-use reference sources to locate answers to specific questions about alligators.

-collect facts about alligators from reference sources to use in writing an article that would motivate others to read about the topic

-compare the usefulness of more than one kind of reference source based on facts found.

-become interested in the research process.

-understand the importance of information skills.

-experience increased confidence in research ability

-understand the value of information skills.

-achieve satisfaction in research accomplishments.

-After the teacher introduces the topic, provides the worksheets, and describes the research task, the library media specialist reviews each type of source that students will use. The library media specialist also models how to search for answers in each of the sources. The teacher works with students in collecting and organizing the facts as well as writing the persuasive articles.

-Introduce the alligator as a reptile that has been making a comeback from the endangered species list. Show a videotape about the reptile or a movie from an Internet site. Discuss characteristics that make the alligator a reptile and ponder why the alligator was endangered. Ask why this animal might be considered frightening (size, teeth, etc.). Students will want to share what they already know about the animal. Discuss some of the ideas that should be verified. The discussion allows for beginning a list of questions about alligators, especially about what they eat.

-As questions are generated, list them on chart paper. When the list seems long enough, explain that each student will select one or more questions of interest and research the answers.
-Give each student a worksheet. The student writes a selected question in the center space. When the questions are completed, the students visit the library media center.
-The library media specialist introduces the available sources and discusses how to skim for information. Students must think about the question. To what subject categories does the question relate? What important words are in the question? How will tables of contents, headings, and subheadings help in the search?
-The library media specialist points out the special characteristics of media. For example, when looking at a video, a researcher listens and watches for any introductory statements that suggest what might be coming. What do the images on the screen tell the student? Listen for important words related to the question.
-Before the students begin to look for the answers to their questions, they should be encouraged to underline the important words in their question. Students select a source and begin to skim. When they find a pertinent fact, they write it on one of the gators that surround the question on their notesheet and write the title of the source used.
-When students have used more than one source, and have found more than one fact they may return to class.
-In class, students may be grouped by the question they selected. The facts and answers are combined. The teacher reviews the facts. Interesting facts are discussed. Students may also tell which sources were the most useful.

*How do different kinds of resources help answer specific questions?
*How do you skim for a specific answer?

-Students must then think about how the facts might make someone want to learn more about the alligator. How would the facts motivate others? Each student writes a short persuasive paragraph or article about the question or questions that they researched. Explain that the students will want to write the report so that someone reading it wourld want to find out more.

-Introduce fiction or picture books about alligators and ask students to find examples of facts that they have discovered about alligators that have been incorporated into the stories.