Note and Evaluate Facts

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SWBAT take notes and evaluate facts on a given topic.

Big Idea

How do I organize information gathered for research?

Next Steps

20 minutes

This is our third lesson of the FINDS Research process.  FINDS is an acronym describing its five step research process:

  1. Focus
  2. Investigate
  3. Note
  4. Develop
  5. Score

FINDS is based on the Stripling Model of Inquiry. For this lesson, we will discuss the third step:  Note and Evaluate.  I use my Promethean Flipchart, loaded with FINDS model background information, to explain this step in the process to students.

With help from the students, I review the FINDS five step process, discuss our goal and rubric, and list what we already know about the research process from our past experiences.  Students discuss about ways to write down relevant information about their topic on their notes. I show the section regarding "Note and Evaluate Facts." We discussed two methods of notetaking that students have learned: Cornell NoteTaking and Color Coded Cards.

Then we got into our collaborative groups to begin this third step. When teaching research with the Common Core, I focus my instruction on about deepening knowledge through shared research and collaboration.

Analyzing Resources

20 minutes

     I give students a FINDS Notes Planning Template covering skills using text features to gather data relevant to the topic, record sources from where data was collected, and focus notes on relevant content to answer their research questions.  We continue to search for relevant information about our class topic: animal rights vs. pet owners' rights.

At the beginning of this process, I assigned two groups are to research animal rights and two groups to research pet owners' rights. We review the Cooperative Groups flip chart to review group norms, rules, and roles. I review and distribute a cooperative group rubric so students can self-monitor their  individual contributions to their team. Today, the group leader assigns each member of the team a specific role while collecting information. Students search through sources they have collected in the previous lesson and take notes to support their research. Students have been practicing both the Cornell Note Taking System and Color Coded Note Taking System, so they are accustomed to the note taking.  If your students have not practiced note taking before, you might want to spend a few lessons before this one teaching them some note taking strategies.

Students worked in their cooperative groups finding pertinent information and communicating noteworthy facts to the Summarizer in each group. Using a resource worksheet to guide them, students also demonstrated their ability to document sources.

I did have to stop the class midway to remind them not to highlight all the information in text. I led a quick review of how, in note taking, we are extracting only relevant information from text.  Also, a refresher in paraphrasing or using students' own words when note taking was necessary.

Sharing our Findings

20 minutes

Students share the highlights from their notes. They share the Note Planning Sample  and its effectiveness in guiding them with note taking. They refer to sources to provide evidence of their claims.  Common Core encourages students to use text based evidence to support claims, so students know to document their sources as they take notes, establishing content effective and time efficient research habits that will be applied in the real world.