At the end of the activity, tell students to write on the card the name of the student who best matches the description. Then have students share their results. How many students guessed correctly? Patricia McHugh, John W. Set up a circle of chairs with one less chair than the number of students in the class.
Play music as the students circle around the chairs. When the music stops, the students must sit in a seat. Unlike the traditional game, the person without a seat is not out. Instead, someone must make room for that person. Then remove another seat and start the music again. The kids end up on one another's laps and sharing chairs! You can play this game outside, and you can end it whenever you wish. Afterward, stress the teamwork and cooperation the game took, and how students needed to accept one another to be successful.
Reinforce that idea by repeating this game throughout the year. Danielle Weston, Willard School, Sanford, Maine Hands-On Activity Have students begin this activity by listing at least 25 words that describe them and the things they like.
No sentences allowed, just words! Then ask each student to use a dark pen to trace the pattern of his or her hand with the fingers spread apart. Provide another sheet of paper that the student can place on top of the tracing. Because the tracing was done with a dark pen, the outline should be visible on the sheet below. Direct students to use the outlines as guides and to write their words around it.
Provide students a variety of different colored pencils or markers to use as they write. Then invite students to share their work with the class. They might cut out the hand outlines and mount them on construction paper so you can display the hands for open house. Challenge each parent to identify his or her child's hand. Then provide each student with five different-colored paper strips. Have each student write a different talent on separate paper strips, then create a mini paper chain with the strips by linking the five talents together.
As students complete their mini chains, use extra strips of paper to link the mini chains together to create one long class chain. Have students stand and hold the growing chain as you link the pieces together. Once the entire chain is constructed and linked, lead a discussion about what the chain demonstrates -- for example, all the students have talents; all the students have things they do well; together, the students have many talents; if they work together, classmates can accomplish anything; the class is stronger when students work together than when individual students work on their own.
Hang the chain in the room as a constant reminder to students of the talents they possess and the benefits of teamwork. Your school librarian might have a discard pile you can draw from. Invite students to search through the magazines for pictures, words, or anything else that might be used to describe them.
Then use an overhead projector or another source of bright light to create a silhouette of each student's profile; have each student sit in front of the light source as you or another student traces the outline of the silhouette on a sheet of by inch paper taped to the wall.
Have students cut out their silhouettes, then fill them with a collage of pictures and words that express their identity. Then give each student an opportunity to share his or her silhouette with the group and talk about why he or she chose some of the elements in the collage.
Post the silhouettes to create a sense of "our homeroom. You can use such cards to gather other information too, such as school schedule, why the student signed up for the class, whether the student has a part-time job, and whether he or she has access to the Internet at home.
As a final bit of information, ask the student to write a headline that best describes him or her! This headline might be a quote, a familiar expression, or anything else. When students finish filling out the cards, give a little quiz.
Then read aloud the headlines one at a time. Ask students to write the name of the person they think each headline best describes. Who got the highest score? It seems as if parents are contacted only if there is a problem with students. At the end of each grading period, use the home address information to send a postcard to a handful of parents to inform them about how well their child is doing. This might take a little time, but it is greatly appreciated!
Pop Quiz Ahead of time, write a series of getting-to-know-you questions on slips of paper -- one question to a slip. You can repeat some of the questions. Then fold up the slips, and tuck each slip inside a different balloon. Blow up the balloons. Give each student a balloon, and let students take turns popping their balloons and answering the questions inside.
Contributor Unknown Fact or Fib? This is a good activity for determining your students' note-taking abilities. Tell students that you are going to share some information about yourself. They'll learn about some of your background, hobbies, and interests from the second oral "biography" that you will present. Suggest that students take notes; as you speak, they should record what they think are the most important facts you share.
When you finish your presentation, tell students that you are going to tell five things about yourself. Four of your statements should tell things that are true and that were part of your presentation; one of the five statements is a total fib.
This activity is most fun if some of the true facts are some of the most surprising things about you and if the "fib" sounds like something that could very well be true. Tell students they may refer to their notes to tell which statement is the fib. Next, invite each student to create a biography and a list of five statements -- four facts and one fib -- about himself or herself.
Then provide each student a chance to present the second oral biography and to test the others' note-taking abilities by presenting his or her own "fact or fib quiz. Mitzi Geffen Circular Fact or Fib? Here's a variation on the previous activity: Organize students into two groups of equal size. One group forms a circle equally spaced around the perimeter of the classroom. There will be quite a bit of space between students.
The other group of students forms a circle inside the first circle; each student faces one of the students in the first group. Give the facing pairs of students two minutes to share their second oral "biographies.
After each pair completes the activity, the students on the inside circle move clockwise to face the next student in the outer circle. Students in the outer circle remain stationary throughout the activity.
When all students have had an opportunity to share their biographies with one another, ask students to take turns each sharing facts and fibs with the class. The other students refer to their notes or try to recall which fact is really a fib. Contributor Unknown People Poems Have each child use the letters in his or her name to create an acrostic poem.
Tell students they must include words that tell something about themselves -- for example, something they like to do or a personality or physical trait. Invite students to share their poems with the class.
This activity is a fun one that enables you to learn how your students view themselves. Allow older students to use a dictionary or thesaurus. You might also vary the number of words for each letter, according to the students' grade levels. Bill Laubenberg Another Poetic Introduction. Ask students to use the form below to create poems that describe them. While you may have serendipitously stumbled upon your topic, structuring your search ensures that you are:.
Keeping notes on your research process is therefore integral to your research process. A research journal will ensure you are not replicating searches and force you to continually ask yourself:. In this section, use your creativity to design a wide research net that will capture as much evidence as possible. Record where you will likely have to go for information.
Which libraries will be important to visit? What types of documents are you hoping to find? What databases will you search first? Think broadly about document types and locations to prevent missing key sources; but remember no matter how much planning you do, it is often the documents you were not expecting that are the most valuable to your research.
Write down the research paths you have traveled. Why waste time repeating database searches you have already done? This section differs from your original research plan as it is a place for you to use the documents you already have to inform further research. You need to use your critical reading skills to create a list of Library of Congress Subject Headings , call numbers , and citations that cascade from the research you have already done.
This section is the most important part of your journal. Keep notes on how each source you have found is relevant to your work. Does this article help you explain the theory behind your question?
The methods you will use to answer your question? Or is it evidence to back up one of your claims? How does the source relate to the other pieces of evidence you have? It is important to remember that your sources must always be in dialogue with your larger question; if the sources are leading you somewhere you were not expecting, you will only realize this by constantly trying to connect the pieces together in a way intelligible to you and others.
This is the most important part of your journal and the most fun. Every document you find has a train of documents related to it. It is important that you read sources completely to understand their connections to a wider array of evidence.
Reading a source does not mean you begin and end with the text, instead you must read a source from its title page to the last page of the bibliography. Then you will be able to expand your search using Library of Congress Subject Headings, call numbers, and citations in your original document.
Look at the Library of Congress Subject Headings and keywords of salient documents you have found to identify other terms that may match what you are looking for. Library collections are arranged so that books with similar topics are arranged together on the shelves.
Recording call numbers will tell you the subjects you have looked at and where there may be more books salient to your research. Reading critically requires that you read the citations of each source to identify previous scholars the author is in dialogue with. You can create a genealogy think of this as a family tree of scholarship from one article that will lead you to many more documents salient to your work. Rather than just reading the text, you may have noticed footnote number 26 on technical advances:.
Consuming Power by David Nye. This in turn could lead you to Paul W. This type of bibliography a bibliographic essay is particularly helpful as it contains not just specific sources, but source categories you may be interested in pursuing further travel journals, agricultural society newsletters, agricultural journalists, etc. Another type of bibliography to look for is an annotated bibliography , which will give you a few sentences describing each source. One of these is Facts for farmers; also for the family circle: Just as important as knowing what to take notes on is deciding how and where to physically record your thoughts.
There are many options for you to choose from, each of which work for different people. We have listed some and their pros and cons in the table below. Remember, your notes on one source do not exist in their own universe. The physical tool you use should help you create links between your documents.
Besides that, it is up to you to choose how to organize your research. As discussed earlier, a journal is an essential tool for people as they research topics.
You may want to consider additional tools for note-taking. Some that many of you already may use are word-processing documents or spreadsheets.
If you use such computer programs, make sure that you back up your information to a CD-rom, flash drive, or other location on a regular basis. Online software programs such as RefWorks , EndNote , and EndNote Web are valuable options for creating and managing personal searches and citations for documents you have used. Such software programs allow you to search library databases for materials, if your library subscribes to such a service.
Your search may lead you to the Sierra Club. What kind of information might be important to you? For a research topic about the impact the Civil War had on women, for example, include all notes pertaining to impacts on the home under one subtopic and impacts on careers under another subtopic.
Mark ideas that you take from sources with an "S" and ideas that you come up with on your own as "Me. Include the bibliography of where the direct quote, paraphrase or summary came from so that you can provide proper attribution later.
Write the bibliography information on the back of the note if you are using note cards or at the top or bottom of the note if using a spiral notebook or word-processing program. For multiple notes from the same source, include the page number or paragraph where the note came from by each note.
Information needed for in-text citations includes the author, year of publication and page number and information needed for the references page includes the author, year of publication, title of the work, location and publisher. Gather index cards, tear out sheets of notes from a spiral notebook and cut them into individual notes or print notes and cut them out so that you may easily rearrange them in categories from which you can build the sections of your research paper.
If you organized your notes under subtopics already, arrange them in a logical order within each subtopic. This will help you detail the early stages of when the men first went to war to the later stages when women learned to take over roles normally performed by men. Kayla Lowe has been a writer since Lowe is the author of "Maiden's Blush," a Christian fiction romance novel. Lowe has written for various online publications, including Yahoo!
The Cornell note-taking method can be applied to taking notes for research. The method helps you retain information. The Cornell system is done on regular notebook paper that’s divided up into four sections.
Research Paper: Take Notes. After you've gathered your sources, begin reading and taking notes. Use 3 x 5 index cards, one fact or idea per card.
Taking Purposeful Research Notes When students are asked to complete a research project, there are 5 steps that a teacher needs to structure for his/her research paper; it is even more important than the actual writing of the paper. Why? Because having useful, organized notes. Your research note cards should include all the information necessary to write your term paper. You should take extreme care as you create these note cards, to provide yourself clear, informative notes and also to avoid plagiarism.
Steps in Writing a Research Paper; Taking Notes; Taking Notes How to Take Notes. Some people find notecards too small and frustrating to work with when taking notes, and use a notebook instead. They leave plenty of space between notes and only write on one side of the page. Later, they either cut up their notes and arrange them as they. Taking Notes from Research Reading Written by Margaret Procter, Writing Support. Printable PDF Version; Fair-Use Policy; If you take notes efficiently, you can read with more understanding and also save time and frustration when you come to write your paper. These are three main principles. 1. Know what kind of ideas you need to record.