STAGES WITHIN THE INFORMATION PROCESSPlanning Stage (by the end of Grade 3)
During the planning stage, topics are identified for inquiry. These topics often grow out of a classroom theme, unit of study, or personal interests. Students and teachers may decide on a question or general topic and narrow it to make it manageable and personal for students. For example, a general topic brainstormed by a class might be animals. This might be narrowed down to learning about animals that live in the wild in the Atlantic Provinces, with each student choosing an animals that s(he) is interested in learning more about.
Students build on prior knowledge and experiences by brainstorming what they already know about the topic and they develop questions to guide the processing of information (e.g., What do know and what do we want/need to learn?) In the primary grades, teachers and teacher-librarians generally involve students in generating these questions as a group. For example, when learning about specific animals, students might generate questions such as:
What does it eat?
Where does it live?
What does it look like?
Who are its enemies?
How does it protect itself?
How does it care for its young?
What special features or conditions are related to this animal?
How can we help/protect/promote this animal's existence?
As students begin to ask questions, they develop a growing sense of ownership pf the research problem. The planning process also involves considering possible sources of information and thinking about how the information will be used and recorded.
To view samples of learning strategies/cognitive organizers for students, click on Learning Strategies. You may wish to download/print these strategies, and adapt them for your students!
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Show Me The Learning Strategies For This Stage:   
Show Me The Gathering Information Stage