Research Launch Slides Field Station Alpha
Research Quest
Mission: Scouting Your Sources
The Big Question
How does combining information from different sources deepen our understanding of a topic?
Today we begin our journey by finding our starting materials.
Blind Date with a Book
Sometimes we judge a book by its cover, but researchers look deeper.
The Challenge:
Look for key terms that match your interests.
Read the summary on the back.
Is it the right "fit" for your mission?
Mystery Source
The Researcher's Checklist
Relevance
Does this actually help answer my questions about the topic?
Currency
When was it written? Is the information still true today?
Complexity
Can I read and understand most of the words easily?
"A good researcher finds TWO sources that tell the story in different ways."
Mission Accepted?
1. Select your Sub-Topic.
Time to start your field notes!
Scouting Report Worksheet Scouting Report
Field Researcher Log #01
Researcher:
Date:
My Research Topic
Specify the exact animal, person, event, or place you are investigating.
A
The Primary Text
Title
Author / Publisher
Quality Check
Is it relevant?
Yes
No
Readability (1-5)
B
The Secondary Text
Title
Author / Publisher
Quality Check
Is it relevant?
Yes
No
Readability (1-5)
Comparison Strategy
How are these two sources different? (e.g., One is a book with many photos, the other is a news article with recent facts). Why did you choose both?
Expert researchers always check the publication date!
Scouting Success Guide Teacher Resource
Scouting Success Guide
Lesson 1: Facilitation & Evaluation Notes
Lesson Launch: The Blind Date
Prep Work:
Wrap 10-15 nonfiction books in brown paper.
On each, write 3 "teaser" keywords and the reading level (symbolic).
Set up "stations" with these books and matching digital articles printed out.
Key Discussion Prompts:
"Why might a researcher choose a book from 2024 over a book from 1995?"
"If you want to know how a cheetah hunts, do you need a whole book about cats or a specific article about savanna predators?"
Scouting Report Rubric
Criteria Exceeds (3) Meets (2) Emerging (1) Topic Clarity Topic is specific and narrow (e.g., "Great Barrier Reef bleaching" vs "Fish"). Topic is clearly defined but might be broad. Topic is vague or missing. Source Variety Selected two distinct text types that offer different perspectives. Selected two sources that are slightly different. Sources are too similar or only one source selected. Justification Clearly explains how Source A and B complement each other. Explains why they chose the sources briefly. Justification is weak or incomplete.
Researcher Support (Differentiation)
Scaffolded Support:
Provide pre-selected "Source Pairs" for students who struggle with evaluating reading levels independently. Use high-interest, low-readability articles from Newsela or similar platforms.
Extension Challenge:
Ask students to find a third source (a primary source like an interview or a photo) and explain how it adds a new layer of information beyond the text.
Side by Side Secrets Slides Field Station Beta
Field Notes
Mission: Double-Source Note Taking
The Puzzle Problem
Imagine you have two puzzle boxes. They both show the same cat, but the pieces are cut differently.
Some pieces are identical. Some pieces only exist in one box. To see the whole picture, you need both.
New Vocab: Corroboration
/kəˌräbəˈrāSH(ə)n/
When two different sources agree on a fact.
Example: Source A says the tiger is orange. Source B says the tiger has orange fur. Fact Corroborated!
Side-by-Side Secrets
1
Scan for Keys
Look for keywords you found in Lesson 1.
2
Identify Uniqueness
What does Source B have that Source A missed?
3
The Bridge
Mark facts that appear in both with a star.
Let's try it with our Field Notes!
Field Notes Template Double-Source Field Notes
Operation: Corroboration
Researcher
Target Topic:
= Corroborated (In Both)
= Unique (Only in One)
Source A: Title/Type
Source B: Title/Type
The Golden Nugget
What is the MOST interesting fact that appeared in Source B but wasn't even mentioned in Source A?
Level 2 Researcher Log Scan. Record. Corroborate. Page 02
Note Taking Facilitation Guide Note-Taking Facilitation Guide
Lesson 2: Side-by-Side Secrets
Teaching the Concept: Corroboration
Corroboration is the core of historical and scientific research. It moves students from "believing everything they read" to "looking for patterns of truth."
The "Detective" Analogy
"If one witness says the car was blue, we might believe them. If THREE witnesses say the car was blue, we are almost CERTAIN it was blue. That is corroboration."
The "Hidden Treasure" Analogy
"One map shows the mountain. The other map shows the cave inside the mountain. To find the treasure, you need to put the maps together."
Classroom Workshop Steps
1
Model the Grid (10 mins)
Using a shared text about a generic animal (e.g., Sloths), show how to write a short fact in the left column from Source A. Then, look at Source B. If Source B has the SAME fact, write it in the right column and draw a star between them.
2
Guided Unique Hunting (10 mins)
Show a fact in Source B that Source A completely ignored (e.g., specific habitat names). Show students how to leave the left column blank and put a circle in the right column to mark it as "unique."
3
Independent Practice (25 mins)
Circulate while students work with their specific sources. Encourage them to find at least 3 corroborated facts and 2 unique details per source.
Misconception Alert
"They have to be identical": Remind students that facts can be phrased differently. "Lives in the woods" and "Forest habitat" are the same fact."Unique is better": Explain that corroborated facts are the "anchor" of their research, while unique facts provide "the spice." Both are essential. Synthesis Soup Slides Field Station Gamma
Synthesis Soup
Mission: Blending Facts into Knowledge
The Researcher's Kitchen
Raw facts are like ingredients in a bowl.
A pile of carrots and a pile of onions isn't a soup. You have to blend them together!
The Recipe
Group similar ingredients (Categories)
Simmer them together (Synthesis)
Serve a original dish (Paragraphs)
Sorting the Pantry
Before we blend, we organize. Which facts belong in the same "pot"?
Habitat
Where does it live? What is the weather like?
Diet
What does it eat? How does it find food?
Threats
What are its predators? Is it endangered?
Synthesis in Action
Fact from Source A:
"Sloths live in the tropical rainforests of South America."
Fact from Source B:
"These slow mammals spend most of their time high in the forest canopy."
Synthesized!
"Sloths are slow-moving mammals that make their homes high in the tropical rainforest canopy of South America."
No list of facts - just one smooth sentence.
Synthesis Soup Organizer Synthesis Soup Organizer
Field Researcher Phase 2: The Blend
Step 1: Sorting Your Ingredients
Review your Field Notes. Group your facts into three logical categories below.
Category A
Category B
Category C
The Great Simmer (Drafting)
Choose ONE category from above. Write a short paragraph that blends at least two corroborated facts and one unique fact into cohesive sentences.
No "List" Language
Smooth Transitions
Source Credit given
Synthesis is the alchemy of research
Synthesis Scoring Guide Synthesis Scoring Guide
Teacher Resource: Phase 2 Evaluation
What Synthesis Looks Like
The "Listing" Error
"Book A says sloths eat leaves. Article B says they eat buds and fruit too. They are slow."
Why? These are isolated facts separated by full stops with no logical connection.
True Synthesis
"While sloths primarily survive on a diet of leaves, they also occasionally feast on forest buds and fruit to supplement their nutrition."
Why? Blends Source A and B facts into a single, complex sentence with a subordinating conjunction ("While").
Criteria Mastery (Level 4) Developing (Level 2) Categorization Facts are grouped into logical, high-level categories that capture big ideas. Facts are grouped randomly or categories are too broad (e.g., "Facts"). The Blend Information from both sources is woven together in a way that feels original. Sources are mentioned separately (Sentence 1 = A, Sentence 2 = B). Clarity Sentence structure is varied; transitions like "however" or "additionally" are used. Sentences are repetitive or disjointed.
Researcher Response Codes
🥣 Add more "Soup" (Needs more blending)
🧂 Extra Spice (Great unique fact!)
🍳 Chef's Choice (Perfect synthesis)
Artifact Architect Slides Field Station Delta
Artifact Architect
Mission: Designing Knowledge Displays
The Pro Standard
When you visit a museum or a national park, you don't just see boring lists.
You see Artifacts: visual guides that make complex info easy and beautiful to read.
Museum Brochure
Infographic
Park Map
Mini-Poster
Text Feature Toolkit
1
Headings
Guides the reader's eye to each category.
2
Captions
Explains what we see in the images.
3
Sidebars
Houses those "Unique facts" or fun tidbits.
4
Diagrams
Labeled pictures that show how it works.
Blueprint Your Design
"Plan twice, draw once."
Map out where your synthesized paragraphs go.
Leave room for 2-3 text features.
Pick a "Hero Image" for your cover.
Artifact Blueprint Worksheet The Blueprint
Field Researcher Phase 3: Layout Planning
1. Selection
Choose your artifact format (Circle one):
3-Fold Brochure
Vertical Infographic
Field Poster
Hero Image Concept
Sketch or describe the main visual for your artifact's front page/top section.
Required Features
At least 3 Headings Using your categories
A Labeled Diagram Anatomy, maps, or cycles
"Did You Know?" Sidebar Great for unique facts
Captions for Photos Brief, specific descriptions
Draft Layout Area
Sketch your columns and boxes here...
Your synthesized paragraphs are the "engine" of your artifact. Build around them.
Research Artifact Template References
Created By
Quick Facts
"Did you know?" Sidebar
Field Report
Title Here
Hero Image / Illustration
Exploring the depths of research.
Heading A
Caption here...
Heading B
Labeled Diagram Area
Heading C
"Direct Quote or powerful summarized finding from Source B."
Museum Reveal Slides The Museum
RESEARCH EXHIBITION OPENING
Entry Passes
Observation
Feedback
Gallery Etiquette
1
Walk silently between exhibits. Respect the "Curators" (your peers).
2
Spend at least 3 minutes at each artifact you visit.
3
Look for the Synthesis Blend. Can you tell they used two sources?
4
Fill out your Exhibit Explorer Card for three different peers.
The TAG Method
T
Tell
"Tell the researcher something you liked about their synthesis or design."
A
Ask
"Ask a question about a unique fact they found in their sources."
G
Give
"Give a suggestion for how to make the text features even clearer."
Closing the Quest
"Our understanding of a topic is like a mosaic. Every new source adds a piece, and only when they are combined do we see the whole story."
Mission: Accomplished
Exhibit Feedback Cards Exhibit Explorer Card
Artifact Title:
T: Tell something you liked
A: Ask a question
G: Give a suggestion
Feedback By: _______________
Exhibit Explorer Card
Artifact Title:
T: Tell something you liked
A: Ask a question
G: Give a suggestion
Feedback By: _______________
Exhibit Explorer Card
Artifact Title:
T: Tell something you liked
A: Ask a question
G: Give a suggestion
Feedback By: _______________
Exhibit Explorer Card
Artifact Title:
T: Tell something you liked
A: Ask a question
G: Give a suggestion
Feedback By: _______________
Museum Exhibit Guide Museum Exhibit Guide
Teacher Resource: Gallery Walk & Debrief
Final Phase
Lesson 5: Celebration & Analysis
Exhibit Opening Procedures
Setting the Scene:
Play instrumental music (classical or ambient jungle/natural sounds) softly in the background.
Set up desks as "pedestals" for the brochures and posters.
Assign half the class as "Curators" (staying with their work) and half as "Explorers" (moving). Swap after 15 minutes.
Peer Interaction Script:
"Welcome to my exhibit on [Topic]. What I found most interesting was how my two sources differed in their descriptions of [Specific Detail]. As you can see in my sidebar, I included a fact about [Unique Fact] that I only found in my second source."
Post-Walk Reflection (The Synthesis Circle)
Gather students in a circle after the gallery walk to discuss the research process.
Prompt 1: The Corroboration Discovery
"When you visited other exhibits, did you notice facts that showed up in multiple places? Why does that make a fact feel more trustworthy?"
Prompt 2: The Design Challenge
"Which text feature (heading, sidebar, diagram) helped you understand a peer's topic the fastest? Why?"
Prompt 3: Synthesizing the Self
"How did your own understanding change from the 'Blind Date' with your first book to the final creation of your artifact?"
Final Unit Checklist
Evidence of 2+ Sources
Successful Synthesis (No Lists)
3+ Labeled Text Features
Visual Clarity & Neatness
