Inquiry and Research: Refining Major And Secondary Research Questions (TEKS.ELA.6.12.C)
Help Questions
Texas 6th Grade ELA › Inquiry and Research: Refining Major And Secondary Research Questions (TEKS.ELA.6.12.C)
Major research question (draft): How can schools reduce food waste? Secondary questions:
- How much food is thrown away in our cafeteria each week?
- What are the top reasons students leave food uneaten at our school?
- Which strategies have worked to reduce cafeteria food waste in other middle schools? Task: Which revision best refines the major question so it clearly matches the secondary questions?
Which revision best refines the major question?
How can people stop wasting food?
How does composting help gardens grow?
How can our middle school cafeteria reduce food waste this semester?
How can our school reduce waste?
Explanation
C narrows the scope to our cafeteria and a set timeframe, directly matching the secondary questions about waste in our cafeteria and effective strategies in middle schools. A is too broad, B is unrelated, and D is broad and not focused on food waste or timeframe.
Major research question (draft): What is the best way to grow plants? Secondary questions:
- Which native plants in our area need less water in summer?
- How much rainfall does our city usually get in summer months?
- What watering schedules do nearby school gardens use successfully? Task: Which revision best refines the major question so it clearly matches the secondary questions?
Which revision best refines the major question?
Which drought‑resistant native plants and a summer watering plan would help our school garden in our city?
How do plants grow?
How do ocean tides affect plants?
What plants should we plant?
Explanation
A aligns with the secondary questions by focusing on drought‑resistant native plants, local rainfall, and a summer watering plan for our school garden. B is too broad, C is unrelated, and D is vague and repetitive without specifying drought resistance, location, or schedule.
Major research question (draft): How does homework affect students? Secondary questions:
- How much time do sixth graders at our school spend on homework each week?
- What are the average ELA grades for students who attend after‑school study hall?
- What study hall policies have nearby schools used to support ELA? Task: Which revision best refines the major question so it clearly matches the secondary questions?
Which revision best refines the major question?
How does homework affect learning?
How many teachers prefer study hall?
Should our school add a study hall?
Would adding an after‑school ELA study hall improve sixth graders' ELA grades at our school?
Explanation
D directly matches the secondary questions by focusing on an ELA study hall at our school and its effect on sixth graders' ELA grades. A is too broad, B is unrelated to student outcomes, and C is repetitive and vague without specifying ELA or a measurable outcome.
Major research question (draft): How did ancient civilizations trade? Secondary questions:
- Which goods were most commonly traded between ancient Egypt and Nubia?
- What river routes along the Nile were used for this trade?
- What challenges did traders face traveling through desert areas? Task: Which revision best refines the major question so it clearly matches the secondary questions?
Which revision best refines the major question?
How did people trade in the past?
How did trade between ancient Egypt and Nubia move along the Nile, and what obstacles did traders face?
How are modern shipping containers tracked?
What did ancient Egypt trade?
Explanation
B focuses on Egypt–Nubia trade, Nile routes, and obstacles, directly matching the secondary questions. A is too broad, C is unrelated to ancient trade, and D is repetitive and incomplete because it ignores routes and challenges.
Major research question: How can our town reduce electricity use at school? Secondary questions:
- What are the biggest sources of electricity use at our school?
- What low-cost changes have schools used to reduce electricity?
- How much electricity could LED lights save in classrooms?
Which revision best refines the major question?
How can renewable energy help communities worldwide?
How can our school reduce electricity use after school, on weekends, and during the summer?
How can our school reduce electricity use during the school day?
How can our school reduce electricity use and save money and help the planet all at once?
Explanation
Choice C narrows the focus to the school and the school day, matching the secondary questions about school-based use and classroom LED savings. A is too broad and unrelated to the school focus, B shifts the timeframe beyond the secondary questions, and D is multi-part and too broad.
Major research question: How can the cafeteria cut down on food waste? Secondary questions:
- Which foods are most often left uneaten?
- How much food is thrown away each day?
- What strategies have other schools used to reduce waste?
Which revision best refines the major question?
What specific changes could our cafeteria make this semester to reduce food waste?
Why do people waste food around the world?
How can our school stop all kinds of waste, including plastic and paper?
How can the cafeteria reduce food waste?
Explanation
Choice A tightens the scope to specific, time-bound changes in our cafeteria, aligned with the secondary questions about daily waste, uneaten foods, and tested strategies. B is too broad and global, C drifts to other types of waste, and D simply repeats the original without refinement.
Major research question: How do pollinators help our school garden? Secondary questions:
- Which plants in the garden rely on pollinators?
- When are bees and butterflies most active near the garden?
- What simple features can attract more pollinators?
Which revision best refines the major question?
How do pollinators help farms across the country?
What insects live in our neighborhood?
How do pollinators and composting help our school garden?
How do bees and butterflies affect which plants in our school garden produce fruits and seeds?
Explanation
Choice D targets the garden, the specific pollinators named, and the effect on plant reproduction, which fits the secondary questions. A is too broad, B is off-topic, and C adds composting, which is unrelated to the listed secondary questions.
Major research question: What helps 6th graders finish homework on time? Secondary questions:
- How much time do 6th graders spend on homework each night?
- Which strategies do students say help them focus?
- Does using a planner reduce late assignments?
Which revision best refines the major question?
How much homework do students have in every grade?
Which time-management strategies most help 6th graders turn in homework on time?
How can students improve grades in all subjects this year?
What helps 6th graders finish classwork at school?
Explanation
Choice B narrows the focus to time-management strategies and connects directly to the secondary questions about time spent, focusing strategies, and planner use. A is too broad, C is overly broad and shifts the outcome, and D changes the context to classwork instead of homework.