Research, Inquiry, and Media Literacy

Research Question Formulation means making a good question to help us learn about a topic.

When we research, we do not ask just any question. We ask a question that helps us find facts.

A topic is what we want to learn about. A research question is the question we ask about that topic.

For example, if the topic is dogs, we can ask, What do dogs eat? That question helps us know what facts to look for.

Good research questions are clear, about one topic, and can be answered with facts.

Let’s learn how to make a strong research question.

1. Pick a topic.

Your topic should be something you want to learn about.

• plants
• the moon
• frogs
• fire trucks

2. Think about what you want to know.

Ask yourself: What am I curious about?

• Where does it live?
• What does it eat?
• What does it do?
• What parts does it have?

3. Turn your idea into a question.

You can start with question words like these:

• What
• Where
• When
• Why
• How

These words help us ask for facts.

What makes a question strong?

• It is about one topic.
• It is easy to understand.
• It can be answered by learning facts.

What makes a question weak?

• It is too big: Tell me everything about birds.
• It is not clear: Why are things nice?
• It asks for only a guess or opinion: Are cats the best pets?

A research question is not usually about what someone likes best. It is about what we can learn and check.

Let’s compare.

• Too big: Tell me about sharks.
• Better: What do sharks eat?

The better question is smaller and clearer.

• Too big: Tell me about weather.
• Better: What kind of weather brings rain?

The better question helps us know exactly what to find out.

Helpful question starters

• What does _____ eat?
• Where does _____ live?
• How does _____ grow?
• Why does _____ happen?
• What parts does _____ have?

You can use these starters to build your own questions.

Worked Example 1

Topic: Butterflies

Big idea: I want to know about food.

Question: What do butterflies eat?

This is a good research question because it is clear and can be answered with facts.

Worked Example 2

Topic: Bears

Not as good: Tell me everything about bears.

This is too big. There are too many things to learn at once.

Better question: Where do bears live?

This is better because it asks about one part of the topic.

Worked Example 3

Topic: Plants

Not as good: Are plants pretty?

This asks what someone thinks. Different people may answer in different ways.

Better question: What do plants need to grow?

This is a strong research question because we can find real facts to answer it.

Worked Example 4

Topic: Fire trucks

Big idea: I want to know what they do.

Question: How do fire trucks help people?

This is a good question because it is clear and focused.

How to check your question

Ask yourself these three things:

1. Is my question about my topic?
2. Is my question clear?
3. Can I find facts to answer it?

If you can say yes to all three, your question is strong.

Let’s practice thinking.

If your topic is frogs, which is the better research question?

• Do you like frogs?
• Where do frogs live?

The better research question is Where do frogs live? It asks for facts.

If your topic is the moon, which is better?

• Is the moon cool?
• What does the moon look like at night?

The better research question is What does the moon look like at night? It is clear and answerable.

Remember: A good research question helps you stay on topic. It tells you what facts to look for.

When you make a strong question, research becomes easier. You know what you are trying to learn.

Summary

First, pick a topic. Next, think about what you want to know. Then, turn that idea into a clear question that can be answered with facts.

Good research questions are small, clear, and focused. They help you learn about the world.

Gathering Information from Provided Sources

Sometimes we want to learn about something new. We may have a question like, “What do bees make?” or “Where do frogs live?”

To answer the question, we can look at sources. Sources are places where we get information. A source can be a book, a short article, a picture, or a video.

When a teacher gives you sources to use, you do not have to find everything by yourself. Your job is to look carefully, listen carefully, and find the information that answers the question.

What does “gathering information” mean?

Gathering information means collecting facts from a source. A fact is something true. We gather the facts that match our question.

For example, if the question is “What do penguins eat?” you do not need every fact about penguins. You only need the fact that tells what they eat.

Good sources can be:

• a teacher-read book
• a short passage or article
• a chart, picture, or label
• an educational video

How to gather information

1. Read or hear the question. Know what you are trying to find.
2. Look at the source. Read the words, study the pictures, or listen to the video.
3. Think: “Does this part answer the question?”
4. Pick the important fact. Ignore facts that do not match the question.
5. Tell or write the answer. Use the information from the source.

Helpful question words

• Who tells about a person or animal.
• What tells about a thing, action, or idea.
• Where tells about a place.
• When tells about a time.
• Why tells a reason.
• How tells the way something happens or is done.

If the question says where, look for a place. If the question says what, look for the thing or action. The question helps you know what kind of fact to find.

Use words and pictures together

Sometimes the words give the answer. Sometimes the picture helps too. A labeled picture, chart, or diagram can teach you something even before you read all the words.

For example, a picture of a plant with labels like “root,” “stem,” and “leaf” gives information. You can gather facts by looking closely.

Listen for important details in a video

When you watch a video, listen for key facts. Watch the pictures on the screen too. The speaker may say the answer, and the video may show it.

If needed, a teacher may pause the video so you can think about what you learned.

Important and not important

A source may have many facts. But you only need the fact that answers the question.

Look at this example:

• The text says: “Turtles have hard shells. Many turtles live near water. Turtles can move slowly on land.”

If the question is “Where do many turtles live?” the answer is near water.

The facts about hard shells and moving slowly are interesting, but they do not answer that question.

Worked Example 1

Source: “Bees visit flowers. Bees collect nectar. Bees use nectar to make honey.”

Question: What do bees make?

Step 1: Listen to the question. We need to find what bees make.

Step 2: Read the source and look for that fact.

Step 3: The source says, “Bees use nectar to make honey.”

Answer: Bees make honey.

Worked Example 2

Source: “A frog begins life as an egg. Then it becomes a tadpole. Later, it grows legs.”

Question: What does a frog begin life as?

Step 1: The question asks what a frog begins life as.

Step 2: Find the words that match begin life.

Step 3: The source says, “A frog begins life as an egg.”

Answer: A frog begins life as an egg.

Worked Example 3

Source: “Polar bears live in very cold places. Their thick fur helps keep them warm. They are strong swimmers.”

Question: Where do polar bears live?

Step 1: The word where tells us to look for a place.

Step 2: Read the source and find the place.

Step 3: The source says, “Polar bears live in very cold places.”

Answer: Polar bears live in very cold places.

Worked Example 4

Source: A picture of a bird nest in a tree is labeled, “Nest in tree.” A sentence under it says, “Many birds build homes to keep their eggs safe.”

Question: Where is the nest?

Step 1: This is a where question, so we look for a place.

Step 2: Check the picture and the label.

Step 3: The label says, “Nest in tree.”

Answer: The nest is in a tree.

Tips for doing your best

• Read the question first.
• Look for the same idea in the source.
• Use pictures, labels, and words.
• Do not guess if the source gives the answer.
• Choose facts that match the question.

Let’s practice thinking

Read this source: “The sun rises in the morning. It gives light and warmth.”

• Question: When does the sun rise?
• Look for a time word.
• The source says, “in the morning.”
• Answer: The sun rises in the morning.

Read this source: “Elephants use their trunks to pick up food and drink water.”

• Question: How do elephants pick up food?
• Look for the way they do it.
• The source says, “use their trunks.”
• Answer: Elephants pick up food with their trunks.

Summary

Gathering information means finding facts in a source that answer a question. First, read or hear the question. Next, look closely at the book, article, picture, or video. Then choose the important fact and tell the answer using the source.

When you gather information, you are like a fact finder. You use your eyes, ears, and thinking to learn something new.

Note-Taking Fundamentals means writing down the most important ideas in a short, simple way.

When we take notes, we do not copy every word. We listen, look, and think: “What is the big idea?” Then we write a few words or make a quick sketch.

Notes help us remember what we learned. They also help us tell someone else about it later.

Good note-taking is like making a tiny memory helper.

What do notes look like?

• short words
• small phrases
• quick sketches
• labels

Notes are usually not long sentences. They are fast and easy to read.

What should we write down?

We write the key facts. Key facts are the most important things.

• Who or what is it about?
• What does it do?
• What does it look like?
• Where does it live or happen?
• What is one important fact to remember?

What should we leave out?

• extra words
• full long sentences
• small details that are not important

How to take notes

1. Look, listen, or read.
2. Think about the big idea.
3. Pick the important facts.
4. Write a few words.
5. Add a sketch if it helps.

You can use keywords. Keywords are important words that tell the main idea.

For a book about frogs, keywords might be:

• frog
• green
• jumps
• pond

You can use short phrases. A short phrase is just a few words together.

For the same frog book, short phrases might be:

• green frog
• jumps high
• lives in pond

You can use sketches. A sketch is a quick drawing. A little picture can help your brain remember.

If you learn that a bird can fly, you might draw a small bird with wings and write fly next to it.

Notes do not need to be perfect. They need to help you remember.

Worked Example 1: Turn a sentence into notes

Sentence: “The cat is black and likes to sleep in the sun.”

First, find the important ideas:

• cat
• black
• sleeps in sun

Good notes:

• black cat
• sleeps
• sun

Why is this good? We kept the big facts and left out extra words.

Worked Example 2: Listen for key facts

Text: “Bees help flowers grow. Bees carry pollen from flower to flower.”

Ask: What are the most important facts?

• bees help flowers
• carry pollen
• flower to flower

Good notes:

• bees help flowers
• carry pollen

A quick sketch could be a bee and two flowers.

Worked Example 3: Use notes from a short fact text

Text: “Turtles have shells. Some turtles live in water. Turtles move slowly.”

Step 1: Find the big facts.

• have shells
• live in water
• move slowly

Step 2: Write short notes.

• turtle shell
• some in water
• slow

Step 3: Add a sketch if you want.

You could draw a small turtle and label the shell.

Worked Example 4: Choose the better notes

Text: “An apple can be red, green, or yellow. Apples grow on trees.”

Choice A:

• An apple can be red, green, or yellow. Apples grow on trees.

Choice B:

• apple
• red, green, yellow
• grows on tree

Choice B is better note-taking. It uses short words and phrases instead of copying the whole text.

Helpful tips

• Write only the important parts.
• Use just a few words.
• Skip extra words like “the” and “is” when you can.
• Make a tiny drawing if it helps.
• Keep your notes neat enough to read later.

Let’s practice thinking

If you hear, “Dogs need food, water, and exercise,” your notes could be:

• dogs
• food
• water
• exercise

If you hear, “The moon comes out at night,” your notes could be:

• moon
• night

Why note-taking matters

Good note-taking helps you learn from books, videos, pictures, and people. It helps you remember facts without writing too much.

It also helps you get ready to talk, write, or share what you learned.

Summary

Note-taking means writing the most important ideas in a short way. Use keywords, short phrases, and quick sketches. Do not copy every word. Good notes help you remember and share what you learned.

Sorting and Categorizing Facts means putting facts that go together into the same group.

When we learn about something new, we may write down many facts. Some facts are about the same part of the topic. We can sort these facts into groups. Then our notes are neat and easy to understand.

We can also give each group a subheading. A subheading is a little title for one group of facts.

Why do we sort facts?

• It helps us stay organized.
• It helps us find information quickly.
• It helps us see which facts belong together.
• It helps us share what we learned.

Let us learn how to do it.

Step 1: Read all the facts.

First, look at all your notes. Read each fact one at a time.

Step 2: Think, “Which facts go together?”

Some facts may be about food. Some may be about where an animal lives. Some may be about what it looks like. Facts that match should go in the same group.

Step 3: Make a subheading for each group.

Pick a simple title for each group. Good subheadings are short and clear.

• Food
• Home
• Body
• How It Moves

Step 4: Put each fact in the best group.

Ask yourself, “What is this fact mostly about?” Then place it under the matching subheading.

Main Teaching Point: A fact should go with other facts that are about the same idea.

For example, if a fact says, “A rabbit eats grass,” it belongs in the Food group. If a fact says, “A rabbit lives in a burrow,” it belongs in the Home group.

Look for clue words.

Clue words can help you decide where a fact belongs.

• If a fact tells what something eats, it may go under Food.
• If a fact tells where something lives, it may go under Home or Habitat.
• If a fact tells how something looks, it may go under Body or Looks.
• If a fact tells what something does, it may go under Actions or How It Moves.

Worked Example 1: Sorting facts about a dog

Here are some facts:

• Dogs have four legs.
• Dogs can run fast.
• Dogs eat food and drink water.
• Dogs have fur.

We can make these subheadings:

• Body
• How It Moves
• Food

Now we sort the facts:

• Body: Dogs have four legs. Dogs have fur.
• How It Moves: Dogs can run fast.
• Food: Dogs eat food and drink water.

Why did this work? The two body facts both tell what a dog is like on the outside. The movement fact tells what a dog can do. The food fact tells what a dog needs to eat and drink.

Worked Example 2: Sorting facts about a frog

Here are some facts:

• Frogs live near water.
• Frogs eat bugs.
• Frogs can jump.
• Frogs have long back legs.

We can use these subheadings:

• Home
• Food
• How It Moves
• Body

Sorted facts:

• Home: Frogs live near water.
• Food: Frogs eat bugs.
• How It Moves: Frogs can jump.
• Body: Frogs have long back legs.

This one is easy because each fact tells a different kind of information.

Worked Example 3: Sorting more than one fact into the same group

Now let us try facts about birds:

• Birds have feathers.
• Birds lay eggs.
• Birds use wings to fly.
• Many birds build nests.
• Birds have beaks.

Possible subheadings:

• Body
• Homes
• How They Move
• Life

Sorted facts:

• Body: Birds have feathers. Birds have beaks.
• Homes: Many birds build nests.
• How They Move: Birds use wings to fly.
• Life: Birds lay eggs.

Notice that two facts fit under Body. That is okay. A group can have one fact or many facts.

Worked Example 4: Choosing the best subheading

Here are facts about apples:

• Apples can be red, green, or yellow.
• Apples grow on trees.
• People can eat apples.
• Apples have seeds inside.

We need good subheadings. We might choose:

• Colors
• Where They Grow
• Food
• Inside

Sorted facts:

• Colors: Apples can be red, green, or yellow.
• Where They Grow: Apples grow on trees.
• Food: People can eat apples.
• Inside: Apples have seeds inside.

This example shows that subheadings do not always have to be the same for every topic. We choose subheadings that match the facts we have.

Helpful Tips

• Read each fact carefully.
• Say the fact out loud if that helps.
• Ask, “What is this mostly about?”
• Put facts with the same idea together.
• Make short, clear subheadings.
• Check your work at the end.

Be careful!

• Do not put a food fact under a body heading.
• Do not make a heading that is too broad if a better one fits.
• Do not forget to reread your groups.

For example, if the fact is “Fish swim in water,” it fits best under How It Moves or Home, depending on what your groups are. You should choose the group that makes the most sense with your other facts.

How sorting facts helps with writing

After you sort facts, you are ready to talk or write about what you learned. Each subheading becomes one part of your report or page.

If your topic is bears, your notes may look like this:

• Food: Bears eat fish and berries.
• Home: Bears live in forests and other wild places.
• Body: Bears have thick fur.

These groups help you share your ideas in order.

Summary

Sorting and categorizing facts means grouping facts that belong together. A subheading is a short title for each group. When we sort facts, our notes are neat, clear, and easy to use. We read each fact, think about what it is mostly about, and place it in the best group.

Source Reliability Awareness means learning to ask, “Can I trust this information?”

Sometimes we learn from books, teachers, signs, and websites. Some sources give real facts. Some sources tell make-believe stories. Good readers try to notice the difference.

When we want to learn about something real, like frogs, weather, or space, we should look for sources that are made to teach us. These are often called trustworthy sources.

A trustworthy source is a source that tries to tell the truth and share correct facts. In 1st grade, a good way to think about it is this: trustworthy sources help us learn real things.

Here are some sources that are often good for learning real facts:

• A teacher
• A school library book
• An encyclopedia for kids
• A museum sign
• A grown-up helping you use a kids' learning website

Here are some sources that may be fun, but may not always be good for real facts:

• A make-believe storybook
• A cartoon
• A random video online
• Someone guessing
• A silly poster with made-up facts

This does not mean stories and cartoons are bad. They are great for fun, imagination, and sometimes even learning. But if we need a real answer, we should check a source that teaches facts.

Here are simple questions you can ask:

• Is this trying to teach real facts?
• Is this from a teacher, book, library, or museum?
• Is this make-believe?
• Can I ask a grown-up or teacher to help me check?

It is also smart to check more than one source. If two good sources say the same thing, that can help us feel more sure.

For example, if a library book and your teacher both say that penguins are birds, that is a strong clue that the fact is true.

If one silly video says penguins can drive cars, we can stop and think: Does that sound real? Then we can check a book or ask a teacher.

Main idea: When you want real information, choose a source that is made for teaching and facts.

Let’s look at some examples.

Example 1: Easy

You want to know: Do bees make honey?

Source A is a library book about insects. Source B is a funny comic where a bee makes pizza.

Which source is better for facts?

The better source is Source A, the library book. A book about insects is made to teach real information. The comic is fun, but it is make-believe.

Example 2: A little harder

You want to know: What do plants need to grow?

Source A is your teacher. Source B is a cartoon character saying, “Plants only need music!”

Which source is more trustworthy?

The more trustworthy source is Source A, your teacher. Teachers help students learn facts. The cartoon may be silly or pretend.

Example 3: Check again

You want to know: Can polar bears live in hot deserts?

You hear one person say yes. Then you look in a kids' animal encyclopedia, and it says polar bears live in cold places.

What should you believe?

You should trust the kids' animal encyclopedia more. It is a source made to teach facts. One person might be guessing or be mistaken.

Example 4: Best choice

You want to know: Is the moon made of cheese?

Source A is a bedtime story. Source B is a museum space sign. Source C is a silly song.

Which source is best for real facts?

The best source is Source B, the museum space sign. Museums share real information. The bedtime story and silly song are for fun, not for checking facts.

When you are not sure, you can use this simple plan:

1. Stop and think.
2. Ask, “Is this real facts or pretend?”
3. Look for a teaching source.
4. Ask a teacher, librarian, or grown-up for help.

Remember, good learners are careful. They do not believe every silly thing they hear or see. They check for sources that teach real facts.

Summary

Source reliability awareness means knowing that some sources are better for facts than others. Teachers, library books, museums, and kids' learning books are often good places to learn real information. Storybooks, cartoons, and silly videos can be fun, but they may be make-believe. When you want a real answer, choose a trustworthy source and ask a grown-up if you need help.

Collaborative Inquiry Projects means learning with other people. A class or a small group asks a question, looks for answers, and makes one project together.

Let’s think about the word collaborative. It means working together. The word inquiry means asking questions and finding answers. A project is something you make or share when you are done learning.

So, a collaborative inquiry project is when students ask, learn, share, and make something together.

We do not have to do all the work alone. In a group, each person can help with one part. Then everyone shares what they learned. At the end, the group puts all the facts together.

Why do we work together?

• We can learn more facts.
• We can help each other.
• We can finish a big job by sharing the work.
• We can make one strong project as a team.

What does a collaborative inquiry project look like?

1. The group asks a question.
2. The group makes a plan.
3. Each person gets a job.
4. Each person finds facts.
5. The group meets again and shares.
6. The group makes one project together.

Step 1: Ask a question

Good projects begin with a question. A question helps us know what we want to learn.

Here are some good 1st grade questions:

• What do plants need to grow?
• How do helpers in our town help us?
• What do birds eat?
• How does weather change?

Step 2: Make a plan

Next, the group talks about how to find answers. The group may look at books, pictures, classroom charts, or a teacher-read article or video.

The plan should be simple:

• What is our question?
• Where will we look for facts?
• Who will do each job?
• How will we share our learning?

Step 3: Divide the jobs

Dividing jobs means each person does one part. This helps the group stay organized.

For example, if the class question is What do plants need to grow?, the jobs could be:

• One student learns about sunlight.
• One student learns about water.
• One student learns about soil.
• One student learns about air.

Everyone is working on the same big question, but each student studies one smaller part.

Step 4: Find facts

A fact is something true. In a project, we want to share facts, not guesses.

Students can find facts by:

• Looking at a book
• Listening to a story read aloud
• Looking at labels or pictures
• Watching a short school video with the teacher
• Talking about what the teacher has taught

When students find facts, they can make simple notes. In 1st grade, notes can be:

• A picture
• One word
• A short sentence

For example, a note about water could say: Plants need water.

Step 5: Share with the group

After each student learns something, the group comes back together. Each person tells the others the facts they found.

When one person is sharing, the others should:

• Look at the speaker
• Listen carefully
• Wait for their turn
• Ask kind questions

Sharing is important because the whole group needs all the facts, not just one person’s facts.

Step 6: Make one project together

Now the group puts all the learning in one place. The group might make:

• A poster
• A book
• A class chart
• A short talk

The project should show facts from everyone in the group.

That is what makes it a team project.

Teamwork words we can use

• I found...
• Can you help me?
• My job is...
• Let’s put our facts together.
• I agree.
• We can both help.

How to be a good team member

• Do your job.
• Share your facts.
• Listen to others.
• Use kind words.
• Take turns.
• Help the group finish.

Worked Example 1: A simple class project

Question: What do birds eat?

The teacher puts students in a small group of 3.

• Student 1 learns about seeds.
• Student 2 learns about worms.
• Student 3 learns about fruit.

Each student finds one fact:

• Seeds: Some birds eat seeds.
• Worms: Some birds eat worms.
• Fruit: Some birds eat fruit.

Then the group makes one poster called What Birds Eat.

Why is this collaborative? Each student did one part, and then the group made one project together.

Worked Example 2: A group learns about community helpers

Question: How do helpers in our town help us?

A group of 4 students shares the jobs:

• Student 1: firefighter
• Student 2: doctor
• Student 3: teacher
• Student 4: mail carrier

They find these facts:

• A firefighter helps keep people safe from fire.
• A doctor helps sick people.
• A teacher helps children learn.
• A mail carrier brings mail.

Then they make a little book. Each page shows one helper. At the end, they add a last page: Helpers in our town help us every day.

Why is this a strong project? The group used facts from all 4 students and made one book together.

Worked Example 3: A bigger science question

Question: What do plants need to grow?

A group of 4 students takes these jobs:

• Student 1: sunlight
• Student 2: water
• Student 3: soil
• Student 4: air

Each student writes or draws one note:

• Sunlight helps plants grow.
• Plants need water.
• Plants grow in soil.
• Plants need air.

Then the group makes a chart with 4 boxes. One box shows each fact. The title is Plants Need Many Things.

What did the students do well?

• They asked one big question.
• They split the work.
• They shared true facts.
• They made one chart together.

What if something goes wrong?

Sometimes group work feels hard. That is okay. We can solve small problems.

• If someone forgets their job, a teammate or teacher can help.
• If two students want the same job, they can take turns or choose new jobs.
• If someone talks too much, the group can remember to take turns.
• If someone feels shy, they can share with a partner first.

How do we know a project is collaborative?

Ask these questions:

• Did we work on the same big question?
• Did each person do a part?
• Did we share our facts?
• Did we make one project together?

If the answer is yes, then it is a collaborative inquiry project.

Let’s practice thinking

Example A: Mia reads about rain. Sam reads about snow. Lee reads about wind. Then they make one weather poster together.

Is this collaborative? Yes. They split the jobs, shared facts, and made one project.

Example B: Ben does all the work by himself. The other students do not help.

Is this collaborative? No. A collaborative project needs teamwork.

Example C: A group learns about farm animals. One child learns about cows. One learns about pigs. One learns about chickens. Then they make one class book.

Is this collaborative? Yes. Everyone helps build the book.

Remember

• Ask a question.
• Plan the work.
• Split the jobs.
• Find facts.
• Share with the group.
• Create one project together.

When students work together, everyone can learn and help. A collaborative inquiry project is not just about finding answers. It is also about being a kind, helpful teammate.

Presenting Research Findings means sharing what you learned after you ask questions, read, look, and listen to find facts.

When we do research, we learn about something. Then we tell others about it in a clear way. We can share our learning with a poster, slides, or an oral report, which means talking to the class.

This lesson will help you learn how to present your research findings so other people can understand your facts.

Why do we present our findings?

• To teach others what we learned
• To share true facts
• To show our hard work
• To help people understand a topic

What goes in a research presentation?

A good presentation has a few important parts.

1. The topic — what your research is about
2. Facts — true things you learned
3. Pictures or drawings — images that match your facts
4. A beginning, middle, and end — a clear order

1. Start with the topic

First, tell what your topic is. Say it in a simple sentence.

For example: My topic is butterflies.

This helps your class know what you will talk about.

2. Share facts

Next, tell the facts you found in your research. Pick the most important facts. You do not need to say every single thing you learned.

Good facts are:

• True
• Easy to understand
• About your topic
• Shared in a clear order

You can say facts like this:

• Butterflies start as caterpillars.
• They have wings.
• They drink nectar from flowers.

3. Put facts in order

Your facts should be organized. Organized means neat and in a good order.

You can put facts in order by:

• What comes first, next, and last
• Most important facts first
• Grouping facts that go together

Here is an example of order:

1. What the animal is
2. Where it lives
3. What it eats

4. Add pictures or drawings

Pictures help people understand your topic. A picture should match your facts.

If your topic is frogs, you might add:

• A picture of a frog
• A drawing of a pond
• A picture of frog eggs

Pictures should help, not confuse. Choose clear pictures.

5. Use easy words and a clear voice

When you present, use words your class can understand. Speak slowly and clearly.

You can:

• Look at your audience
• Point to your poster or slide
• Read short notes
• Use a strong, calm voice

6. Have a beginning, middle, and end

A strong presentation has three parts.

• Beginning: Tell your topic.
• Middle: Share your facts.
• End: Tell what you want your class to remember.

Here is a simple frame:

• Beginning: Today I will tell you about turtles.
• Middle: Turtles have shells. Some turtles live in water. Turtles lay eggs.
• End: Turtles are interesting animals.

Different ways to present research findings

You can present your findings in different ways.

Poster

• Has a title
• Has pictures
• Has short facts
• Is neat and easy to read

Slides

• Show one idea at a time
• Use big words and pictures
• Do not have too many words

Oral report

• You speak to the class
• You share facts in order
• You may hold notes or show pictures

What makes a presentation strong?

• A clear topic
• True facts
• Neat work
• Pictures that match
• A clear speaking voice
• A beginning, middle, and end

What should we not do?

• Do not share facts that are not true.
• Do not put in too many words.
• Do not talk too fast.
• Do not jump from one idea to another without order.
• Do not use pictures that do not match the topic.

Helpful sentence starters

These sentence starters can help you present your research.

• My topic is _____.
• I learned that _____.
• One fact is _____.
• Another fact is _____.
• This picture shows _____.
• Thank you for listening.

Worked Example 1: Very simple oral report

Topic: Dogs

Step 1: Say the topic.

My topic is dogs.

Step 2: Share facts.

• Dogs are animals.
• Dogs have fur.
• Dogs can be pets.

Step 3: End clearly.

Dogs are helpful and fun. Thank you for listening.

This is a good presentation because it has a topic, facts, and an ending.

Worked Example 2: Poster presentation

Topic: Apples

Poster parts:

• Title: Apples
• Picture: A drawing of a red apple tree
• Fact 1: Apples grow on trees.
• Fact 2: Apples can be red, green, or yellow.
• Fact 3: People can eat apples.

What the student says:

Today I will tell you about apples. Apples grow on trees. Apples can be red, green, or yellow. People can eat apples. This picture shows an apple tree. Thank you for listening.

This works well because the facts are short, true, and easy to understand.

Worked Example 3: Presentation with facts in order

Topic: Frogs

First: Tell what the topic is.

My topic is frogs.

Next: Share facts in order.

1. Frogs are animals.
2. Many frogs live near water.
3. Frogs can jump.
4. Frogs lay eggs.

Last: End with a closing sentence.

Frogs are amazing animals. Thank you for listening.

This example is a little stronger because the facts are grouped and shared in a neat order.

Worked Example 4: Fixing a weak presentation

Here is a weak presentation:

My topic is birds. Birds are nice. I like blue. They can fly and nests and eggs and trees. Thank you.

This is hard to understand because:

• The ideas are not in order.
• Some words do not connect clearly.
• The facts are not shared neatly.

Let us fix it.

My topic is birds. Birds have feathers. Many birds can fly. Birds build nests. Birds lay eggs. Thank you for listening.

This new version is better because the facts are clear and in order.

How to get ready to present

1. Pick your topic.
2. Find true facts.
3. Choose the best facts.
4. Make a poster, slides, or notes.
5. Add matching pictures.
6. Practice saying your facts.
7. Speak clearly to your class.

Practice tips

• Practice more than one time.
• Point to pictures as you talk.
• Say one fact at a time.
• Take a breath if you feel nervous.
• Remember: you are sharing what you learned.

Checklist for your presentation

• Did I say my topic?
• Did I share true facts?
• Did I keep my facts in order?
• Did I use pictures that match?
• Did I speak clearly?
• Did I finish with an ending sentence?

Summary

Presenting research findings means sharing what you learned with others.

A strong presentation tells the topic, shares true facts, uses pictures, and has a beginning, middle, and end.

You can present with a poster, slides, or an oral report. When you speak clearly and stay organized, your class can understand your learning.