Related Big6 Skills:
Task Definition (Define & Identify) 1.1 – 1.2
Location and Access (Locate & Find) 3.1 – 3.2
Use of Information (Engage & Extract) 4.1 – 4.2

Learning Context: The lesson is designed for the beginning of the school year, when elementary students (grades 3 – 6) may have had no prior consistent tool or strategy to help them successfully do research.

Discussion: Although it is specifically made for the elementary school-aged child, this activity could also be meaningful for introducing the Big6 to parents at PTA meetings. It is also ideal as a permanent visual cue for the Big6 in the classroom or library media center. The elements of surprise and mystery are key to the purpose of minimizing student anxiety and apprehension (or downright distaste!) for research, specifically, and problem-solving, in general.

Sample in Context: Begin by creating a big, colorful box containing 5 nested, smaller boxes, each labeled with one of the Big6 steps. Place the box on a table, preferably before students come in. Let them guess informally and make conjectures about what might be inside the box, to arouse their curiosity.

Say, “What if I told you that I had a great gift for you inside this box that you could use all year long? Want it?” Turn the box to the front, so that the label, “TASK DEFINITION”, is visible. Open the box, and pull out a small prop (bulls-eye on a target.) Ask students to guess what that object could have to do with task definition. After you’ve explained Task Definition, then pull out the 2nd box labeled “INFORMATION SEEKING STRATEGIES”.

Say, “Hmm….What do you suppose would be inside this box to help us find information?” Get their predictions. Then, pull out the Information Seeking Strategies (ISS) props (CD-ROM, tiny book, etc.) and compare with the students’ guesses, while using the props to explain ISS. Continue in this manner with each successive box, building suspense all the while. When done, still approaching this as a fun mystery, ask if they notice anything. Guide them to observe that all 6 boxes build upon one another, and that each one narrows down the focus, until they reach the uppermost box—success! (the top box contains a pop-out “snake” labeled, “SUCCESS!” Connect the concepts from the box metaphor to the Big6 process model, and brainstorm how students can use the Big6 strategy successfully in the future. Discuss which box intrigued them the most, and why. Remind them that the box will remain in the classroom or library as a permanent model and tool for their reference needs, and can be consulted for help at any time.