Lesson Plan from MA

 My district is always looking for new, progressive best practices to teach students how to think and learn. One such practice adopted by the sixth grade team at my school is the use of DBQ’s, data based question or data based queries. This methodology is College Board recommended and has been used historically in teaching AP or IB students at the high school level.

The purpose of using a DBQ is to steer students away from recall and instead engage in deeper inquiry of a topic. Students need to analyze and synthesize information from documents, usually primary sources to answer an essential question. Usually all but one source is textual with the remaining one usually a graphic (chart, map, poster, etc.) but for use with sixth grade, I am modifying the practice to include several types of sources.

 The essential question of my DBQ is: Is Wildfire a Good or Bad Event?

Prior teaching needs to include the use of two-column or Cornell Notes, the essential skill of writing a paragraph with one main idea and supporting details, and writing a simple five paragraph essay.

The science teacher may have to review the concept of “claims and evidence”.

Working in teams of 3-4 students, gather enough evidence from the documents to answer the essential question. Remember, there is not one answer; you need enough evidence to support your claim.

Document A – Tales of the Forest, pages 147-150, Focus on Forests, Project Learning Tree

1.    Students will read each passage and determine if the author would define fire as good or bad.

2.    Discuss the terms preservation and conversation. Decide which authors would fit each category and why.

3.    Compare/discuss your thoughts with other in your group.

Document B – Two Sides of fire DVD, Temperate Forest Foundation

1.    Set up your note page to take two column or Cornell notes. The main idea goes on the left side and the details go on the right side. Your topics are: Native peoples and fire, fire dependent ecosystems, good use of fire, and out of control fire.

2.    Compare your notes with the other students in your group. Add any information of theirs to your own which gives you further evidence for your claim. 

Document C – Pamphlet, Wildland Fire in the United States, National Wildfire Coordination Group

1.    Read the pamphlet with your group. Choose one color of sticky notes to list all the ways fire is a good thing. Using another color, do the same with the facts which support fire is a bad thing.

2.    Take your sticky notes to the big classroom chart and place them in the appropriate column.

3.    Add these facts to your growing list of evidence.

The DBQ Final Writing Piece:

You are to write a five paragraph essay which answers the essential question. The first paragraph needs to be an introduction to the topic. Include a grabber sentence which gets the attention of the reader. Your claim also needs to be included in the introduction.

Use the information gathered from your sources to write the next three paragraphs. Each paragraph needs to use the evidence from one source only. You have three sources, so three body paragraphs.

Your final paragraph needs to be a conclusion.

Writing needs to be in final form (black or blue pen or computer) with no errors.