School Librarian's Workshop

Lead Story: June 2002
Picture Postcards

Despite the prevalence of e-mail, vacations still include sending picture postcards to friends and family. As the summer break draws near and elementary students share their families' plans for trips, entice them with a project that has them doing some virtual sightseeing and "mailing" back postcards they design.

Select locations based on the curriculum. You can limit destinations to the United States, other countries or continents, or open it to the entire world. Launch the activity by using the Worksheet.

Demonstrating Search Strategies

The object is for students to find out about a city, highlighting key facts, identifying its attractions and giving its boundaries or general location. As this is probably the final project of the year, it is an assessment of what they have learned. Ask them to list the sources they will use to find information. They should be able to name encyclopedias, online or print, and the OPAC or card catalog. If necessary, review the process for using these tools.

Distribute the Information Sheet which you have modified so that it is both grade-appropriate and linked to your curriculum. Go over the requirements. Explain what students have to do for location. If their destination is a United States city, they need to place it within the state (in the middle, or the southwest corner, etc.); if they are doing a country, they should list its boundaries. If you choose to have them do history, they should focus on origins and then some important dates.

Identify websites that students will find helpful including any subscriptions you have and such resources as infoplease.com. Review the search engines you encourage them to use such as Yahooligans , Ask Jeeves Kids and KidsClick! (www.kidsclick.org), the search engine created by the librarians at the Ramapo (New York) Catskill Library System.

Picture Perfect

While doing their research, students will find illustrations to use in their culminating project. Pictures in books can be a challenge as few schools have color copiers at their disposal. Scanners work well as the images can be sized as needed and sent to a color printer.

KidsClick! has links to four search engines for finding pictures as well as some specialized sites. In addition to those, students can also go to www.images.google.com. Considering that images need to be downloaded, the process is incredibly fast.

Putting It Together

Once all their data and illustrations are assembled, students can create their picture postcards. Distribute 6"x9" pieces of oak tag or white poster board (This maintains the 4"x8" format of standard postcards.) Encourage them to be creative in their design. Possibilities include collages or two or three pictures with some text in a fancy font.

Have them do rough drafts of their message so that the final project conveys the most important information as well as what they found most interesting. Once the projects are complete, suspend them from the ceiling along the corridor leading to the media center so that viewers can see both sides and think of places they might like to visit this summer.


Previous Issues

May 2002:A House Divided

On May 30, 1868, the United States observed its first Memorial Day, honoring those who died in the Civil War. It is fitting at this time to look at that last conflict on American soil as we cope with the effects of the September 11th attacks and find new meaning in this national holiday. With this re-creation of the Civil War Cheryl Harness adds to her "Ghosts of" series. Intermediate and middle school students will find the non-linear feel of the two-page, text-filled illustrations much to their liking. Cartoon balloons expressing the varying attitudes of the day lend immediacy to the events, and students will learn almost without being aware it.

Harness, Cheryl. Ghosts of the Civil War. Simon & Schuster, 2002, unp. ill. 0-689-83135-8

Bored at a Civil War reenactment, Lindsey is drawn to a sad-looking boy who turns out to be Willie Lincoln. He leads her back through time as his father addresses the Illinois legislature stating the nation cannot "endure ... half slave and half free." From there she views the map of the country, divided by slavery while a sidebar timeline recounts events through 1854. The two observe the Lincoln-Douglas debates followed by the election of Jefferson Davis as the timeline goes to 1860 and the breaking of the Union. The two time travelers watch Lincoln's inauguration and the outbreak of war. The carnage of First Manassas is succeeded by the details of the first year of war and Willie's death. The killing goes on in spring and summer 1862, while women cope with the wounded and rising prices back home. Antietam brings the Emancipation Proclamation, but the war continues as 1863 sees battles at Chancellorsville, Vicksburg, and Gettysburg. The sidebar notes the draft riots in the north and victories and defeats as Lincoln speaks at Gettysburg. "The bloody spring of 1864" finds the south collapsing but still fighting, and Willie tells of Sherman's march and his father's re-election. The new year begins with the abolition of slavery, Lincoln goes to Richmond, and the war finally ends. Five days after Lee surrenders, Lincoln is assassinated. A two-page spread of brief biographies of 11 important northerners and 10 southerners is followed by a map illustrating all the major battles. A miscellany of Civil War facts and highlights of world events during the war brings the book to a close.

Activities

  1. 1. Timeline
    • Use the sidebar information to create a timeline from 1619-1877, so that you can see the panorama of events all at once.
    • Extract and add to information from boxes within the main part of the pages, putting it into your own words and then inserting it into the timeline.
    • Include the world events from the last page as well.
  2. Civil War List the Civil War battles, dividing them into two columns, one for those won by the South and the other for those won by the North.
    • Find out how many died in the Civil War.
    • What caused the draft riots?
    • Read Pink and Say by Patricia Polacco (Putnam, 0-399-22671-0). Create a skit showing Pink and Say meeting Lindsey and Willie.
  3. Abraham Lincoln
    • Write about Lincoln's family as if it were being told by Willie.
    • What was the importance of the Lincoln-Douglas debates? Find a significant issue and have a debate. What preparation is necessary?
    • Research Abraham Lincoln and make a poster that shows why he is considered to have been a great president.
    • Read the poem, "O Captain! My Captain!" by Walt Whitman and discuss what the poet is saying.
  4. 4. Biographies
    • Compare General Ulysses S. Grant and General Robert E. Lee. Who do you think was the better general?
    • Make posters showing the contributions of women including Clara Barton, Louisa May Alcott and others listed in the book.
    • Explore the power of the pen by discovering the impact of writers such as William Lloyd Garrison, Frederick Douglass, Mary Boykin Chestnut, and Harriet Beecher Stowe. Explain the expression, "the pen is mightier than the sword."




A Is for April

It is as easy as "ABC" to create a simple research project for intermediate -- and, by this time of year, many second-grade -- students. Start with a theme, in this case the month of April, and have them create an alphabet book.

Have students list as many different aspects of spring as they can. In addition to the birds and flowers of the puzzle activity, they should also name trees and insects. Ask for springtime activities, encouraging them to think not only of their own recreational play but professional baseball as well. Be sure they consider fiction and nonfiction books on the topic and suggest quotations to fourth and fifth graders.

Ready for Research

Review with students where they can find more information. Give them any specific headings or keywords they don't mention on their own so they will be more successful using the OPAC or card catalog. Explain to older students how to use books of quotations. If you have Internet access, recommend a search engine such as Yahooligans or Ask Jeeves for Kids plus any helpful online subscriptions.

Hand out the Information Sheet, having first put one letter of the alphabet at the top of each. Group students into pairs and go over the sheets. Explain that once they decide what word they are going to use for their letter, they should fill in the blanks on the top line.

Recording Research

After finding a resource that has information on their word, students then list the facts and come up with a sentence. Model the activity using the letter A. Write "A is for April" on easel paper, explaining this is your top line. Checking the encyclopedia, record one or two facts and then state something such as ?April is the first full month of spring? immediately below.

Most important is to get students in the habit of recording sources. Whether or not a formal bibliography is required in your school, they need to become accustomed to citing. The simple form on the Information Sheet directs them to what they need. List the appropriate information on the easel pad. If necessary explain that the URL is the address of an Internet site and add any other electronic citation elements you used.

Putting It Together

As pairs complete a letter, they should put their names on the bottom and take another. When all letters but "X," "Y," and "Z" are finished, bring the class together and review what has been done.

Ask how they can find information for the remaining letters. Some students might have suggestions such as "Y is for Yellow the color of the sun shining in spring." For the remainder, the dictionary and encyclopedia are likely to suggest some possibilities.

To create the alphabet book, give pairs pre-lettered (B is for ______ , etc.) sheets of construction paper for each letter they researched with lines on which to place the sentence they have devised. Have them paste the picture they located onto the paper and write their citation and their names below it. While they are doing this, make the cover, calling it the "April Alphabet Book" and identifying the class as its author. Punch two or three holes in the construction paper and attach rings. Display the class work.



March 2002: Formidable Females

The relative ease today?s women have in being successful in fields once the exclusive domain of males has somewhat diminished the memory of the battles many fought to be allowed to do what is now commonplace. Mark National Women?s History Month by not only celebrating those who paid a high price for their achievement and paved the way for others to follow but also having students in grades four through nine discover and acknowledge what made the fight so difficult.

Begin by creating a list of outstanding women based either on reference material you have or use this one from the March 1998 issue of the SCHOOL LIBRARIAN?S WORKSHOP.

Placing the women into categories simplifies the research process. Make copies of the list and the Information Sheet. Pull helpful titles from your shelves and use them as both a display and a resource.

Researching Rebels

Set the tone for the project by briefly outlining the trials, tribulations and triumphs of one woman. Divide the class into groups to cover the categories you have selected with each student researching one woman within that area.

As students begin their research, work with groups to be sure they are aware of useful print and online resources. Have one member of each group be responsible for creating a chronology spanning all the women they are investigating including significant dates of their accomplishments and events. Direct them to devise an icon to represent the group?s category and individual ones for their subjects.

Preparations and Presentations

Rather than making a time line to put on the wall, have students create a living one. Have groups write each date they have identified on separate sheets of 9x12 oak tag or construction paper along with the category icon, the event occurring or name of the woman and her icon for whom this date is significant. All dates must be submitted in advance of presentations.

Instead of groups reporting, call out the earliest date and have the appropriate person stand with the date and explain why it was chosen. The oak tag sheets can be temporarily hung on the wall as the march of time progresses. After all the dates have been presented, have students discuss what they learned. Encourage them to assess what causes societal and cultural barriers and what it takes to break through them. As a final evaluation, have them select one woman (not necessarily the one they researched) and write a paragraph or two explaining why they think she is a formidable female.




February 2002: Presidents of the American Century

The 1900s have been named the American Century for bringing the United States into world prominence on many fronts. The 17 men who led the nation during this period have been praised and vilified while struggling with varying degrees of success to steer the country through the perils of the day.

With teachers whose classes study the 20th century, develop a Presidents? Day mini-unit to allow students in grades seven to twelve to compare and determine how well these leaders managed the challenges facing them. By omitting Bill Clinton, eight groups can research one each from the first and second halves of the century.

Critical Analysis

Have the teacher assign the presidential pairs to groups before they arrive in the media center. Distribute the Information Sheet and remind students to complete one for each of their presidents as the first step. Discuss a research strategy that incorporates print and electronic resources, directing them to helpful subscriptions. For detailed information on some of the issues, print biographies will probably be their best source, giving you the opportunity to review using indexes.

When groups are almost finished with their Information Sheets, bring them back to decide how they will compare their two presidents. The ability to establish criteria is vital for any research project and a critical skill now that the Internet is a major information source. Brainstorm the standards by which students will judge these leaders, recording their responses. Factors to consider are the severity of the challenges and the short and long-term effects of the way they were handled.

Making Choices

Have groups meet and weigh the strengths and weaknesses of the two presidents they researched. Splitting the two halves of the century results in some interesting pairings. For example, Teddy Roosevelt and Dwight D. Eisenhower both were popular figures in their day. Harding and Nixon dealt with scandals that rocked their administrations. Hoover led a nation that plunged into the Great Depression while Carter faced the effects of escalating inflation. Truman and Bush succeeded presidents with immense popularity. Using the criteria they established, the groups must determine which of the two men was the greater leader.

As each group presents its choice of the ?better man,? students need to pay close attention. At the conclusion, they should discuss the merits of the eight ?semi-finalists? and choose the two best leaders. By secret ballot, they can then vote for the most outstanding president of the American Century.




January 2002: Be a Flag Maker

Born 250 years ago on New Year's Day in 1752, Betsy Ross shares a January birthday with many colonial leaders. Although she is not as notable as some others, intermediate students are usually interested in her. Use this attraction as an opportunity for a mini-unit on Betsy Ross, colonial Philadelphia, the design of the flag, and a brief overview of the Revolutionary War.

Work with social studies teachers, or, if you are on a rigid schedule, plan to complete the project in about three sessions. Divide classes into four groups. The Information Sheet on the Revolutionary War is the most difficult, so give it to those who enjoy researching and making decisions. The one on Betsy Ross is the simplest.

Research Begins

Set the mood for the project by asking students what they know about Betsy Ross. They probably can identify her as the woman who made the first United States flag. See if they know why a flag was needed. They may not be familiar with the Revolutionary War, so explain that when Betsy Ross was born, 250 years ago on January 1st, there was no United States. Talk a bit about the colonies, and then distribute the Information Sheets.

Direct students to print or electronic encyclopedias and books you have pulled in advance. One student from each group should check the catalog for additional material. Have art supplies ready for the illustrations they need to make.

Once research is under way, spend some time with the Revolutionary War group, helping students to select major battles (rather than a complete list). Make copies of historical maps so they can see where these clashes occurred.

Culminating Activities

When groups have completed their Information Sheets, presentations can begin. Have the "Betsy Ross" group go first, followed by "Philadelphia" then the "Revolutionary War" and concluding with "Flags."

Tell students that when Betsy Ross made the flag, the idea for nations to have them was new. The British flag was less than two hundred years old at the time, although the United Kingdom had been a country for many centuries. Flags were more commonly used by families to identify themselves. Have students design one for their families showing what is important or special about them. Display their work around the media center.



December 2001: A Day of Infamy

Sixty years ago, on December 7, 1941, the Japanese empire launched a surprise attack on the U.S. naval base in Pearl Harbor. A summer movie, with a number of inaccuracies, has already revived interest in the day that marked the U.S. entry into World War II. Harry Mazer, known for his ability to write compelling historical works, has turned his talents to fiction for this recreation of what it might have been like to be an eyewitness to the bombing. The 100-plus page book can be easily read aloud to 5th through 9th graders as an introduction to discussions on the topic along with the suggested activities below.

Mazer, Harry. A Boy at War: A Novel of Pearl Harbor. Simon & Schuster, 2001, 104 p. 0-689-84161-2

Fourteen-year-old Adam, a "military brat" has just moved with his parents and little sister to Honolulu, where his father, a naval lieutenant, is stationed on the Arizona. He is accustomed to his father's strictness and tries to please him by always being on time and following his dictates until his friendship with Davi, a Nisei boy whose parents are aliens, is discouraged because everything that the family does reflects on Dad's career and the navy. Adam goes off early next day for a prearranged fishing date with Davi and Davi's Hawaiian friend Martin. The three go to Pearl Harbor, find an abandoned rowboat, and have a front row seat as the Japanese surprise the U.S. fleet on December 7, 1941. As bombs and rifle fire erupt around them and Martin is badly wounded, Adam sees his father's ship sinking after being hit. With the other two off to the hospital, Adam, mistaken for a young sailor, is ordered to round up wounded servicemen, but when he hears that the enemy is approaching the area where his mother and sister live, Adam steals away to find them. When he finally sees Davi again and visits Martin in the hospital, he realizes that the events of December 7th have changed their world. Although he keeps hoping his father is alive, a telegram informs the family that he is "missing in action," and they are sent back to the mainland. An author's note adds information.

Activities

  1. Pearl Harbor
    • Locate Pearl Harbor on a map. Why was it of military importance?
    • What did Japan hope to gain by the surprise attack? Using the author's note and other information, determine to what extent Japan was successful.
    • Find pictures of battleships, destroyers and other craft involved in Pearl Harbor. Copy and enlarge them, posting them on construction paper along with your written descriptions of their size, function and other related information.
    • What is at Pearl Harbor today?

  2. World War II
    • Make a world map coloring the Allies' countries in blue, the Axis' nations in red, and the neutral countries in green. What does this map show you?
    • Put stripes on the countries that were invaded by the Axis powers.
    • Create a timeline showing the major battles of WWII. Use brown for those fought on land, green for the ones at sea, and blue for air. Put a rectangle around European Theater engagements and circle those in the Pacific Theater.
    • Compare the bombing of Pearl Harbor with that of Hiroshima. Include the emotional responses of citizens in your comparison.
    • Debate whether the U.S. should have dropped the bomb on Hiroshima.

  3. Franklin Delano Roosevelt
    • Locate Roosevelt's "Day of Infamy" speech and read it aloud. What does "infamy" mean? Do you think it was a good word choice?
    • How do you think you would feel if you were hearing the speech on the radio surrounded by your family? Find pictures of people listening to the old radios to help you visualize what it would be like.
    • Roosevelt was known for his "Fireside Chats." What was special about them? Why were they so important?
    • Adam refers to Roosevelt with a blanket over his legs. He did so because he had polio. Investigate what polio epidemics and fears were like before the vaccine. was developed. Ask your grandparents to tell you what they remember about it.

  4. 4. Japanese-Americans
    • Davi's parents have a picture of Emperor Hirohito on the wall. Research the significance of the emperor in the Shinto religion.
    • How does Davi's behavior show the difference between issei and nisei?
    • Explore the internment of Japanese-Americans during WWII. Why do you think it was done? Why weren't German-Americans interred?
    • Although Adam and Davi are friends, find instances where Adam reveals his prejudice toward Japanese.

  5. Hawaii
    • Hawaii is the 50th state. How did it come to be part of the U.S.?
    • Make a list of five places that you would want to see if you went to Hawaii.
    • Find Hawaiian words that are now part of the English language.

  6. Historical Fiction
    • A Boy at War is historical fiction. How accurate is the story? In addition to the facts about Pearl Harbor, what details did Mazer include that show he researched the time period?
    • Read another historical fiction book set in WWII and compare it with Mazer's story.
    • Select another book in this genre set in a distant era. (See this month's Bibliographies on File for suggestions.) What did you learn from it?
    • Pick an incident from history such as the inauguration of a famous president or the landing on the moon and write about the event as a historical fiction account.



November 2001: Mr. Twain and the Comet

Mark Twain, considered the greatest American humorist author, and Edmond (or Edmund) Halley share a November birthday: Twain on the 30th in 1835, and Halley on the 8th in 1656. The two share another tie in that Twain was born the year the comet reappeared and accurately predicted his death would occur when it returned. The coincidence sets the stage for a middle through high school interdisciplinary unit. While this month is most appropriate, the second connection makes it possible at any time.

Cross-curriculum projects are sometimes deemed impossible at the upper grades, but, when orchestrated through the media center, difficulties caused by different schedules need not be a problem. Discuss the idea with American literature and earth science teachers. The former like to add breadth to their students? understanding of works to be studied while the latter as part of the national standards are looking to make more connections to daily life and other subjects.

The Literary Half

As a preliminary to studying The Adventures of Huckleberry Finn, classes usually explore the life and times of Mark Twain. Divide the class into five groups. List the appropriate Dewey numbers in the 800s and biography. Distribute the Information Sheets on Halley's Comet and on Mark Twain, review print and relevant electronic resources, and let them get started. In addition to helpful Internet subscriptions available in the media center, suggest they try Prof. Stephen Railton's Web page at the University of Virginia for facts not easily located.

Among the culminating projects have one or two artistic students create a bulletin board featuring a river that is actually a timeline. Groups should add the relevant information they find, color-coding their work to identify it. Have each group report on different sections of the Information Sheet. The first should cover numbers 1-3, the second 4 and 5, the third 6 and 7, and the last two take the remaining ones. For number 9, encourage other groups to engage in a debate if they have differing opinions.

Scientific Study

When earth science classes arrive, divide students into five groups again. Repeat the process you did with the literature classes, this time focusing on the 520s. After handing out the Information Sheet, you can also mention The Nine Planets Web page as a source for further information.

To complete the project, ask artistic volunteers to prepare a bulletin board with a comet theme and a long tail which will become the timeline. Groups will list dates of the comet?s appearance and facts they found associated with its time. For the oral presentation, the first group covers the first two, with the other four doing one each. All groups should offer their predictions for 2061.

Be sure both classes have an opportunity to view each other?s displays and read the written reports. Although the English and science students do not work together, they will get the benefit of an interdisciplinary experience.


October 2001: Webster Woes

Celebrate Noah Webster?s birthday on Oct. 16 by reading about the fifth graders at Debra Frasier?s fictitious Webster Elementary School. Sage and her classmates are involved in numerous vocabulary-building activities that will delight intermediate students and start them delving into the dictionary on their own.

Frasier, Debra. Miss Alaineus: A Vocabulary Disaster. Harcourt, 2000, unp. ill. 0-15-202163-9

Absent because she is ill, Sage calls her best friend Starr to get the weekly fifth grade vocabulary list. Rushing to baseball practice, she only spells the first fourteen. Sage hears the last one as ?Miss Alaineus.? Following her previously successful practice of not checking the dictionary for words she already knows, Sage, believing she figured out the meaning of ?Miss Alaineus? when shopping with her mother, defines it as, ?the woman on green spaghetti boxes whose hair is the color of uncooked pasta and turns into spaghetti at the ends.? Returning to school on Monday, she is reminded of the Tenth Annual Vocabulary Parade on Friday and the class field trip the next day. Everyone then lines up at the board and is given a vocabulary word to spell and define. At her turn, Sage confidently spells out ?Miss Alaineus? giving the definition she created. The entire class bursts into loud laughter, with tears coming to students? eyes. Mrs. Page writes the correct spelling and definition. After hearing the humiliating story, her mother says, ?There?s gold in every mistake.? Back home after the museum trip where her error was still causing laughter, Sage says that instead of a cape for ?Capable? in the Vocabulary Parade, she should go as ?Miss Stake.? Her mother gets an idea and redoes the cape which now carries over 100 miscellaneous objects as Sage goes on stage as ?Miss Alaineus: Queen of All Miscellaneous Things.? Winning a gold trophy for ?The Most Original Use of a Word,? she realizes her mother was right and plans that next year she will be ?Miss Sterious.? Front and end papers as well as border elements further expand the story.

Activities

  1. Vocabulary Parade
    • Draw a costume you would wear in a vocabulary parade.
    • Alphabetize everyone?s costume.

  2. Field Trip
    • What do you like to see when you go to a museum?
    • Mrs. Page?s vocabulary list related to the class trip. Make a similar list for your most recent field trip.
    • Define the list Mrs. Page assigned. Add five more possibilities for preparing to go to a science museum.

  3. Definitions
    • Make a list of students in the class and others in the school whose names have a real meaning such as Crystal or Bill, and, like Sage, define them.
    • Do the extra-credit assignment that Mrs. Page gives opposite the copyright page. Look at the sentences bordering each page to get ideas.
    • Read aloud the Phantom Tollbooth by Norton Juster and define the words as you go.

  4. Miscellaneous
      Starr has baseball practice after school. What activities do you have?
    • Sage misses almost one week of school because she was sick. Find out about the flu.
    • Fix Sage?s definitions of tree and automobile by finding them in a dictionary.
    • Solve the hidden word on the front and back pages of the book. Create one using your vocabulary words.



September 2001: Totally ?Teddy?: An Orientation Scavenger Hunt

Welcome back intermediate grade students with a scavenger hunt that assesses their information literacy skills while giving their classroom teacher a bulletin board to start the year. One hundred years ago, on September 6, 1901, President William McKinley was assassinated. When he died eight days later, Theodore Roosevelt became the youngest president of the United States. His achievements in office have earned him an important place in the nation?s history.

Talk to teachers and alert them to what you have planned so that they can extend the connection in the classroom. If they do not want their students to create a bulletin board, mount the display in the media center.

Organizing the Hunt

Review the search objects listed for the scavenger hunt to see which will be easiest and which more difficult to find within the reference and circulating material in your collection. In general, the hardest ones are last. (Eliminate those you think beyond your students? abilities.) If you have access, the Internet is another useful source. The PBS website TR, The Story of Theodore Roosevelt is particularly helpful.

Make multiple copies of the list given, since all items have at least three possible answers. Paste each question onto construction paper. Use this form to paste the questions on. Use one color for all copies of the same item. For example, put all copies of ?Nickname given to Teddy Roosevelt? on blue paper. While you probably don?t have thirteen different colors, the coding will help students see which answers have already been found.

Put the color-coded search items into a large box. Use two boxes if you are reserving the more challenging ones for later in the hunt. Make approximately three copies of the answer form for each group of two.

Readying the Students

After greeting students and having them give you a quick summary of what they know about the media center, tell them that they are going to be working in pairs to find answers in a scavenger hunt about Theodore Roosevelt who became president one hundred years ago. Ask them to describe what they would do to find information about him, recording their responses on easel paper.

Add any other helpful sources students missed and explain the rules. Have them choose one piece of paper from the box and paste or staple it to the top of the form you give them. Their challenge is to find information that fits that statement. For example, (and they can?t use this) one nickname for President Roosevelt is ?Teddy.?

One other rule ? an answer can only be given once. Before they start their search, they must check to see if any group has already found something. You will be posting groups? findings taping them to shelves or wherever it is convenient. (The color coding will help them locate any answered questions more easily.)

The Hunt

Be ready to give clues to help groups that are stymied. Keep track of responses. Tape second and third answers below the original so students can see what has been previously located. If the class is doing well, have groups choose from the box requiring more advanced searching skills.

Allow at least ten minutes for discussion of what was found. Plan a follow-up lesson on the various search techniques used by different groups. Reinforce it by having them locate pictures to illustrate their answers. Have the class determine a logical organization for the completed findings and then design a bulletin board showcasing their research.