Mission Possible: Investigating a Real-World Question

Materials Needed

• Notebook or digital document
• Pen or pencil
• Computer or tablet with internet access
• Timer
• Two or three reliable information sources
• Optional: poster paper, presentation software, spreadsheet, or recording device

Lesson Overview

Setting: Homeschool, independent study, or one-on-one instruction

Suggested time: 60–90 minutes, divided into shorter sessions if needed

Big idea: Strong investigations begin with good questions, reliable evidence, and clear explanations.

Learning Objectives

By the end of the lesson, the learner will be able to:

1. Turn a broad interest into a focused, answerable question.
2. Identify the difference between a claim, evidence, and an opinion.
3. Compare sources for reliability, accuracy, and possible bias.
4. Organize evidence in a logical way.
5. Present a supported conclusion using words, visuals, data, or a short presentation.

Success Criteria

A successful investigation includes:

• One focused question that can be answered with evidence
• At least two credible sources
• Three or more relevant pieces of evidence
• An explanation connecting the evidence to the conclusion
• Acknowledgment of uncertainty, limitations, or differing viewpoints

Introduction: The Mystery Hook

Hook: “Can You Prove It?”

Present this statement:

“People make better decisions when they have more information.”

Ask the learner:

• Do you agree, disagree, or need more information?
• What evidence would help you decide?
• Could more information ever make a decision harder?

Have the learner write a quick response without researching. Then explain that today’s challenge is to investigate a question rather than simply accept the first answer that appears.

Share the Learning Plan

Tell the learner:

“First, we will create a strong question. Then we will examine evidence and sources. Finally, you will produce a mini-investigation that explains what you discovered.”

Body: I Do, We Do, You Do

Part 1: From Interest to Question

I Do: Model the Process

Begin with a broad topic such as technology. Demonstrate how to narrow it:

• Too broad: How does technology affect people?
• More focused: How does daily screen use affect sleep?
• Focused and researchable: What strategies help people reduce evening screen use and improve sleep?

Explain that a strong question is:

• Specific rather than extremely broad
• Open-ended rather than answerable with only “yes” or “no”
• Researchable using evidence
• Relevant to a real-world decision or problem

We Do: Build a Question Together

Choose a topic connected to the learner’s interests. Possibilities include:

• Space exploration
• Artificial intelligence
• Sports performance
• Animals and conservation
• Music and concentration
• Food, health, or exercise
• Climate and the environment
• History, inventions, or future technology

Use this question-building frame:

How or why does __________ affect __________, and what evidence supports the best explanation?

Work together to improve the question. Ask:

• What exactly are we investigating?
• Who or what is affected?
• What time period or location matters?
• What would count as useful evidence?

You Do: Create a Personal Investigation Question

The learner chooses a topic and writes one focused question. Before researching, the learner predicts an answer and explains why.

Quick check: Ask the learner to underline the exact topic, group or subject, and outcome being investigated.

Part 2: Claims, Evidence, and Opinions

I Do: Explain the Difference

• Claim: A statement that can be supported or challenged.
• Evidence: Facts, data, observations, expert statements, or examples that support a claim.
• Opinion: A personal belief or preference, which may not be supported by evidence.
• Reasoning: The explanation of how the evidence supports the claim.

Model the structure:

Claim: Regular movement breaks can improve concentration.

Evidence: Research studies report that short activity breaks may help learners return to tasks with greater focus.

Reasoning: Movement can reduce restlessness and provide a mental reset, which may make sustained attention easier.

We Do: Sort the Statements

Read the following statements aloud. Have the learner label each one as a claim, evidence, opinion, or reasoning.

1. “I think walking is the best form of exercise.”
2. “A survey found that many participants felt more alert after a short walk.”
3. “Short walks may support alertness by increasing activity and interrupting long periods of sitting.”
4. “Taking a short walk can improve alertness.”

Discuss the answers and note that one statement can sometimes serve different roles depending on how it is used.

You Do: Build an Evidence Table

The learner creates a table with these headings:

Source	Main Claim	Evidence Found	Why It May Be Reliable	Questions or Limitations
Source 1
Source 2
Source 3

Part 3: Evaluating Sources

I Do: Demonstrate the Source Check

Model the following five-question check:

1. Authority: Who created the information?
2. Evidence: Does the source provide data, examples, or references?
3. Currency: When was it published or updated?
4. Purpose: Is the source informing, selling, entertaining, or persuading?
5. Corroboration: Do other trustworthy sources agree?

Explain that a source does not have to be perfect to be useful. A careful investigator identifies both strengths and limitations.

We Do: Compare Two Sources

Select two sources about the learner’s question. Discuss:

• Which source uses stronger evidence?
• Which source identifies its author or organization?
• Do the sources agree?
• If they disagree, what might explain the difference?

You Do: Source Reliability Rating

The learner rates each source from 1 to 4:

• 4: Highly reliable and strongly supported
• 3: Generally reliable, with minor limitations
• 2: Some useful information, but important weaknesses
• 1: Unclear, unsupported, or unsuitable for the investigation

The learner must justify each rating in one or two sentences.

Part 4: Create the Mini-Investigation

Choice of Final Product

The learner chooses one format:

• A one-page written report
• A five-slide digital presentation
• A poster or infographic
• A three-minute recorded explanation
• A short podcast-style discussion
• A data display with a written conclusion

Required Structure

1. Question: State the investigation question.
2. Prediction: Describe the expected answer.
3. Evidence: Present at least three relevant findings.
4. Source evaluation: Explain why the sources are trustworthy or limited.
5. Conclusion: Answer the question using evidence.
6. Reflection: State what remains uncertain or what should be investigated next.

Feedback Pause

Before the learner completes the final product, review the draft using these questions:

• Is the question focused?
• Does every piece of evidence relate to the question?
• Is the explanation clear?
• Does the conclusion go beyond repeating the evidence?
• Have limitations or alternative explanations been considered?

Real-World Application Challenge

Ask the learner to imagine that a community group, business, school, or family is making a decision connected to the investigation.

The learner must answer:

• What decision should be made?
• What evidence supports that decision?
• What could go wrong?
• What additional information would be valuable?

This connects research to practical decision-making rather than treating it as an isolated academic exercise.

Assessment

Formative Assessment

• Question-narrowing discussion
• Claim, evidence, opinion, and reasoning sort
• Source reliability ratings
• Evidence-table review
• Draft feedback conference

Summative Assessment Rubric

Criteria	Excellent	Developing	Beginning
Question	Focused, clear, and researchable	Mostly focused but needs refinement	Too broad or difficult to investigate
Evidence	Uses three or more relevant, well-selected pieces of evidence	Uses some relevant evidence	Uses little or unrelated evidence
Sources	Compares reliable sources and explains limitations	Uses sources but provides limited evaluation	Sources are missing or not evaluated
Reasoning	Clearly explains how evidence supports the conclusion	Explanation is partly clear	Connections between evidence and conclusion are unclear
Communication	Organized, accurate, engaging, and easy to understand	Generally understandable with minor gaps	Disorganized or incomplete

Differentiation and Adaptations

Support for a Learner Who Needs Scaffolding

• Provide a list of suggested topics and sources.
• Use sentence frames such as “My claim is…” and “This evidence matters because…”
• Complete the first source evaluation together.
• Allow an oral presentation instead of a written report.
• Reduce the requirement to two strong sources and two pieces of evidence.

Extension for an Advanced Learner

• Include a source that disagrees with the main conclusion.
• Analyze a graph, dataset, or research method.
• Discuss correlation versus causation.
• Calculate simple percentages, averages, or changes over time.
• Design a follow-up investigation.
• Present the conclusion to a real audience and respond to questions.

Modality Options

• Visual: Use a concept map, infographic, or evidence chart.
• Auditory: Record a podcast or explain the conclusion aloud.
• Kinesthetic: Conduct a small observation, survey, or demonstration.
• Digital: Use a spreadsheet, presentation, or collaborative document.
• Offline: Use books, printed articles, interviews, or direct observations.

Conclusion: Tell What Was Learned

Recap

Ask the learner to complete these statements:

• A strong research question is __________.
• Evidence is different from an opinion because __________.
• One way to evaluate a source is __________.
• My investigation shows __________.
• One question I still have is __________.

Exit Ticket

In three or four sentences, the learner answers:

1. What was your most important piece of evidence?
2. Why do you trust it?
3. How did your original prediction change, if at all?
4. What would you investigate next?

Final Takeaway

Good investigators do not merely collect information. They ask precise questions, examine evidence carefully, recognize uncertainty, and explain conclusions clearly enough for other people to evaluate.