Table 7b. Scope and Sequence: Inquiry and Research, Grades 1-12

	Concepts / Reasoning
	Preparing define information using a variety of strategies	Accessing select resources appropriate to needs using a variety of strategies	Processing analyze and evaluate information using a variety of strategies	Transferring reflect on and evaluate research product and process
1	- use brainstorming to explore thoughts and feelings - role play questions and answers - use question starter words - distinguish between questions and statements	- predict content from the cover of a book - begin to understand keywords - find information from illustrative works	- predict story sequence and revise/confirm predictions - retell a simple story in proper sequence and recall information in it accurately - distinguish between real- life and media depictions	- complete simple self- evaluation charts - comment on the ease and difficulty of a task
2	- articulate questions - experiment with concrete objects - cluster ideas - collaborate with teacher to plan research	- begin to use illustrated dictionaries and encyclopaedias - select pictures and found objects for information	- identify advertisements - restate information in a short non-fiction text in their own words - retell a story in proper sequence and identify the main idea and characters	- make conclusions based on completed research - participate in peer conferences
3	- ask questions to clarify meaning - start to narrow and broaden focus - outline necessary resources and plan steps to obtain resources	- select information from a range of print, electronic resources - explore bookmarked Internet sites - use picture files and globes	- distinguish between fact and fiction - identify and restate main ideas in a piece of writing and cite supporting details - interpret data from graphs	- reflect on opportunities for further developments - complete tracking sheets
4	- formulate questions to guide research - create mind maps, subject webs prior to search - get an overview of a topic or problem from a variety of reference resources	- begin to reread, skim, and scan to select appropriate information - conduct interviews and surveys - begin to bookmark Internet sites relevant to research	- identify story elements - identify bias in information - distinguish between fact and opinion	- start to complete learning logs and response journals - identify how data was collected
5	- structure search strategies within set timelines - build a knowledge base from print and electronic resources - distinguish different kinds and purposes of questions - develop a research focus	- select novels, short stories, biographies - bookmark and use Internet sites relevant to research - select information from a variety of electronic reference materials	- identify main ideas and supporting details - examine currency of data - evaluate definitions - discuss patterns in data	- complete self-evaluation on product and process, identifying strengths and weaknesses - analyze how data was collected and discuss the reasonableness of results
6	- structure search strategies and timelines - develop research plans with statement of purpose - begin to manage thoughts and feelings arising from research process	- select periodicals - select national and international atlases - compare formats of print and electronic reference materials to facilitate selection of information	- deconstruct media works - identify agreement and disagreement among sources - distinguish between primary and secondary sources - - identify point of view	- independently complete self-evaluation on all research and information problem solving - demonstrate an understand-ing of probability in making appropriate conclusions and appropriate decisions
7	- begin to use planners - formulate questions that would synthesize various sources of information and points of view - learn to prepare questions in advance of research	- select a variety of periodicals - select information from relevant field study	- understand plagiarism and copyright - examine the authority, validity and reliability of print and online resources - begin to identify criteria used to evaluate information	- begin to articulate the stages of the research process - judge if a problem has been identified and solved - identify bias in data collection methods
8	- recognize elements of potentially successful research questions - ask higher-order questions	- select CD-ROM databases - select biographical resources	- compare and verify statements from two or more sources - examine assumptions and bias in information - identify criteria used to evaluate information	- articulate the stages of the research process - assess bias in data collection methods - examine assumptions in product and process
9	- begin to prioritize questions for significance, relevance and practicality - use planners independently - manage thoughts and feeling arising from research	- select a variety of online databases - select handbooks, almanacs and directories	- compare comprehensiveness of sources - analyze bias and suggest alternative sources - design criteria to evaluate information	- begin to understand general principles of good research - begin to use journal to track product and process, including emotional and intellectual responses
10	- prioritize questions for significance, relevance and practicality - form questions into focus and reflect on continual appropriateness of focus	- select specialized atlases, such as historical and cultural atlases - select appropriate census material	- analyze inaccuracy and ambiguity in information and their effect on argument - evaluate the clarity of language to support ideas - judge if conclusion follows the argument	- understand general principles of good research - use journal to track product and process, including emotional and intellectual responses
11	- critique own questions as essential and non essential - form questions into thesis and reflect on continual appropriateness of thesis	- select specialized atlases, such as regional and economic atlases - select bibliographies	- analyze the validity of hypothesis of a resource by examining its primary and secondary sources - construct logic statements to test the validity of argument	- recognize personal learning styles and their impact on research and problem solving - set goals for improvement in next research activity
12	- recognize the importance of taking time to internalize questions and findings at all stages of the process	- select archival material and government documents - select journals and abstracts	- deconstruct an argument to determine original principles - analyze both inductive and deductive arguments and evaluate the logic of their conclusions	- recognize and integrate the learning styles of others in research and problem solving - foresee consequences and implications of personal research