INTRODUCTION
This project is an integrated unit involving both language arts skills and science concepts. It is an in-class project, with the focus on the process of research and report writing. Since for many, this is an introduction to the concept of research and report writing, the staff were concerned that it be a positive experience for all students. To facilitate this, resources were pre-selected, and a prepared outline in the form of jot-note sheets was prepared and distributed to all, with restricted categories so the project would be more manageable. By using the prepared note-taking sheets, students were able to
practise organizing and classifying information into subtopics while making jot notes. Students were encouraged to use their own words when making jot notes. Throughout the project, expectations of students were explained, then modeled for the whole group by the teacher and teacher-librarian team before students proceeded to work independently on their chosen animal. Each step was closely monitored before students were allowed to progress to the next step. All steps were evaluated.

RATIONALE
1. Research draws children into reading and writing expository (factual) material. Even young readers and writers like factual material. They have many questions to find answers for, and predictions to confirm.
2. It allows the teacher to capitalize on curricula and the children's interests.
3. It provides a need for learning how to record research information in a report, paragraph, chart or essay style.
4. It offers children a research framework which they can use now and in the future.

PROCEDURE

• The LRC collection was checked for available resources at an appropriate reading level. A list of animals was compiled, based on the resources available.
• From the list compiled, each student chose an animal to research. No more than three students could select the same animal to facilitate maximum sharing of resources.
• Students were introduced to the outline/jot-note sheets.
• The teacher and teacher-librarian explained the concept of jot notes and modeled taking jot notes. This took two class periods to complete.
• All grade three students practised taking jot notes following the pattern that had been modeled for them.
• Students came to the LRC, picked up the bundle of resources on their animal, and began taking jot notes independently while teacher and teacher-librarian circulated to assist. Transfer of correct spelling when making jot notes was emphasized.
• Once students were finished using a particular reference, they make sure to record the bibliographic information on their jot note sheet, since they would not be using that particular reference book again. Independent research and making of jot notes continued for three or four class periods.
• Teachers checked the jot notes made by each student, making sure that sufficient information had been recorded for each subtopic. Staff helped locate additional information where required. Teacher and teacher-librarian next modeled writing the rough draft report from jot notes only. Together, we practised organizing jot notes into a workable sequence under each sub-heading and transferring notes to sentences and paragraphs. This took two class periods to complete.
• Once jot notes had been checked by a staff member, the students returned all books and began writing the rough draft as modeled, using jot notes only. Each sub-topic was to be written on a separate sheet of loose leaf, double spaced so that teachers could add comments as required when correcting the draft.
• Teacher and teacher-librarian taught a standard format for making a table of contents. Students then made a draft table of contents based on their own writing.
• As they were completed, the draft copies were returned to students, who then rewrote copies for presentation, incorporating all corrections. The finished copy was to be in the child's own handwriting.
• Once all writing was completed, students illustrated each subtopic and made a title page. Illustrations were to be the child's own work. Tracing and photocopying was discouraged.
• Each student produced an illustrated riddle based on five facts about their animal to add to the classroom riddle book. In class, teacher and teacher-librarian discussed desirable qualities of a good oral presentation and modeled the same for the large group.
• Students made oral presentations to the class. Each presentation included reading the report in total, fielding questions from the group, and possibly an extension project of their choice as well.

EVALUATION
Evaluation is continuous. As explained to students at the outset of the project, each step is included in the evaluation.
Items to be evaluated include:

• jot notes in point form
• sufficient jot notes
• correct classification of jot notes under appropriate headings
• neatness
• spelling throughout all phases
• mechanics and punctuation in rough draft
• sentence structure in the rough draft
• cover and illustrations appropriate? accurate?
• oral presentation (Is the presentation interesting? Do they make good use of their voice? Can they field questions from the group? Have they produced something extra in addition to their basic report to enhance the oral presentation?

Jot Notes:
Sufficient jot notes _____
Jot notes in point form yes no
Jot notes under correct headings yes no

Rough Draft
Spelling _____
Correct use of sentences & paragraphs _____
Punctuation/capitalization _____
Neatness _____

Final Report
Neatness _____
Appropriate illustrations/cover yes no

Oral Presentation
Good use of voice                                               yes no
Able to answer questions from the group           yes no
Produced extension project at home                    yes no