Dr. Martin Luther King Middle School Library Media Center

Building Note Taking and Summarizing Skills Across the Curriculum--Science Department

In collaboration with the Science Department, the Media Center developed and implemented a series of instructional lessons aimed at improving note-taking and summarizing skills for 6th and 7th grade students. The focus of the instruction was on fostering active learning techniques, enabling students to better capture, process, and retain information during lectures and from text-based sources. The initiative aimed to equip students with the tools necessary for efficient note-taking, helping them become more organized, engaged, and effective learners.

The primary objectives of the lesson plan included:

1. Gleaning Important Information: Teaching students how to identify key points during a lecture or while reading a text.
2. Handwritten Notes: Encouraging students to take notes in their own words quickly and concisely.
3. Text Features: Reviewing how to use text features (headings, subheadings, bold text, bullet points, etc.) to help identify critical information.
4. Note-Taking Abbreviations: Introducing commonly used abbreviations and symbols that can help students take faster and more efficient notes.
5. Active Engagement Techniques: Promoting strategies such as asking questions, summarizing in one's own words, and participating in group discussions to deepen understanding and retention of information.

Environmental impacts of Parking Lots-6th Grade Science

Introduction

In the course of this quarter, 6th-grade science students engaged in a comprehensive, interdisciplinary project to investigate the environmental impact of traditional parking lots. The project aimed to raise awareness about how parking lots contribute to environmental degradation and explore alternative materials and design solutions that could mitigate these negative effects. Through a combination of research, role-specific collaboration, and creative design, students gained insights into sustainable building practices while also developing critical research, teamwork, and communication skills.

Project Overview

The students were introduced to the traditional materials commonly used in parking lot construction, such as asphalt and concrete, and examined the strain these materials place on the environment. These materials contribute to several environmental issues, including:

• Urban Heat Islands: The absorption of heat by large asphalt or concrete surfaces leads to higher temperatures in urban areas.
• Water Runoff: Traditional parking lots do not allow water to permeate the ground, leading to increased stormwater runoff and potential flooding.
• Pollution: Oils, chemicals, and other pollutants from vehicles accumulate on parking lots, which can be carried into nearby water bodies when it rains.

Following this introductory phase, students worked in collaborative groups, each focusing on specific aspects of the project. These roles ranged from researching the environmental effects of parking lots to exploring potential alternatives to traditional materials. In each role, students conducted independent research, shared findings with peers, and collaborated on a group report.

Students worked in groups, each assigned a specific role within the project. Each role had corresponding resources including text, images and videos. Students created a short one page report on their findings.

As an extension of the research, students were given the opportunity to design their own environmentally friendly parking lot. Using the knowledge they gained from their research, students applied sustainable materials and design principles to create a parking lot that would minimize environmental impact. The designs included features such as permeable surfaces, green spaces, solar panels for energy generation, and stormwater management systems.

The activity not only reinforced the environmental concepts explored throughout the project but also allowed students to exercise their creativity and problem-solving skills in designing practical solutions to real-world challenges.

6th grade Humanities

At the start of the year, 6th-grade Humanities students engaged in an orientation,to research which introduced them to the foundational skills and tools they will need for success in research projects throughout the program. Key components of this orientation included collaboration with the Media Center to teach essential research skills that students will use on upcoming projects, such as the significant Asian Country Research Project. For this project, students will choose an Asian country or culture and explore a specific issue related to their selection. In the process, they’ll learn how to take effective notes, create research note cards, and follow the Stripling Model for Research Methodology, focusing on accessing and evaluating resources.

The project began in Ms. Kay’s Humanities English class, where students learned to make low-tech note cards, emphasizing accurate source capture, summary writing skills and the distinction between simple and complex questions. In Mr. Kerley’s Individuals and Society class, the instruction advanced as students were introduced to digital tools, specifically NoodleTools, where they practiced creating accounts, organizing information, importing resources, and developing reflective research habits. These skills will serve as a foundation for all their research projects this year and beyond, equipping students to approach research with confidence and organization.

7th Grade Humanities: National History Day

Each year, 7th grade Humanities students participate in National History Day (NHD) to deepen their understanding of historical research and analysis. The project, which spans multiple months, begins during the summer and continues into the school year, providing students with valuable skills in research, critical thinking, and thesis development. The Humanities team carefully guides students through each phase of this challenging and rewarding journey, preparing them for the demands of NHD.

Summer Preparation

The NHD journey for the 7th graders begins over the summer. Students are assigned specific reading related to the current year’s NHD theme, which helps them to begin thinking critically about possible topics. Along with this, the Humanities team provides supplemental resources to support early research and spark ideas. This preparation gives students a foundation in historical context, so they can come into the school year ready to engage with NHD requirements.

Fall Semester – Research Skills and Topic Selection

As the school year starts, 7th grade students receive instruction focused on the inquiry based research process. The Media Center in collaboration with Humanities teachers',  introduced students to a variety resources that help them in collecting reliable, relevant information. During this phase, students also engage in structured activities to help them brainstorm and refine potential topics. The goal is to ensure that students select a topic that is not only interesting to them but also aligns well with the year’s NHD theme and has enough historical significance to support in-depth research.

A key component of the research process is the use of Noodle Tools for notetaking and citation management. Noodle Tools notecards are used throughout the project to help students organize information, keep track of sources, and record details that support their developing thesis.

Topic Narrowing and Thesis Development

As students progress into the second quarter, they begin to narrow down their chosen topics, focusing on specific aspects that they can explore in depth. This is a critical stage in the project, as students must analyze the broad context of their topic to identify an angle or perspective that will allow them to make a unique contribution. By the end of this stage, each student is expected to develop a clear, concise thesis statement that encapsulates the main argument of their project.

Teachers support students in crafting thesis statements that are specific, arguable, and supported by historical evidence. Students use their Noodle Tools notecards to gather and organize the information they need to build their thesis and prepare for the next steps in the NHD process.

The National History Day project serves as an enriching opportunity for 7th grade Humanities students to hone their research and analytical skills. Through the stages of topic selection, research, and thesis development, students gain a deeper understanding of history and the research process. As they move forward into the second half of the school year, they will continue to build on this foundation, ultimately creating projects that demonstrate their growth as young historians.

Humanities 8: CSPAN Students CAM and the Capstone Project 

CSPAN Student Cam

At the start of the school year, 8th-grade Humanities students embarked on a unique learning journey by preparing for the CSPAN Student CAM documentary contest. This project allowed students to explore topics in-depth, connect with significant historical themes, and develop a deeper understanding of the role of the president. Through collaboration between Media and Individuals and Society classes, students honed critical research and analysis skills, setting a foundation for their Capstone Project.

Topic Exploration and Resource Gathering

The project began in the media center, where students utilized both their Media and Individuals and Society classes to brainstorm ideas, connect with the contest prompt, and search for topics and resources. By working closely with the the Media Center and teachers, students engaged in discussions that clarified the functions and significance of the presidential role, which helped them identify areas of interest and historical relevance. Students documented their findings and reflections through Noodle Tools, a platform that supported their note-taking and inquiry process. This initial research phase was essential for developing a solid understanding of their chosen topics and the historical periods relevant to the CSPAN prompt.

Capstone Project Prompt Analysis and Collaboration

To prepare for the Capstone Project, students participated in a hands-on prompt analysis session in the media center, which strengthened their analytical and collaborative skills. This activity involved station-based exercises where students broke down the prompt by identifying and interpreting key terms in student-friendly language. By simplifying and rephrasing the prompt, students made the project more approachable, creating a shared understanding and ensuring each student could fully engage in the task. They then posted their interpretations on the MYMCPS Classroom platform, sharing their insights and interpretations with classmates and fostering a collaborative environment for idea exchange.

Future Steps: Actionable Research Questions and Processes

Following the prompt analysis, students will continue working together to break down the project into actionable research questions. This next phase will guide them in developing a clear research process, allowing them to address each part of the Capstone Project prompt systematically and thoughtfully. As they refine their questions and outline their research steps, students will be better equipped to construct a well-rounded, research-based documentary that meets the Capstone Project criteria.

The CSPAN Student CAM documentary contest and Capstone Project offer an engaging, real-world application of the skills students have been cultivating in their Humanities classes. The collaborative environment fostered by the Media and Individuals and Society classes has enabled students to approach their topics thoughtfully, work together effectively, and develop a deeper understanding of the research process. By building on these foundational skills, students are well-prepared to tackle their projects with confidence and creativity.

Read Like a Writer: English Department Collaboration with the Media Center

The English Department, led by English Content Specialist Sarah Head, recently launched an inspiring initiative to encourage independent reading and writing development among students. With enthusiastic dedication, Ms. Head has worked closely with the media center to develop a lesson titled "Read Like a Writer."

This lesson introduces students to young adult (YA) literature available in the media center, allowing them to explore diverse genres and voices. The lesson also provides mentor texts that serve as models, helping students strengthen their own writing skills by studying the techniques used by established authors. Through this initiative, students are empowered to select books that resonate with their interests while honing the skills needed to become more insightful readers and creative writers.

It’s exciting to see such creativity among our students, who are not only engaging with literature but also enhancing their writing abilities with each new book they explore.