My two sons are no better and no worse than the average student at our school in their research skills. We've given them a lot of attention at home to try and help them learn what they do not seem to understand from their classroom lessons. In the computer class, we have completed mini projects and learned various search skills. I have come to the same conclusion as Kevin, online search skills really must be follow book based skills. I hope I paraphrased you correctly, Kevin.
Winter Wonderland January Project
I have had some trouble getting the January Winter Wonderland project off the ground in Kindergarten and first grade. I wasn't able to find a project I wanted to use with Kindergarten and the first grade is working on Dance Mat Typing. I've really been working hard with the third grade, although it wouldn't be apparent from my student's wiki page.
The Penguin Glyph
I really liked the Penguin Glyph project. Amber Coggin put the files together. They are under the January heading on the activities page. We start using PowerPoint in the fourth grade. For the third grade, this glyph is a great introduction to the PowerPoint screen and the idea of glyphs in general. Her PDF file explains what the various colors represent (such as orange feet would mean a boy created the penguin).
I wanted to do more and I thought this would work well as a research project as a group activity over several classes. The big question was: How?
The Big Six
I did some research on teaching basic skills and came up with several Big Six resources. I found that for younger students they call it the Super Three. One of the most obvious points is to come up with a focused question to ask the students. I decided something simple would be to ask: How is a penguin different and similar to our state bird. We've been picking at the question a little every week.
First Focus: The Eastern Goldfinch
Our state bird is the Eastern Goldfinch. I found a nice printable sheet on the American Goldfinch on the Little Explorer's website. Before giving the student's the sheet, I asked some questions using the Promethean Activotes.
Without prior discussion: 1 child clicked A) Emperor Penguin, 6 children clicked B) Eastern Goldfinch, and 3 children clicked E) American Robin.
Two children chose B) Hair and eight children chose F) Tails.
Three children chose A) Seeds and seven children chose B) Nectar. We had an interesting discussion about what type of birds eat nectar and what type of beak shape they require.
One student chose A) in pine trees, two students chose B) in weedy grasslands, 1 child chose C) in a building, 4 students chose D) at the edge of a pond, and one student clicked E by mistake.
This question also prompted some interesting size discussions as one child chose A) four inches, one child chose B) twelve inches, 2 children chose C) four feet, and six children selected D) one-half inch.
Drawing in Kid Pix
Armed with these images and the discussion, I gave the students a printout from Enchanted Learning. It has a black and white outline of the American Goldfinch. I asked the students to do their best job to sketch the bird in Kid Pix. I projected some photographs on the screen from Flickr so the students could try to match the bird's coloring. The student's images are really turning out quite well.
In an upcoming post, I will talk about how we practiced reading for information while integrating the Activotes. We will also be using the Activotes to look at scanned images from a book about penguins and read to find information.
These are some good first steps to leading my students to find information in print in the third grade. Your thoughts and insights are welcome to help me extend the lesson.