Home


Skills and Tools


Gather

Gather important information
Go broad (search)
Go deep (read)

Guided Inquiry Process- Gather Open Immerse Explore Identify Gather Create Share Evaluate
Kuhlthau, Carol C., Leslie K. Maniotes, and Ann C. Caspari. 2012.
Guided Inquiry Design: A Framework for Inquiry in Your School. Libraries Unlimited.
Now that we each have a clear inquiry question, we can go on to the Gather phase. In this phase we'll each collect detailed information from a variety of sources that help us to learn more. We'll begin forming answers to our inquiry questions, using information that is meaningful and relevant. In this phase you'll be more concerned with discerning what makes information important. You'll be interested in citing, quoting, and paraphrasing correctly so you can later share your information in a organized, fair, and impressive way.

    • Select the Skills & Tools button on the left for help with this step.
    • Select a Unit tab below to begin the Gather step of your inquiry.
Home

UNIT 1: Connecting Research

PBA: Legend/Strange Phenomenon Informational Essay
Follow an inquiry-based process to research a legend or strange phenomenon and use credible sources to develop an informational essay.

Lesson 7: Use the databases and Websites listed for the Explore step to gather specific information that will help you to answer your Central Question.

Then use the online databases below or other BCPS Digital Content to search for additional information from credible sources. Remember that if you are researching outside the BCPS network, you will need the Database Passwords provided by your librarian.

Destiny QUest
Search Destiny for credible Websites.
See Databases > WebPath Express in search results.
worldbook student World Book Student World Book Advances
Opposing Viewpoints in Context Opposing Viewpoints in Context Student Resources in Context
SIRS Discoverer SIRS Discoverer netTrekker

Use these Websites if you need additional information. Remember to evaluate the credibility of these sources.

10 favorite monsters
Live Science

Destination Truth
SyFy Channel
monsterquest
History Channel
mysteryquest
History Channel
UFO hunters
History Channel
skeptic's dictionary
The Skeptic's Dictionary
unexplained mysteries
Unexplained Mysteries
ghost hunters
History Channel
occultopedia
Occultopedia
Our 10 Favorite Monsters Destination Truth Monster Quest Mystery Quest UFO Hunters Skeptic's Dictionary Unexplained Mysteries Ghost Hunters Occultopedia Paranormal Phenomena PBS Alien Abductions
Ghost Hunters Occultopedia World Book Student SIRS Discoverer Paranormal Phenomena PBS Alien Abductions NOVA: Beast of Loch Ness Weird NJ: The Jersey Devil Chessie: MD Dept of Natural Resources Legend of Nessie Vampire Threat Terrorizes Serbian Village The Bloody Truth about Serbia's Vampire Werewolves: The myths and truths How Werewolves Work
Lessons 11-15 Argumentative Writing
Follow an inquiry-based process to research a debatable current issue and compose a written argument to support your viewpoint on the issue.

Lesson 12:
Use these databases to research a debatable issue approved by your teacher.


Pro/Con Leading Issues SIRS Disvoerer
Opposing Viewpoints in Context Opposing Viewpoints in Context SIRS Issues Researcher SIRS Issues Researcher

Click on the Create step above to continue your inquiry for Unit 1.

UNIT 2: Making Cultural Connections: Connecting Experiences Across Cultures

PBA: Be a Museum Curator
Follow an inquiry-based process to research a culture and create a museum exhibit with artifacts that fully represent the culture.

Now that you have identified a culture to research, use the information resources provided in the table below to gather information about artifacts that represent the culture.

Lessons 16-20: Become a Cultural Storyteller
Research the origin of a cultural item, custom, belief, or practice to compose a fictional piece featuring this cultural element.

Use your research notes from the Be a Museum Curator PBA to help you select the cultural item, custom, belief, or practice that you will feature in your fictional narrative. If you need to gather additional information, use the information resources provided below to search.

  • Use this checklist for evaluating online sources.
Information Resources for PBA & Lessons 16-20
culture grams culture grams culture grams

SIRS Discoverer SIRS Discoverer Destiny Destiny
See Databases > WebPath Express in search results.

brain pop

world book student world book student

Click or tap on the WorldBook Student icon to search for an article about your selected country, or use the direct links below. Use the index on the left sidebar to find sections of the article about People, Way of Life, Arts, Religion.

netTrekker

Student Resources in Context Student Resources in Context

SIRS Discoverer SIRS Discoverer

Library of Congress Country Studies

American Museum of Natural History American Museum of Natural History

Kids Web Japan

TravelChina TravelChina Guide Kids Web Japan

India India

China

Aztecs Incas Mayas

Click on the Create step above to continue your inquiry for Unit 2.

UNIT 3: Making Scientific Connections: Connecting to our World through Science

Lessons 15-18: Development of an Invention
Follow an inquiry-based process to research a scientific invention and create a group documentary explaining how the invention developed over time.
  1. Use the targeted digital content links below to gather information about your research topic.
    If you need additional information, search one of these BCPS Databases.
  2. Use text features and navigation aids such tables of contents, sidebars and headings to locate sections of a page covering the specific information you need. For example, "Development of ..."
  3. Use a note-taking method/organizer best suited to your needs, as advised by your teacher:
  4. Cite each source you use in a Works Cited list. You will need to include this list in the Credits for your Documentary Video.
    • Citations for digital content from BCPS databases including World Book are provided at the bottom of the article. Just copy the citation and paste it onto your Works Cited list in alphabetical order.
    • You will need to format citations for Internet websites using an online citation generator like Easy Bib, or another citation tool, as directed by your teacher.

Targeted Digital Content: Articles, Timelines, Infographics, and Videos:

Airplane Automobile Camera Cell Phone Computer GPS
Helicopter Internet Laser Microwave Oven Portable Media Player Prosthetic Limbs
Radar Robots Satellite Submarine Telephone Television
Train Video Camera Video Games X-ray
Airplane Prosthetic Limbs
Automobile Radar
Camera Robots
Cell Phone Satellite
Computer Submarine
GPS (Global Positioning System) Telephone
Helicopter Television
Internet Train
Laser Video Camera
Microwave Oven Video Games
Portable Media Player X-ray

BCPS Databases for Searching:

  • Use these BCPS databases to search for additional information from reliable sources, if needed.
  • First, brainstorm a list of keywords and phrases to use as search terms.
  • Use text features, navigation aids, and other special features of each database to help you search, select relevant sources, and gain information.
  • Citations for digital content from BCPS databases are provided at the bottom of the article; there is no need for you to format a citation for these. Just copy the citation and paste it onto your Works Cited list in alphabetical order.
World Book Student SIRS Discoverer Science in Context Science Reference Center

Click on the Create step above to continue your inquiry for Unit 2.

UNIT 4: Making Artistic Connections: Connecting Ideas through Words and Pictures

Lessons: Traditional vs. Graphic
Compare and contrast traditional text forms with their graphic counterparts to determine the effectiveness of graphic text in communicating narrative elements. Use your written analysis to create a multimedia book review.
  1. As you read your selected graphic novel, use the Original Text & Graphic Novel Adaptation organizer to gather and record details from your analysis of narrative elements:
    • Language
    • Setting
    • How the character's emotion was conveyed to the reader
    • Differences in the plot
    • Main message of the story
  2. Use the resources below to select a section of the original text from which your chosen graphic novel was adapted. Be sure to select an episode from the original text which is included in the graphic novel you read.
  3. As you read the original text selection, use the Original Text & Graphic Novel Adaptation organizer to gather and record details from your analysis of narrative elements:
    • Language
    • Setting
    • How the character's emotion was conveyed to the reader
    • Differences in the plot
    • Main message of the story
Original texts of stories adapted in your classroom graphic novel series:
TumbleBooks Cloud
Click the titles from the list to read text versions of these stories.
Traditional text versions of these stories are available in eBook format in our BCPS-licensed TumbleBooks Cloud database:
Project Gutenberg Project Gutenberg

Use the direct links
listed on the right.

Traditional text versions of these stories are available online through Project Gutenberg:
TumbleBooks Cloud
PBA: Graphic Novel Adaptation
Adapt an episode from a previously read narrative text into graphic novel form, and compose a reflection about the choices you made as a writer and artist.
  1. As you re-read the story or part of a story that you have chosen to adapt, use this Organizer or sticky notes to take notes about the narrative elements.
  2. When you are finished, go back and put an *, √, or highlight the events that you will include in your graphic novel adaptation.
  3. Examine these models of graphic novel adaptations of stories you have read this year:
  4. Refer to anchor charts and class notes on graphic novels from this Unit as you plan your own graphic novel.These notes will include information on adaptations, panels, gutters, dialogue, captions, thought bubbles, etc.

Labeled graphic novel panels
Graphic created by BCPS teacher Tom Miley.

Click on the Create step above to continue your inquiry for Unit 4.

jQuery The Truth About Zombies safari history brain pop world book student Journey to Japan Library of Congress Country Studies World Book Student SIRS Discoverer Science in Context Science Reference Center Gather: Skills and Tools Kids Web Japan Incas Mayas Aztecs Destiny netTrekker Student Resources in Context netTrekker World Book Advances netTrekker