Students must use at least one text-based resource and communicate with at least one expert, but they are encouraged to seek out a variety of sources of information. As the number of Internet-connected computers is limited to one per classroom, all of the teachers on the team collaborate in this phase of the project by hosting an investigative group on their computer during the students' Academic Resource Class time. The students write a report of their findings, stating the problem and their hypothesis, listing their sources of information, summarizing the data found and drawing conclusions that evaluate their original hypothesis. Students share the results of these investigations through a jigsaw activity. This informal setting encourages the students to ask questions for clarification and give suggestions for alternative interpretations.
Heated debates arise when students present conflicting information or contradictory conclusions.
Students have the opportunity to resolve these conflicts on their own by finding and presenting data that supports their position or interpretation. Only if the group reaches a stalemate does the teacher step in to offer advice or guide them to a solution. Because it would be impossible for the teacher to listen to all of the presentations, evaluation of the research is based on the written report submitted by each student. However, the teacher takes advantage of the jigsaw activity to monitor the student behavior, noting who participates, who makes challenges, who proposes solutions, who makes connections, etc. Once the students have completed the sharing of their research, the class as a whole evaluates the different hypotheses, trying to identify which ones could be feasible projects to carry out on Salt Creek.