because it helps us gain knowledge and supports critical thinking.
The three key points are:
Authoritative sources are typically written by experts in the field and are backed by research or experience. An example would be a peer-reviewed journal article.
When evaluating for bias, consider the author's background, purpose, and whether the information presented favors one side over another. An example of bias could be a political article that only presents one viewpoint without acknowledging the opposition.
Biased information can distort facts and mislead readers, which can compromise the validity of research findings.
Acceptable responses will vary depending on the student’s chosen credible source, but they should include reasons linked to authority, publication type, and bias.
Students may note insights about different sources, evaluation techniques, or how peers approached identifying credibility.
It is important to check the type of source because it tells us about the level of reliability. For example, scientific journal articles are generally more reliable compared to personal blogs.
| Question | Answer |
|-----------------------------------------------------------------------------------------------|--------|
| What does research mean to you? | |
| Can you list some examples of credible sources? | |
| What are the main criteria for identifying credible sources? | |
| Why is it important to consider bias when evaluating sources? | |
| What type of information do you think books and scientific articles provide? | |
| How can you determine if an online source is trustworthy? | |
| What role does the author play in establishing the credibility of a source? | |
| Can you provide an example of an authoritative source you might use in your research? | |
| During our group activity, what challenges did you face in identifying credible sources? | |
| Why do you think collaboration is beneficial when working on research? | |
| What did you learn from the printable card activity? | |
| How will you apply the knowledge of credible sources in your future research endeavors? | |
| What topic do you plan to research for your homework? | |
| How will you explain the credibility of the source you choose for your homework? | |
| What questions do you have about finding credible sources? | |What are some ways you can assess whether a website is credible or not?
Can you give an example of an authoritative source and explain why it is considered trustworthy?
Why is it important to be aware of bias when evaluating sources? How can bias affect the information presented?
If you were to choose a topic for your research, what criteria would you use to determine the best sources for that topic?
After completing the printable research cards, what was the most surprising thing you learned about credible sources?
Stand up straight, reach up high,
Breathe in deep, let out a sigh.
Wiggle your fingers, shake out your toes,
Now let’s stretch, that’s how it goes!
Touch your shoulders, give them a roll,
Round and round, let’s loosen up the soul.
Step in place, march to the beat,
Feel the rhythm, lift your feet!
Jump a little, reach for the sky,
Let the energy flow, let it fly by.
Side to side, let’s twist and sway,
Get your body moving in a playful way!
Now a squat, go down real low,
Hold it there, feel the flow.
Stand up tall, let’s give a cheer,
You’ve stretched your body from ear to ear!
With a hop and a clap, let’s take a break,
Stretch it out, for goodness’ sake!
Now you’re ready for the next part,
With a happy mind and an energized heart!