research tasks for year 6

• STEM Ambassadors
• School trusts
• ITE and governors
• Invest in schools
• STEM careers inspiration
• Benefits and impact
• Our supporters
• Become a STEM Ambassador
• Request a STEM Ambassador
• Employer information
• Training and support
• STEM Ambassadors Partners
• Working with community groups
• Search icon
• Join the STEM Community

Year 6: Evolution and inheritance

This list consists of lesson plans and activities to support the teaching of evolution and inheritance in Year Six. It contains tips on using the resources, suggestions for further use and background subject knowledge. Possible misconceptions are highlighted so that teachers may plan lessons to facilitate correct conceptual understanding. Designed to support the new curriculum programme of study it aims to cover many of the requirements for knowledge and understanding and working scientifically. The statutory requirements are that children are taught to:

• recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

• recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

•  identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Visit the primary science webpage to access all lists.

Education Pack: Seeds and Fruits - Adaptation *suitable for home learning*

Quality Assured Category: Mathematics Publisher: Open Air Laboratories (OPAL)

Different kinds of birds eat different kinds of foods, because they are specialised. Their beaks have adapted to be the best shape for picking up the food they like best and is most available to them.

This experiment asks children to predict which ‘beak’ will be best for each ‘food’ type and test it simulating beak type with chopsticks, spoons, tweezers etc. This is a great way of showing children how beak shape is important for a species as if it had a beak which was incompatable with it's food source then it would eventually die out. It is important to point out that adaptation is a very gradual process which happens within a population rather than to an individual bird. Children will find this concept difficult to understand but it will form the basis of future learning in Key Stage Three and beyond.

This further activity looks at the way in which variation in beak shape is related to the available food sources within an environment. Children simulate bird feeding by using a ‘beak’ to collect food and place it into a stomach. There are four different beak shapes and a range of different food types to choose from.

Animals Over Winter (Age 7 to 11)

Quality Assured Category: Science Publisher: Wildscreen ARK (previously ARKive)

Children work scientifically to identify similarities and differences in the ways animals are adapted to survive throughout the winter, then looking at two case studies on species that are adapted to cold environments children choose an animal species and produce their own case study. Includes a powerpoint, teachers' notes and worksheets.

Often children assume the animal chooses to have a certain feature for example a polar bear chooses to have a white coat. Having a white coat in a winter habitat of ice and snow helps the animal survive in that habitat. An important point is that the animal has no control over how it may adapt to survive over winter. A common misconception is that organisms can adapt to new conditions in their lifetimes and pass these adaptations on to their offspring.’

Evolution MegaLab

Quality Assured Collection Category: Science Publisher: Evolution MegaLab

This collection from Evolution Megalab introduces Darwin’s ideas on evolution by looking at variation, adaptation and distribution of banded snails. A video shows some  teaching ideas from Professor Steve Jones as he introduces a Year Six class to genetic diversity. Children look at the observable similarities and differences between a sample of snails and then at the observable and hidden differences within the class. They investigate how they may classify and group themselves according to characteristics such as: eye colour, skin colour, tongue rolling, taste preference and finger print pattern and then produce a code to represent themselves as individuals.

Primary Evolution

Quality Assured Collection Category: Science Publisher: Primary Evolution

This treasure chest of resources provides videos and hands-on activities around the tricky concepts of Variation, Adaptation, Natural Selection and Evolution. The news report on the Evolution of Life on Earth helps show the very long passage of time in which evolutionan occurs. Dinosaurs are used as a way of highlighing adaptations. Also included are: a simulation of how antibiotic resistant bacteria occurs through evolution and a video explaining how evolution works.

ARKive Darwin Collection

Quality Assured Collection Category: Science Publisher: Wildscreen ARK (previously ARKive)

The Darwin Presentation looks at the Charles Darwin's work on evolution including his work looking at variation in the Galapagos finches and how they have gradually adapted to suit the Island on which they live. Using Darwin's Finches because of the clearly different beaks is a good way of showing how the beak has become adapted to the different islands on which they live. Children could observe the finches on the clips noting the differences then go on to create a classification key.

This activity is a useful way of demonstrating that evolutionary change is based on the genetic make up of populations over time.

ARKive's Adaptation: Design a Species Activity

This creative activity from ARKive is designed to teach Key Stage Two students about the concept of adaptation. Using the marine environment as an example, students learn about how different species are adapted physically or behaviourally to survive in a particular type of habitat. Students then design their own species adapted to a particular habitat.

Quality Assured Collection Category: Science Publisher: green.tv

These resources take a look at the evolution of the horse and of the whale; they contain animations, comics and timeline activities. The animations show the evolution of the animals over millions of years, looking at how various features evolved. The complementary colourful comics provide further detail in a humorous way and provide many points for classroom discussion

BBC Bitesize: Adaptation, inheritance and evolution

Guides and class clips to support teaching of this topic.

Amazing Adaptations

Take a look at how plants and animals are adapted to survive in the rainforest. It includes worksheets and teachers notes designed for use during and after a visit to 'the living rainforest' however they could be used alongside video clips and photographs of the plants and animals.

Evolution - Darwin's Finches *suitable for home learning*

Quality Assured Category: Science Publisher: Sigma Science

This worksheet looks at how finches in the Galapagos Islands show adaptations which suit the different environments in which they live. It provides an information sheet about the finches and questions to answer based on the sheet. It also contains pictures of six birds from around the world to research in order to identify their habitats, food sources and how their beaks are suited to their particular diet.

Quality Assured Category: Science Publisher: Primary Upd8

This activity introduces ideas about evolution in the context of habitats and the environment. Children think of several possible features they would like humans to evolve and discuss how they would help us to survive more easily in modern habitats. They then design an adaptation that would help humans to survive in changing habitats and present their ideas to the class.

Survival of the Fittest

Quality Assured Category: Science Publisher: Hamilton Trust

A selection of activities linked to the topic of evolution and inheritance.

Year 6 - Starters for Science* Suitable for Home Learning*

Quality Assured Category: Science Publisher: STEM Learning

Starters for science provides the key learning, key vocabulary and 4 easy to run activities for each topic in Y6. These sheets may be sent home, so children can carry on learning science whilst self-isolating, or they can be used in class. There are further sheets for other year groups  here.

Quality Assured Category: Mathematics Publisher: Geological Society

In this resource pupils will learn about geological time, different geological periods and how old the earth is. They will also learn about dinosaurs, their various characteristics, and how they are both similar to, and different from, reptiles we see today. They will discover there are three main different types of dinosaur – the  sauropods, ornithischians  and the  theropods  and that modern birds evolved from a group of theropods that included  T-rex  and  Velociraptor .  

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, five ways to teach research skills to elementary school children.

Search engines can streamline the process of teaching basic research to elementary schoolchildren who require expert guidance on how to navigate the Web — and the earlier, the better.

Elementary school is when kids first begin to learn how to learn. Kids start using search engines quite early on, making elementary school the perfect time to teach research skills that become a foundation for a lifetime of learning.

The base skill for all schoolchildren is the ability to sift content for relevance and accuracy. Here are five ways teachers can help improve this skill in elementary-age children.

1. Define the task

What exactly must be researched? It’s very easy to get lost if children do not know precisely what they are looking for. In elementary school the subjects may be relatively simple, but they still must be defined accurately to aid in the search.

Teachers should talk with students about what they will be looking for and how to get specific results. The more specific they can get, the easier it will be to come up with search terms.

2. Discover keywords

Elementary school students may not fully grasp the concept of keywords, so they’ll need to be instructed in this foundational aspect of search technology. Search engines perform well only if correct keywords are used, and students need to learn how to come up with those words to get the results they need.

Keywords are typically based upon the most common approach to discussing a subject. Often, it will take some trial and error to discover just what keyword combination yields the desired results. Teachers can create a whole lesson around keywords, including what they are, how they work and how to find them.

3. Use appropriate tools

Google and Bing are probably the most popular search engines, but they may not be the best for teaching research skills to young people. Teacher Mary Beth Hertz recommends one of the more popular search engines for students, Sweet Search, whose results are screened by experts. Using something like Sweet Search may make it easier to teach research skills by weeding out a lot of the chaff that so often comes up on the more popular engines.

4. Teach about source hierarchy and evaluation

Elementary students can comprehend the tiers of legitimacy related to information-gathering. Teachers can explain about primary sources, original research and the reliability of information found on the Web. Kids can learn about how information travels from research papers to news sources to blogs and so on.

By going through examples, teachers can demonstrate the way various information sources find their information and present it to the public, and how to determine which information is best to use for their projects.

Children may not need to cite abstracts from scientific research papers, but they can learn to seek information more intelligently.

5. Take notes and compile information

The complexity of note-taking skills will depend on the students’ grade level, but even kids in the younger grades can learn to take pencil to paper and record the most important pieces of information they gather. The better they get at finding quality sources, the easier the note-taking will become.

Students should also learn how to cite their sources appropriately.

Setting up a lifelong skill

Learning research skills at a young age will give students a skill that will serve them over a lifetime. This skill will not only be useful in school, but in their everyday lives as they attempt to absorb ever-increasing amounts of information. Teachers will do their students a great service in teaching these skills.

You may also like to read

• How to Help Middle School Students Develop Research Skills
• Three Tips for Quality Assessment in Elementary School
• Top 5 Elementary School Models in America
• Resources for Social Skills: Lesson Plans for Elementary Students
• Web Research Skills: Teaching Your Students the Fundamentals
• Advice for Making Elementary School Reading Logs

Categorized as: Tips for Teachers and Classroom Resources

Tagged as: Early Childhood and Elementary (Grades: PreK-5) ,  Engaging Activities

• Certificates in Special Education
• Master's in Education Technology & Learning D...
• Online & Campus Master's in Secondary Educati...

• Research Skills

How to Teach Online Research Skills to Students in 5 Steps (Free Posters)

Please note, this post was updated in 2020 and I no longer update this website.

How often does this scenario play out in your classroom?

You want your students to go online and do some research for some sort of project, essay, story or presentation. Time ticks away, students are busy searching and clicking, but are they finding the useful and accurate information they need for their project?

We’re very fortunate that many classrooms are now well equipped with devices and the internet, so accessing the wealth of information online should be easier than ever, however, there are many obstacles.

Students (and teachers) need to navigate:

• What search terms to put into Google or other search engines
• What search results to click on and read through (while avoiding inappropriate or irrelevant sites or advertisements)
• How to determine what information is credible, relevant and student friendly 
• How to process, synthesize, evaluate , and present the information
• How to compare a range of sources to evaluate their reliability and relevancy
• How to cite sources correctly

Phew! No wonder things often don’t turn out as expected when you tell your students to just “google” their topic. On top of these difficulties some students face other obstacles including: low literacy skills, limited internet access, language barriers, learning difficulties and disabilities.

All of the skills involved in online research can be said to come under the term of information literacy, which tends to fall under a broader umbrella term of digital literacy.

Being literate in this way is an essential life skill.

This post offers tips and suggestions on how to approach this big topic. You’ll learn a 5 step method to break down the research process into manageable chunks in the classroom. Scroll down to find a handy poster for your classroom too.

How to Teach Information Literacy and Online Research Skills

The topic of researching and filtering information can be broken down in so many ways but I believe the best approach involves:

• Starting young and building on skills
• Embedding explicit teaching and mini-lessons regularly (check out my 50 mini-lesson ideas here !)
• Providing lots of opportunity for practice and feedback
• Teachers seeking to improve their own skills — these free courses from Google might help
• Working with your librarian if you have one

💡 While teaching research skills is something that should be worked on throughout the year, I also like the idea of starting the year off strongly with a “Research Day” which is something 7th grade teacher Dan Gallagher wrote about . Dan and his colleagues had their students spend a day rotating around different activities to learn more about researching online. Something to think about!

Google or a Kid-friendly Search Engine?

If you teach young students you might be wondering what the best starting place is.

I’ve only ever used Google with students but I know many teachers like to start with search engines designed for children. If you’ve tried these search engines, I’d love you to add your thoughts in a comment.

💡 If you’re not using a kid-friendly search engine, definitely make sure SafeSearch is activated on Google or Bing. It’s not foolproof but it helps.

Two search engines designed for children that look particularly useful include:

These sites are powered by Google SafeSearch with some extra filtering/moderating.

KidzSearch contains additional features like videos and image sections to browse. While not necessarily a bad thing, I prefer the simple interface of Kiddle for beginners.

Read more about child-friendly search engines

This article from Naked Security provides a helpful overview of using child-friendly search engines like Kiddle.

To summarise their findings, search-engines like Kiddle can be useful but are not perfect.

For younger children who need to be online but are far too young to be left to their own devices, and for parents and educators that want little ones to easily avoid age-inappropriate content, these search engines are quite a handy tool. For older children, however, the results in these search engines may be too restrictive to be useful, and will likely only frustrate children to use other means.

Remember, these sorts of tools are not a replacement for education and supervision.

Maybe start with no search engine?

Another possible starting point for researching with young students is avoiding a search engine altogether.

Students could head straight to a site they’ve used before (or choose from a small number of teacher suggested sites). There’s a lot to be learned just from finding, filtering, and using information found on various websites.

Five Steps to Teaching Students How to Research Online and Filter Information

This five-step model might be a useful starting point for your students to consider every time they embark on some research.

Let’s break down each step. You can find a summary poster at the end.

Students first need to take a moment to consider what information they’re actually looking for in their searches.

It can be a worthwhile exercise to add this extra step in between giving a student a task (or choice of tasks) and sending them off to research.

You could have a class discussion or small group conferences on brainstorming keywords , considering synonyms or alternative phrases , generating questions etc. Mindmapping might help too.

2016 research by Morrison showed that 80% of students rarely or never made a list of possible search words. This may be a fairly easy habit to start with.

Time spent defining the task can lead to a more effective and streamlined research process.

It sounds simple but students need to know that the quality of the search terms they put in the Google search box will determine the quality of their results.

There are a LOT of tips and tricks for Googling but I think it’s best to have students first master the basics of doing a proper Google search.

I recommend consolidating these basics:

• Type in some simple search terms using only the important keywords
• If the initial results aren’t what you want, alter the search terms and get more specific  (get clues from the initial search results e.g. you might see synonyms that would work or get ideas from the “People Also Ask” section)
• Use quotation marks if you want your keywords in an exact order, e.g. “raining cats and dogs”
• use your best guess with spelling (Google will often understand)
• don’t worry about punctuation
• understand that everyone’s results will be different , even if they use the same search terms (depending on browser history, location etc.)

📌 Get a free PDF of this poster here. 

Links to learn more about Google searches

There’s lots you can learn about Google searches.

I highly recommend you take a look at  20 Instant Google Searches your Students Need to Know by Eric Curts to learn about “instant searches”.

Med Kharbach has also shared a simple visual with 12 search tips which would be really handy once students master the basics too.

The Google Search Education website is an amazing resource with lessons for beginner/intermediate/advanced plus slideshows and videos. It’s also home to the  A Google A Day classroom challenges. The questions help older students learn about choosing keywords, deconstructing questions, and altering keywords.

Useful videos about Google searches

How search works.

This easy to understand video  from Code.org to explains more about how search works.

How Does Google Know Everything About Me?

You might like to share this video with older students that explains how Google knows what you’re typing or thinking. Despite this algorithm, Google can’t necessarily know what you’re looking for if you’re not clear with your search terms.

What about when the answer comes up in Google instantly?

If you’ve been using Google for a while, you know they are tweaking the search formula so that more and more, an answer will show up within the Google search result itself. You won’t even need to click through to any websites.

For example, here I’ve asked when the Titanic sunk. I don’t need to go to any websites to find out. The answer is right there in front of me.

While instant searches and featured snippets are great and mean you can “get an answer” without leaving Google, students often don’t have the background knowledge to know if a result is incorrect or not. So double checking is always a good idea.

As students get older, they’ll be able to know when they can trust an answer and when double checking is needed.

Type in a subject like cats and you’ll be presented with information about the animals, sports teams, the musical along with a lot of advertising. There are a lot of topics where some background knowledge helps. And that can only be developed with time and age.

Entering quality search terms is one thing but knowing what to click on is another.

You might like to encourage students to look beyond the first few results. Let students know that Google’s PageRank algorithm is complex (as per the video above), and many websites use Search Engine Optimisation to improve the visibility of their pages in search results. That doesn’t necessarily mean they’re the most useful or relevant sites for you.

As pointed out in this article by Scientific American ,

Skilled searchers know that the ranking of results from a search engine is not a statement about objective truth, but about the best matching of the search query, term frequency, and the connectedness of web pages. Whether or not those results answer the searchers’ questions is still up for them to determine.

Point out the anatomy of a Google search result and ensure students know what all the components mean. This could be as part of a whole class discussion, or students could create their own annotations.

An important habit to get into is looking at the green URL and specifically the domain . Use some intuition to decide whether it seems reliable. Does the URL look like a well-known site? Is it a forum or opinion site? Is it an educational or government institution? Domains that include .gov or .edu might be more reliable sources.

When looking through possible results, you may want to teach students to open sites in new tabs, leaving their search results in a tab for easy access later (e.g. right-click on the title and click “Open link in new tab” or press Control/Command and click the link).

Searchers are often not skilled at identifying advertising within search results. A famous 2016 Stanford University study revealed that 82% of middle-schoolers couldn’t distinguish between an ad labelled “sponsored content” and a real news story.

Time spent identifying advertising within search results could help students become much more savvy searchers. Looking for the words “ad” and “sponsored” is a great place to start.

4) Evaluate

Once you click on a link and land on a site, how do you know if it offers the information you need?

Students need to know how to search for the specific information they’re after on a website. Teach students how to look for the search box on a webpage or use Control F (Command F on Mac) to bring up a search box that can scan the page.

Ensure students understand that you cannot believe everything you read . This might involve checking multiple sources. You might set up class guidelines that ask students to cross check their information on two or three different sites before assuming it’s accurate.

I’ve written a post all about teaching students how to evaluate websites . It includes this flowchart which you’re welcome to download and use in your classroom.

So your students navigated the obstacles of searching and finding information on quality websites. They’ve found what they need! Hooray.

Many students will instinctively want to copy and paste the information they find for their own work.

We need to inform students about plagiarism  and copyright infringement while giving them the skills they need to avoid this.

• Students need to know that plagiarism is taking someone’s work and presenting it as your own. You could have a class discussion about the ethics and legalities of this.
• Students also need to be assured that they can use information from other sources and they should. They just need to say who wrote it, where it was from and so on.

All students can benefit from learning about plagiarism, copyright, how to write information in their own words, and how to acknowledge the source. However, the formality of this process will depend on your students’ age and your curriculum guidelines.

Give students lots of practice writing information in their own words. Younger students can benefit from simply putting stories or recounts in their own words. Older students could investigate the difference between paraphrasing and summarising .

There are some free online tools that summarise information for you. These aren’t perfect and aren’t a replacement from learning the skill but they could be handy for students to try out and evaluate. For example, students could try writing their own summary and then comparing it to a computer summary. I like the tool SMMRY as you can enter text or a URL of an article. Eric Curts shares a list of 7 summary tools in this blog post .

Students also need a lot of practice using quotation marks and citing sources .

The internet can offer a confusing web of information at times. Students need to be shown how to look for the primary source of information. For example, if they find information on Wikipedia, they need to cite from the bibliography at the bottom of the Wikipedia article, not Wikipedia itself.

There are many ways you can teach citation:

• I like Kathy Schrock’s PDF document which demonstrates how you can progressively teach citation from grades 1 to 6 (and beyond). It gives some clear examples that you could adapt for your own classroom use.

Staying organised!

You might also like to set up a system for students to organise their information while they’re searching. There are many apps and online tools to curate, annotate, and bookmark information, however, you could just set up a simple system like a Google Doc or Spreadsheet.

The format and function is simple and clear. This means students don’t have to put much thought into using and designing their collections. Instead, they can focus on the important curation process.

Bring These Ideas to Life With Mini-Lessons!

We know how important it is for students to have solid research skills. But how can you fit teaching research skills into a jam-packed curriculum? The answer may be … mini-lessons !

Whether you teach primary or secondary students, I’ve compiled 50 ideas for mini-lessons.

Try one a day or one a week and by the end of the school year, you might just be amazed at how independent your students are becoming with researching.

Become an Internet Search Master with This Google Slides Presentation

In early 2019, I was contacted by Noah King who is a teacher in Northern California.

Noah was teaching his students about my 5 step process outlined in this post and put together a Google Slides Presentation with elaboration and examples.

You’re welcome to use and adapt the Google Slides Presentation yourself. Find out exactly how to do this in this post.

The Presentation was designed for students around 10-11 years old but I think it could easily be adapted for different age groups.

Recap: How To Do Online Research

Despite many students being confident users of technology, they need to be taught how to find information online that’s relevant, factual, student-friendly, and safe.

Keep these six steps in mind whenever you need to do some online research:

• Clarify : What information are you looking for? Consider keywords, questions, synonyms, alternative phrases etc.
• Search : What are the best words you can type into the search engine to get the highest quality results?
• Delve : What search results should you click on and explore further?
• Evaluate : Once you click on a link and land on a site, how do you know if it offers the information you need?
• Cite : How can you write information in your own words (paraphrase or summarise), use direct quotes, and cite sources?
• Staying organised : How can you keep the valuable information you find online organised as you go through the research process?

Don’t forget to ask for help!

Lastly, remember to get help when you need it. If you’re lucky enough to have a teacher-librarian at your school, use them! They’re a wonderful resource.

If not, consult with other staff members, librarians at your local library, or members of your professional learning network. There are lots of people out there who are willing and able to help with research. You just need to ask!

Being able to research effectively is an essential skill for everyone . It’s only becoming more important as our world becomes increasingly information-saturated. Therefore, it’s definitely worth investing some classroom time in this topic.

Developing research skills doesn’t necessarily require a large chunk of time either. Integration is key and remember to fit in your mini-lessons . Model your own searches explicitly and talk out loud as you look things up.

When you’re modelling your research, go to some weak or fake websites and ask students to justify whether they think the site would be useful and reliable. Eric Curts has an excellent article where he shares four fake sites to help teach students about website evaluation. This would be a great place to start!

Introduce students to librarians ; they are a wonderful resource and often underutilised. It pays for students to know how they can collaborate with librarians for personalised help.

Finally, consider investing a little time in brushing up on research skills yourself . Everyone thinks they can “google” but many don’t realise they could do it even better (myself included!).

You Might Also Enjoy

Teaching Digital Citizenship: 10 Internet Safety Tips for Students

Free Images, Copyright, And Creative Commons:  A Guide For Teachers And Students

8 Ways Teachers And Schools Can Communicate With Parents

How To Evaluate Websites: A Guide For Teachers And Students

14 Replies to “How to Teach Online Research Skills to Students in 5 Steps (Free Posters)”

Kathleen, I like your point about opening up sites in new tabs. You might be interested in Mike Caulfield’s ‘four moves’ .

What a fabulous resource, Aaron. Thanks so much for sharing. This is definitely one that others should check out too. Even if teachers don’t use it with students (or are teaching young students), it could be a great source of learning for educators too.

This is great information and I found the safe search sites you provided a benefit for my children. I searched for other safe search sites and you may want to know about them. http://www.kids-search.com and http://www.safesearch.tips .

Hi Alice, great finds! Thanks so much for sharing. I like the simple interface. It’s probably a good thing there are ads at the top of the listing too. It’s an important skill for students to learn how to distinguish these. 🙂

Great website! Really useful info 🙂

I really appreciate this blog post! Teaching digital literacy can be a struggle. This topic is great for teachers, like me, who need guidance in effectively scaffolding for scholars who to use the internet to gain information.

So glad to hear it was helpful, Shasta! Good luck teaching digital literacy!

Why teachers stopped investing in themselves! Thanks a lot for the article, but this is the question I’m asking myself after all teachers referring to google as if it has everything you need ! Why it has to come from you and not the whole education system! Why it’s an option? As you said smaller children don’t need search engine in the first place! I totally agree, and I’m soo disappointed how schooling system is careless toward digital harms , the very least it’s waste of the time of my child and the most being exposed to all rubbish on the websites. I’m really disappointed that most teachers are not thinking taking care of their reputation when it comes to digital learning. Ok using you tube at school as material it’s ok , but why can’t you pay little extra to avoid adverts while teaching your children! Saving paper created mountains of electronic-toxic waste all over the world! What a degradation of education.

Thanks for sharing your thoughts, Shohida. I disagree that all schooling systems are careless towards ‘digital harms’, however, I do feel like more digital citizenship education is always important!

Hi Kathleen, I love your How to Evaluate Websites Flow Chart! I was wondering if I could have permission to have it translated into Spanish. I would like to add it to a Digital Research Toolkit that I have created for students.

Thank you! Kristen

Hi Kristen, You’re welcome to translate it! Please just leave the original attribution to my site on there. 🙂 Thanks so much for asking. I really hope it’s useful to your students! Kathleen

[…] matter how old your child is, there are many ways for them to do research into their question. For very young children, you’ll need to do the online research work. Take your time with […]

[…] digs deep into how teachers can guide students through responsible research practices on her blog (2019). She suggests a 5 step model for elementary students on how to do online […]

Writing lesson plans on the fly outside of my usual knowledge base (COVID taken down so many teachers!) and this info is precisely what I needed! Thanks!!!

Comments are closed.

year 6 independent research

All Formats

Resource types, all resource types.

• Rating Count
• Price (Ascending)
• Price (Descending)
• Most Recent

Year 6 independent research

Homework Worksheets and Monthly Grids Combined BUNDLE Middle Years 5+ 6

Complete Bundle for the WHOLE year of weekly Homework Years 3- 6

THE YEAR OF MISS AGNES Kirkpatrick Hill - Novel Study (Answer Key Included)

• Easel Activity

Time - math, art, English, science, research : Independent learning project

• Internet Activities

Year 6 History Project | Year 6 Australian Curriculum | HASS

Year 6 HASS Australian Government Research Project

The Great Canadian Road Trip: An Independent Inquiry Activity

• Google Slides™

Leap Year WebQuest - Leap Year Research Activity

Informative/ Research Part 2 First Grade Writing Unit 6

Crash Course U.S. History | E05 The Seven Years War and the... | Video Guide

• Google Apps™

Independent or Group Research Project : Careers Focus SELF-PACED LEARNING

MIRROR - Jeannie Baker - Exploring Visual Literacy - Years 4- 6

BEAR Project - A Student Choice Year Long Project

• Google Docs™

New Year 's Nouns Task Cards and Interactive Notebook Foldables

LETTUCE UNRAVEL LIFE'S MYSTERIES AND TURNIP FOR RESEARCH ! Grade 6 Science Col

Passion Project Workbook L1 ppt - Personal Research , Action & Agency - Inquiry

Botany Journal 6 -9 Years

French Independent Study Takeaway Menus - A Level Year 12 - 6 Modules

Independent or Group Research Project - Putting on a Performance

20th Century Art History Research Paper: handout, artist list, and rubric.

Vocabulary Builder ( Year Long Curriculum-3rd Grade)

Vocabulary Builder ( Year Long Curriculum-4th Grade)

Vocabulary Builder ( Year Long Curriculum-5th Grade)

Global Celebrations Research Project - History (HASS) Flipbook - Year 3

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think

• Topical and themed
• Early years
• Special needs
• Schools directory
• Resources Jobs Schools directory News Search

Post-Sats projects for Year 6 classes

Tes resources team.

Reward your hard-working pupils with these project ideas, selected to make your post-Sats lessons stimulating, enjoyable and memorable

After months and months of hard work, stress-levels can return to normal as both you and your class enjoy the rest of the summer term. These weeks are a great opportunity to inject an element of fun, creativity and imagination into core subjects, as well as those subjects that may have received less attention this year. 

To get you started, we’ve selected a handful of subject-specific and cross-curricular projects, designed to keep learners engaged, challenged and motivated until the end of term.

Rockets Teacher Guide

Free The Pencil Project

Zootropolis: The Case of the Missing Mammals

Design a destination shoe project

Fun with a Ruler - Collaborative Art Project using Parabolic Curves

Art Lesson and Worksheets Silhouette Sunsets

Learn at Chester Zoo - Sing for Songbirds - Origami Collection

DT- Mechanisms -Sliders and Levers -Design a greetings card

Design a ride! Fairground / Theme Park