Research Blueprint

Overview

Lesson 4 of 5 continues the “Continents Unveiled: Americas Adventure” unit by teaching Year 5 students how to find and organise information from primary and secondary sources, and how to draft a clear project outline for their country investigation. Students build directly on earlier unit discussions by turning research questions into a workable plan.

Learning intentions

WALT: Learn effective research strategies and draft an outline for the country project.

Success criteria

• I can list 3 reliable sources (at least 1 primary and 1 secondary where possible).
• I can organise information I find into a simple table/graphic organiser.
• I can complete a project outline with key points that answer my investigation questions.
• I can explain why my sources are useful and how they help my project.

Curriculum links

• AC9HS5S02: locate, collect and organise information and data from primary and secondary sources in a range of formats.
• AC9HS5S03: evaluate information and data in a range of formats to identify and describe patterns and trends, or to infer relationships.
• AC9HS5S01: develop questions to investigate people, events, developments, places and systems.
• AC9HS5K02 and AC9HS5K04 link: my chosen information should help describe impacts on people/nature and influences on place characteristics (as relevant to my country topic).

Lesson structure (60 minutes)

1. 0–5 min · Daily review + goal check. Teacher shows the unit question on the board and asks students to recall what makes a “source” (book, map, photo, interview, article). Students quickly answer on mini whiteboards: “What counts as a source?”

2. 5–12 min · Explicit instruction: reliable sources and planning. Teacher models how to decide if a source is useful (relevance to the question, clear author/creator, date, and whether it matches the topic) and demonstrates turning notes into an outline using a template (Heading → Key point → Source → Evidence/example). Students highlight the template sections while teacher reads a short example.

3. 12–20 min · Quick movement: research scavenger hunt. Teacher explains rules: groups collect evidence cards around the room (primary and secondary source examples) and record: “Source type + topic relevance + why it might be useful.” Students move in a controlled, timed rotation, collecting 2–3 cards each.

4. 20–28 min · Guided practice: choose sources (3 total). Teacher gives each pair a “Source Reliability Checklist” (author/creator, purpose, date, and match to questions). Students work with their pair to select 3 target sources to use for their country project and fill them into the checklist.

5. 28–35 min · Project planning relay race (team-based). Teacher sets up 4 stations with planning tasks (1) finalise 1–2 investigation questions, (2) pick key headings (people/places/environment/culture or economy—based on their country), (3) match sources to headings, (4) draft 4–6 outline dot points. Students run a relay: one student at a time completes one task card, returns, and the pair combines results.

6. 35–48 min · Drafting time: organise information into an outline. Teacher circulates with a short “coach prompt” sheet (Ask: Does this answer your question? Is the evidence from your source? Is it a key point?). Students use the graphic organiser to draft: 2–3 headings and 4–6 key points, each linked to one chosen source.

7. 48–55 min · Share + self-check. Teacher asks pairs to do a fast “outline gallery” walk (2 minutes each direction), then each student completes a one-minute checklist: “My outline answers my question and uses 3 sources.” Students give one kind feedback comment using a sentence starter: “Your source choice is strong because…”

8. 55–60 min · Exit ticket (assessed). Teacher collects an exit ticket: list the 3 sources you chose and one sentence explaining how they help your outline.

Resources

• Country project outline template (headings + key points + source box)
• Source Reliability Checklist (print)
• Graphic organiser/table for notes (simple rows: Heading / Key point / Source / Evidence)
• Source example cards (primary and secondary: photos, excerpts, maps, short text cards, interview prompt cards)
• “Planning Relay Race” station cards
• Mini whiteboards + markers
• Timers, poster for checklist, sentence starters
• Teacher observation checklist

Assessment

• Formative: teacher checks completed Source Reliability Checklists during guided practice.
• Formative: teacher listens during outline drafting and relay tasks for correct match between questions, headings, and sources.
• Summative within lesson: exit ticket (3 sources + one “why it helps” sentence) and draft outline portion for completeness.

Differentiation

• Pair support: students research in pairs; teacher assigns a supportive mix of higher-achieving with low-literacy students, ensuring shared voice and task division.
• Templates and organizers: provide fully structured outline and note table for students who need structure; allow partial completion to earn early success.
• Sentence starters: “This source helps because…”, “Under this heading, I will include…”, “My key point is…”
• Dyscalculia support: reduce copying; use pre-printed sections, short bullet limits (e.g., maximum 6 outline points), and allow oral dictation to a partner/teacher during drafting.
• Scaffolding reliability: colour-code checklist categories (green = included/clear, yellow = uncertain).
• Checkpoints: brief teacher conferences at 28 minutes and 38 minutes for low-literacy and dyscalculia students.

Extension (optional)

• Advanced learners choose a unique source type (e.g., documentary segment, interview, map collection) and create a detailed mini timeline (day-by-day for 1 week) showing when they will access, summarise, and write each outline section.
• Additional challenge: students infer one relationship from their sources (e.g., “Because of ___, people developed ___”) and add it as an extra key point in their outline.