Independent

Investigation

Method

 

        

 

            

Yes, You CAN!!!Meet All the New TEKS Research

Standards K-12 …with IIM!

Presented for TAGT

by

Virginia Morse and Cindy Nottage

www.iimresearch.com

IIM: A CONTINUUM OF LEARNING EXPERIENCES

Teachers must show that they have given students an opportunity to:

Work with a research question Show evidence of research Produce a product Make a presentation

REVISED TEXAS STATE PLAN 3.2A

Texas Essential Knowledge and Skills for English Language Arts and Reading

KNOWLEDGE AND SKILLS: RESEARCH

1. Research/Research Plan.

Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

2. Research/Gathering Sources.

Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

3. Research/Synthesizing Information.

Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

4. Research/Organizing and Presenting Ideas.

Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to:

THE ANSWER IS

TEACH RESEARCH SKILLS WITH A PROVEN

MODEL: IIM

How can I find time to meet all the new TEKS research standards?

? THE QUESTION IS ?

::IIndependent ndependent IInvestigation nvestigation MMethodethod

A PROVEN MODELA PROVEN MODELStandards-based Standards-based

Adds rigor for ALL studentsAdds rigor for ALL studentsMeets different learning stylesMeets different learning styles

Teaches authentic life-long skillsTeaches authentic life-long skillsWorks with all basic curriculum unitsWorks with all basic curriculum units

Connects with other teaching initiativesConnects with other teaching initiativesGets kids excited about learningGets kids excited about learning

Gives a structure for TPSPGives a structure for TPSPTeacher-friendlyTeacher-friendly

Works with all grade levelsWorks with all grade levels

3

Independent Investigation Method:The Model

A K-12 RESEARCH MODEL FOR ALL ABILITY STUDENTS

Follow These Footsteps to Successin a Research Project

Topic Goal Setting Research Organizing Goal Evaluation Product Presentation

INDEPENDENT INVESTIGATION

METHOD

ELA TEKS

RESEARCH/RESEARCH PLAN

1. Students ask open-ended research questions and develop a plan for

answering them.

: &

Primary (with adult assistance)The teacher will work with students to

“generate list of topics ofclass-wide interest”

• Distribute interest center materials for class browsing• Dress-up for role play (Columbus, Betsy Ross, etc.)• Plan a speaker or field trip • Work with class to develop concept map (of unit

topic) and glossary chart“formulate open-ended questions about one or two

of the topics”• Develop and post teacher essential question(s) as

foundation of study• Help students formulate questions related to class

topic and teacher essential question(s)

INTEREST CENTER

CLASS UNIT: NATURAL DISASTERS

CLASS TOPIC: HURRICANES

The contents of your interest center could include:

• Books – Non-fiction, fiction, picture, reference• Primary documents• Visuals – Posters, maps, charts, photographs,

diagrams, graphs• Artifacts• DVD’s and CD’s• Puzzles and games• Music

HURRICANES

Intermediate (Independently)The students are expected to

“generate list of topics of personalinterest, narrow to one topic”

• Participate in class immersion activities to identify topic of interest

• Do pre-reading on chosen topic• Record prior knowledge and preliminary questions on

individual graphic organizer“formulate open-ended questions about the major

research topic”• Use activities to vary types and levels of guiding

questions: cubes, spinner, question starters, Bloom’s Taxonomy . . .

THE HOOK!(WHAT INVITES STUDENTS TO LEARN?)Interest center

Read-aloudsDisplay of pictures/newspaper clippings/magazine articles, artifacts Speaker VideoField tripMusic

Pursue areas of passionate interest in depth within topics of study

STUDENT CONCEPT MAPWeb ideas about your Topic on the Concept Map using what

you already know and questions about what you want to learn.

Topic

NARROW THE TOPIC

ASSESS INTEREST & PRIOR KNOWLEDGE

USE GRAPHIC ORGANIZERS TO:

FORMULATE QUESTIONS

K-12 Manual p.44

CONCEPT MAP TOPIC Web ideas about your Topic on the Concept Map using what you already know and questions about what you want to learn.

TSUNAMIS

CAUSES

Earthquakes

Is it a tidal wave?

under water

EFFECTS

People drown

Buildings collapse

Water gets contaminted

sniffer dogs

Can boats help?

Climb a tree

News media information

RESCUE

different severities

People in debris

Mudslides

WARNINGS

How can they know when one

will happen?Tracking

equipment?

Designed using Inspiration® Software

SOME ACTIVITIES/STRATEGIES

• Good Question Cubes• What if…? Questions • Quantity Questions• Compare/Contrast Questions• Point of View Questions• How come…? Questions

ASKING GOOD QUESTIONS

WhoWhat/Which

WhyWhenWhereHow

CanWould

isWill

MightDid

They can also add or substitute the green

words to get new ideas.

Start your students with the red and

blue words.

PredictAnalyzeVerify

CompareContrast

List

Why it cause so much damage?

Do scientists know whytsunamis occur?Why did

did

n’t people know it was coming?

Compare Analyze why the recovery time varied indifferent areas.

Predict how aid might reach the damagedareas more efficiently.

the damage in different locations.

GOOD QUESTIONS CUBES ACTIVITY

USE YOUR CUBES TO WRITE AS MANY DIFFERENT FOCUS QUESTIONS AS YOUR GROUP CAN THINK OF BASED ON YOUR TOPIC.

GIFTED STUDENTS

Secondary (Independently)

The students are expected to“brainstorm, consult with others, decide upon a topic”

• Discover controversial issues relating to study• Narrow research interest to researchable topic

“formulate a plan for engaging in in-depth research

on a complex, multi-faceted topic” • Identify research design based on topic• Generate plan including timeline, appropriate resources,

“formulate major research question to address major topic”• Develop research question or hypothesis based on topic,

presearch, and/or teacher essential questions• Write sub-questions (focus questions) to guide research

CURRENT EVENTS

ISSUES KIDS CARE ABOUT

PresearchAREA OF INTEREST 2004 Tsunami

POSSIBLE TOPIC INFORMATION, IDEAS, QUESTIONS

Diseases What types? How controlled? Who

can help?

Outcomes Long term effects? Bad ones? Any positive outcomes ?

World Response Offering $. Services? Any looting?

Topic

NARROWING THE TOPIC

K-12 Manual p.137

Economy

People

Topic

Environment

World Response

Plant regeneration?

Shore destruction

Location

New businesses

Relocation

Building industry

Non-profits

Families

Governments

Population

Individuals

BENEFITS

2004 tsunami

K-12 Manual p.136

Designing a Research StudyTypes of Research

l. Descriptive: “How are things now?”

ll. Historical: “How did things used to be?”

lll. Experimental: “What if…?” “What is the effect of …?”

Goal Setting – Proficient Level

 Research Question: Based on a study of the 2004 disaster, what benefits, if any, might come from a tsunami?

Focus Questions:A. Where was the greatest devastation?

Casualty rates?

B. How was the environment affected?

C. What effects did the tsunami have on the people?

D. When the world heard the news, how did countries/individuals respond?

E. Which outcomes from the disaster might be positive?

K-12 Manual p.140-141

ELA TEKS RESEARCH/GATHERING

SOURCES2. Students determine, locate, and explore

the full range of relevant sources addressing a research question and

systematically record the information they gather.

: &

Primary (with adult assistance)The teacher can work with the students to

“gather information from available sources

(text, natural and personal) as well as interviews”• Use variety of sources for group note-taking: listening to book

reading, DVD, field trip, pictures, speaker . . .

“record basic information in simple visual formats (e.g., notes, charts, pictures, graphs, diagrams)”

• Teach students about plagiarism• Model note-taking and source citations• Record student-generated notes with pictures or words:

short, complete enough to make sense, in their own words, related to their goal-setting questions

• Compile a class glossary chart with key words

MANY DIFFERENT SOURCES

Goal Setting

SETTING RESEARCH GOALSOur Notefact Goal: 25

Glossary Entries: 10

Number of Resources: 3

Resource Types: Listening to a Book DVD Speaker/interview

Unit Focus Questions:1. What are the characteristics of a hurricane?2. How are people affected by a hurricane?3. What is the impact of a hurricane on the

environment?

PLAGIARISMA LATIN WORD MEANING

KIDNAPPING

STEALING

NOTEFACTS: TAKING NOTES WITHOUT COPYING

Notefacts should be:Written in your own wordsShort but complete enough to make

senseRelated to your goal-setting questionsWritten between the dotted lines – one

notefact per spaceDocumented by page number

K-12 Manual p.49

• Get rid of unnecessary wordsColumbus sailed across Atlantic Ocean – first to find America

• Change author’s words so they are in our own voice. Which words must we keep?

Columbus Atlantic America

• Now, let’s use those words to make our notefact.

Columbus crossed Atlantic – discovered America

Original textChristopher Columbus sailed across the blue Atlantic Ocean and was the first person to find America.

X XX X X XX

Intermediate (Independently)

The students are expected to“gather evidence from available sources”

• Use glossary words as search terms on internet• Identify valid text sources for study

“identify source of notes, and record bibliographic information according to a standard format”

• Understand purpose in citing sources• Cite sources on notefact sheets using standard format –

MLA, APA• Attach copies of Internet/Encarta articles to final paper

“differentiate between paraphrasing and plagiarism”• Use just key words in notes and eliminate the author’s style

words

Just say NO to Plagiarism!

A Plagiarist is• Uninformed

• Careless• Lazy

• Dishonest

Don’t be a COPY CAT!

IDEA: “STEAL” A STUDENT’S BOOK

Steps 1-3 Topic – Research

GLOSSARY OF THE STUDY

List NEW words and their meanings that are key to the understanding of the topic.

tsunami series of waves created by underwater

earthquakes

debris the remains of something that has been

destroyed

propagation the movement of a tsunami away from

its source

inundation flooding on dry land caused by a

tsunami K-12 Manual p.45

KEY WORDS FOR INTERNET SEARCH

?

“Is this a GOOD book?”

?

www.readwritethink.org

Classroom Resources | Grades   3 – 12  |  Student Interactive  |  Inquiry & AnalysisHints about PrintHints about Print demonstrates the process of evaluating a nonfiction print resource to determine its appropriateness for a research project.

Watch the Interactive.

Then each table evaluates one resource.

Research

• Give credit to the author/creator• Share your sources with other researchers• Prove the authenticity of your sources• Allow others to validate your information

FREE ELECTRONIC CITATION SITESwww.citationmachine.netwww.noodletools.comwww.easybib.comwww.oslis.k12.or.us/secondary/

Why Cite Your Sources?

ACCURACY MATTERS

The Source says:

Exact phrases and sentences with page numbers; statistics, formulas, etc.

I say:

Paraphrased or summarized notes; pertinent specific data recorded accurately

NotefactsSource #

Spilsbury, Louise and Richard Spilsbury. Sweeping Tsunamis. Chicago:

Heineman Library, 2005. (pp. 16 & 17)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

some waves – 100 feet high- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

happen after under-ocean earthquake- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

travel up to 600 mph

Research

1

1

1

1

K-12 Manual p.52-57

Secondary (Independently)

The students are expected to“…paraphrase, summarize, quote, and accurately cite all

researched information…”• Learn about different types of plagiarism and how to avoid it• Gather information from a variety of action sources: interviews,

surveys, experiments, letters, field trips . . .• Use different formats for notes based on learning style and

study design – cards, charts, grids, electronic . . .• Note observations, opinions, and new ideas

“differentiate among primary, secondary, and other sources”• Identify type of resource and appropriateness of each for

different studies

“distinguish between reliable and unreliable sources”• Use different strategies to check for reliable websites

 

 

One HUGE misconception that students have is that rewritingsomething is not plagiarism because they are “putting it in their ownwords.” Well, if the source is not officially acknowledged, IT ISPLAGIARISM. Copying and pasting actually accounts for only a smallpercentage of plagiarism. The majority of plagiarism is a result of textmanipulation. The accessibility of the Internet makes plagiarism verytempting, and unintentional plagiarism springs from this as well. Simply stated, plagiarism is using someone’s work without giving theappropriate credit. This can mean several things… 

1. Copying and pasting text from on-line media, such as encyclopedias or website is plagiarism.

2. Transcribing text from any printed material is plagiarism.3. Simply modifying text from any of the above sources is

plagiarism. . . . .

FOR THE FULL TEXT, VISIT http://www.iimresearch.com/teacher_lounge/anti-plagiarism.php#freebies

Used with permission from: Spear, Michael. ”What is Plagiarism?”

www.zapatopi.net/treeoctopus/

A NEW SPECIES?

(Source Card) 1 (Source

number) 

Fang, Bay. “The Aftermath.” U.S. News & World Report. 10 March 2005: 11 – 16. Print.

(MLA Format)

Primary SourceK-12 Manual p.143

(Notefact Card) 1- A 1=Source NumberA=Focus Question

(Where was the greatest devastation/casualty rates?)

Aceh province, Sumatra- 80,000 dead; millions in Indonesia homeless p.13

Sri Lanka - 30,680 dead, thousands missingp.13

India’s Andaman & Nicobar Islands – 9691 deadp.14

Somalia – 982 dead p.14Thailand – 5322 dead p. 14 55=# of notefacts on card

(Notefact Card) 2- A (Where was the greatest devastation/casualty rates?)

Banda Aceh, Indonsia 100,000 dead p.35 Sri Lanka – 20,000 dead, p.35Thailand – 10,000dead p. 35 3

These numbers don’t

match Source #1; check a

third source

Steps 3 & 4 Research & Organizing

SOURCES OF INFORMATION______________________________

__________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

K-12 Manual p.58

NOTES ABOUT

What effects did the tsunami have on people?

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _

Notefact 1_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Notefact 1_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Notefact 3_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Notefact 3_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

K-12 Manual p.59-60

Steps 3 & 4 Research & Organizing

Name _______________ Source 1 _________________ Topic _______________ Source 2 _________________ Source 3 _________________

Write up to 6 key notefacts in each column. Record the source # in each box.

NOTEFACT GRID Steps 3 & 4 Research & Organizing

CHARACTERISTICS EFFECTS ON PEOPLE EFFECTS ON ENVIRONMENT

K-12 Manual p.61

Electronic Research Tools

• www.notestar.com (New site being built)

• www.Zotero.org (Runs on Foxfire) • www.evernote.com• www.ubernote.com• www.ndxcards.com• www.diigo.com• www.delicious.com (Social bookmarking)

• www.noodletools.com ($1 or less per student)

ELA TEKS RESEARCH/SYNTHESIZING

INFORMATION

3. Students clarify research questions and evaluate and synthesize

collected information.

: &

Primary (with adult assistance)

The teacher can work with the students to

“sort evidence into provided

categories or an organizer”• Play category games to reinforce critical thinking skills• Identify categories for class notefacts• Work with students to put notefacts from different sources in

appropriate category

“revise the topic as a result of answers to initial research questions”

• Review goals set in Step 2 to see if they have been fulfilled• Check knowledge acquisition by having student give answers to

goal-setting questions

Our HURRICANE Categories

BLUE – EFFECTS

GREEN – WORLD RESPONSE

BROWN – CAUSES

RED – CHARACTERISTICS

ORANGE – FUTURE

YELLOW – PREPARATION

STEP 4 – ORGANIZING NOTEFACTS IN CATEGORIES

Goal Evaluation

ChecklistGathered enough notefacts and glossary words?

Used the correct number and types of resources?

Answered our goal-setting questions?

Intermediate (Independently)The students are expected to

“sort evidence into provided categories or anorganizer”

• Name categories from notefact connections; color-code, cut, and sort strips into appropriate category

• Use category sheets for writing activities – topic sentence, main idea, supporting details

• Put notes on electronic graphic organizer and create outline for written paper

“improve the focus of research”• Identify areas needing more information and areas for student

improvementand

“refine the major research question as a result of consulting expert sources”

• Use additional information to corroborate or change study focus

7

Organizing

Organizing Notefacts

Notes About After-effects

rescue dangerous & hard 1

people & animals trapped and killed 1

world sends money, people to help 2

buildings destroyed cuz poorly built 2

K-12 Manual p.62-63

Organizing

Organizing Notefacts

Notes About After-effects

buildings destroyed cuz poorly built 2

people & animals trapped and killed 1

rescue dangerous & hard 1

world sends money, people to help 2

Most after-effects were negative, but a few positive things happened.

A. Negative

B. Positive

III.

1.

2.

3.

1.

Goal Evaluation

MY GOALSMy Notefact Goal: 35Required Glossary Entries : 10 Required # of Resources: 4 Required Resource Types:

BookInternetPrimary Source

WHAT I DIDNotefacts Written: 37 # of Glossary Words 18# of Resources Used: 4 Resources Used (Check):

√ √Oops!

Evaluating Research Goals (What I Learned)

KEY FINDINGS ABOUT MY TOPIC: (What are the most important findings you want to share when you get to Step 6 – Product)1.2.3.MY KEY GLOSSARY WORDS:

SELF-EVALUATION

K-12 Manual p.64

K-12 Manual p.191-192

Secondary (Independently)The students are expected to

“systematically organize relevant and accurate information to support central ideas, concepts and themes”

• Sort note cards by focus questions• Develop thesis statement from categorized notefacts• Represent information on graphic organizer• Present thesis statement and graphic representation to

classmates

“evaluate the relevance of information to the topic”• Separate essential from supplementary notefacts

“critique the research process at each step to implement changes as the need occurs and is identified”

• Use rubric for self-evaluation of process

Notefact card 3-A 3=Source Number

A=Focus Question (Where was the greatest devastation/casualty rates?)

Thailand - 5322

India’s Andaman & Nocobar

182,340 confirmed dead

Notefact card 2-A 2=Source Number

A=Focus Question (Where was the greatest devastation/casualty rates?)

Myanmar (Burma) – 61 dead

Malaysia – 74 dead

Tanzania – 10 dead

129,897 missing

Notefact card 1-A 1=Source Number

A=Focus Question (Where was the greatest devastation & casualty rates?)

Aceh province, Sumatra – 80,000 dead p.13

Sri Lanka – 30,680 dead p.13

Somalia – 982 dead p.14

DEVELOPING A SOUND THESIS

A good thesis should: •Be one (1) arguable point•Your opinion in statement form

– not a question•Restricted to ideas you intend

to discuss•Have unity – a single purpose

Summarized from 12 Easy Steps to Successful Research Papers by Nell W. Meriwether. NTC Publishing Group, 1997.

From the analysis of your data, you have developed a thesis statement:

A tsunami brings about life and rebirth in the face of death &

destruction• Choose a graphic organizer (p. 149) which

will best present your thesis.• Identify the notefacts essential in

supporting your thesis statement to use in your graphic organizer.

• Create the graphic organizer with the supplies available in the room.

• Present your thesis statement and graphic organizer to the class.

K-12 Manual p.149

REBIRTH FROM DISASTER

K-12 Manual p.150

ELA TEKS RESEARCH/ORGANIZING and

PRESENTING IDEAS4. Students organize and present

their ideas and information according to the purpose of the research and their audience.

: &

Primary (with adult assistance)

The teacher can work with the students to“create a visual display or dramatizationto convey the results of the research”

• Set standards for quality product on rubric/checklist• Vary products to address different talents/learning styles• Create products that fit with other teaching initiatives• Set up venue to feature student work: museum, theater,

courtroom, laboratory• Set quality presentation standards on rubric/checklist• Practice quality presentation skills: speaking - tone and pace,

eye contact, using a microphone . . .• Write invitations to presentation

GRADE 1

ECOLOGY QUILT

HEALTHY, SAFE WATER

Electric eels power for two TV’s, X-ray fish invisible ya’ can’t see these, A sting ray moves its body like air waves do,

A piranha can eat animals bigger than you.Hummingbirds are the smallest birds around,

Iceland is where the puffins are found, Falcons swoop down for food to eat, Beautiful birds live in the tropical heat.

Chorus Birds fly so high,

Mammals can only look at the sky, Amphibians and Fish both live in the sea,

Scaly Reptiles don’t look like me.

CONCERT – 5 classes of Vertebrates

Intermediate (Independently)

The students are expected to“synthesize the research into a written or

an oral presentation”• Use different types of writing that require understanding of

notes and eliminate plagiarism (poetry, play, fiction, autobiography, journal, letters, personal narrative, persuasive essay, instructional writing)

• Develop rubric criteria to guide creation of quality product “present the findings in a consistent format”

• Design plan for product and presentation• Develop and/or follow quality criteria for presentation• Identify proper audience for product• Practice necessary skills

WRITTEN PRODUCTSBook (ABC, biography, diary, fact, fantasy, flip book, journal,

picture book, recipes, science fiction, shape book)

Advertisement Brochure

Dictionary Fact cards

Letter Magazine

News article Poetry

Riddle Song

Travel log

INTERVIEWING ENDANGERED SPECIES

DANIEL BOONE BY StuartDied in Missouri in 1820A town is named after him, BoonesboroughNorth Carolina (He was stationed there in the Army)Indians were his friends when he was youngEscaped from the Shawnee IndiansLearned to track, hunt, and live in the wilderness

Born in 1734 in PennsylvaniaOnly liked to read and write a littleOften misspelled wordsNamed rivers and found paths in the Kentucky

mountainsExplored Florida

Natural Resources Defense Council 40 W. 20th Street New York, NY 10011 April 11, 2007Dear Decision Maker,

The Polar Bear, a strong and solitary animal, waits silently for a seal to come out of its breathing hole to eat. POP! A seal appears and the Polar Bear moves to grab it while using the sea ice as a platform. Suddenly, the sea ice cracks and starts melting. Dinner is lost again.

Hello, my name is Pamela Chong, and I am a 5h grader at P.S. 54 in Staten Island, New York. My class and I are doing research projects on Global Warming . . .

Persuasive letter

& the “hook”

5353

AviatorAviatorDaring, braveDaring, brave

Flying, swooping, landingFlying, swooping, landingFast flying, slow flyingFast flying, slow flyingDrifting, falling divingDrifting, falling diving

Trouble, failureTrouble, failureI conoclast I conoclast

Diamante by Jang Diamante by Jang DuDu

POETRY (Amelia Earhart)

FAIL TO PLAN?THEN

PLAN TO FAIL!• PREPARATION

• MATERIALS

• SKILLS

• HELP I NEED

K-12 Manual p.155

Secondary (Independently)The students are expected to“marshall evidence in support of a clear thesis statement

and related claims”• Use essential notefacts to support thesis • Differentiate between opinions and researched facts“provide an analysis for the audience that reflects a logical

progression of ideas and a clearly stated point of view”• Write research paper/report

“use graphics and illustrations to help explain concepts where appropriate”

• Choose from variety of product types to match topic and audience

“present findings in a meaningful format”

K-12 p.152

Product

Developing a Product

AUDIENCEBusiness Competition Community

GovernmentParents Professional Publisher School Other

PRODUCT CHOICEAction: Campaign, dance, debate, demonstration, lesson, performance

Collection: art gallery, exhibit, learning center, list, portfolio, scrapbook

Model: costume, invention, musical instrument, puppet, reproduction

Technology: animation, audio/video tape, photography, web page,

Visual Representation: artwork, brochure, cartoon, collage, graph, map

Written Work: book, diary, editorial, letter, news article, poem, report, script

K-12 p.66 + 153

COLLABORATION: SCIENCE, ART,

PHYSICAL EDUCATION, & TECHNOLOGY

NH HISTORY: WALKING TOUR OF KINGSTON, NH

NATIONAL HISTORY DAY COMPETITION

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