L E S S O N

D E S I G N 3 :

O V E R V I E W

Name of Lesson: Research Question Construction #3

Subject/Course: Social Science/AP Human Geography

Duration: 1-2
50min Periods
Teacher(s): Morris

Grade Level: 9

Other subject areas to be included, if any: English

Key Knowledge and
Understanding
(CCSS or other standards)

Common Core State Standards: CCSS

CCSS.ELA-Literacy.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve
a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
CCSS.ELA-Literacy.W.9-10.2.b
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience's knowledge of the topic.
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
21st Century Standards: 21CS
3.2.3 Demonstrate teamwork by working productively with others.
National Geography Standards: NGS
13 Human Systems: How the forces of cooperation and conflict among people influence the division and control of the
Earths surface.

Success Skills
(to be taught and
assessed)

Critical Thinking/Problem Solving

Self-Management

Collaboration

Other:

Lesson Summary
(include student role,
issue, problem or
challenge, action taken,
and purpose/beneficiary)

In collaborative groups, students will construct a research question and sub-questions surrounding the
central theme of conflict, this is the first step in the overarching research project (#1). They will need to
engage online tools/sources to refine their understanding of what makes for a good research question.
Students start by creating a modified KWL chart about conflict in general, and using their prior
knowledge attained during during lesson #2, together they draft a group Thesis/Research Question, with
subsequently more specific questions fitting to each individuals curiosity. Once formulated, their work
will be posted on a whole class discussion board, where their work will be critiqued by the two other
groups and corrections made if needed.

For more PBL resources visit bie.org

2 0 1 5 B U C K IN S T I T U T E F O R E D U C ATI O N

Driving Question

How can we collaboratively construct a research question?

Entry Event

View: Clips
Developing a Research Question #1
Developing a Research Questions #2
Guidelines in Constructing a Research Question
KWL Chart:
Groups construct a KWL Chart What do you already know about conflict? What would you like to know?

Products

Individual:
Discussion Board: Individual Sub-Question of
Focus. (This would act like a single Claim).
BLOG: Reflection

Specific content and success skills to be assessed:

CCSS.ELA-Literacy.W.9-10.2.b
CCSS.ELA-Literacy.W.9-10.6
CCSS.ELA-Literacy.W.9-10.7
21CS: 3.1.1

Team:
Research Question: posted on discussion board.
(This would act as the Thesis/Overarching topic of
inquiry).
Discussion Board: Feedback given to other
research groups.
BLOG: Revised Research Question and SubQuestions.

Specific content and success skills to be assessed:

CCSS.ELA-Literacy.W.9-10.2.b
CCSS.ELA-Literacy.W.9-10.6
CCSS.ELA-Literacy.W.9-10.7
21CS.3.2.3

L E S S O N

D E S I G N 3 :

O V E R V I E W

Making Products Public Research Question and Sub Questions will be posted on Group Blog along with a summary of the process.
(include how the
products will be made
public and who students
will engage with
during/at end of project)
Resources Needed

For more PBL resources visit bie.org

On-site people, facilities: Instructor as moderator.

2 0 1 5 B U C K IN S T I T U T E F O R E D U C ATI O N

Equipment: Chrome-Books, Internet Access

Materials: Pen, Paper
Community Resources:

Reflection Methods
(how individual, team,
and/or whole class will
reflect during/at end of
lesson)

Journal/Learning Log

Focus Group

Whole-Class Discussion (Online)

Fishbowl Discussion

Survey

Other:

Notes: It is important that students understand that their research question and sub question are still fluid at this point and
as they come across new information they are able to modify it, if desired.

For more PBL resources visit bie.org

2 0 1 5 B U C K IN S T I T U T E F O R E D U C ATI O N