Study and learning skills
Search smarter: map a question and refine a search
Turn a broad research question into concept groups, combine useful terms and keep a short record of search changes. A worked plastic-pollution example demonstrates synonyms, broader and narrower terms, while a credibility check encourages pupils to look beyond the search results list.
Turn a question into connected search ideas. Use the worked plastic-pollution map before making your own.
Read the complete materialRead the material
Turn a broad research question into concept groups, combine useful terms and keep a short record of search changes. A worked plastic-pollution example demonstrates synonyms, broader and narrower terms, while a credibility check encourages pupils to look beyond the search results list.
Activity. Use the preview for diagrams and layout.
Page 1
LEARNING GOAL
I can turn a broad question into a focused
search string, then test and improve it.
SUCCESS CRITERIA
I can pick out the key concepts in a question.
I can list synonyms, narrower and broader terms.
I can use AND, OR, NOT, brackets and quotes.
I can test a search, record it and refine it.
1
Map the question
WORKED EXAMPLE
S
same meaning (synonym)
N
narrower (more specific)
B
broader (more general)
2
Join terms with operators
Shaded = what the search finds. Type operators in CAPITALS: some tools only
recognise them that way.
A
B
AND
narrows
plastic AND turtles
Overlap only: results use
both words. Fewer, more
focused.
A
B
OR
widens
marine OR ocean
Both circles: either word,
or both. More results;
ideal for synonyms.
A
B
NOT
excludes
plastic NOT surgery
A minus the overlap:
anything with B is
removed. Use with care.
3
Build the search string
" "
Quotation marks keep a phrase together: "sea
life" finds the words side by side, in that order.
*
Truncation: microplastic* finds microplastic
and microplastics. Many library databases
support it; not every search engine does.
( )
Brackets group the OR words for one concept,
so AND joins whole concepts.
FROM THE MAP: TWO OR THREE TERMS PER CONCEPT
("plastic pollution" OR "plastic waste" OR
microplastic*)
1
AND
("sea life" OR "marine life" OR "ocean life")
2
AND
(impact OR harm OR entanglement)
3
Too few results? Take out block 3 first: many useful articles describe
effects without these exact words.
Search term mind map and keyword strategy sheet · Worked example
RESEARCH SKILLS
AGES 13 TO 16
PLANNING A SEARCH
Search smarter
Map a big question, then turn the map into a search string.
RESEARCH QUESTION
How does plastic
pollution 1 affect 3 sea
life 2?
1
plastic pollution
2
sea life
3
effects
S
plastic waste
S
plastic litter
N
microplastics
B
pollution
S
marine life
S
ocean life
N
sea turtles, seabirds
B
wildlife
S
impact
S
harm
N
entanglement
B
environmental
impact
Leave out small words
such as how and does:
they are not concepts.
Verbs into nouns: affect
becomes effects, the
word articles use.
Page 1 of 2
Page 2
NAME CLASS DATE 4 Map your question Write it, circle the key concepts, then fill the branches like page 1. MY RESEARCH QUESTION 5 Build your search string 1 ( OR OR ) AND 2 ( OR OR ) AND 3 ( OR OR ) CHECK BEFORE YOU SEARCH Phrases in "quotation marks" OR inside brackets AND between concepts Block 3 only if needed NOT only if I must 6 Test and refine log Count the useful results in the first 10, then change one thing. TRY SEARCH STRING I USED WHERE I SEARCHED USEFUL WHAT I CHANGED NEXT, AND WHY 1 /10 2 /10 3 /10 7 Quick credibility check One row per useful result. Circle your answers. RESULT (TITLE OR SITE) WHO MADE IT? DATED? MADE TO... BACKED UP? USE IT? expert group unknown yes no inform sell persuade yes no yes maybe no expert group unknown yes no inform sell persuade yes no yes maybe no expert group unknown yes no inform sell persuade yes no yes maybe no Search term mind map and keyword strategy sheet · Your turn SEARCH SMARTER YOUR TURN Plan, test and refine your own search IN A FEW WORDS 1 2 3 S S N B S S N B S S N B Words I left out Verbs I turned into nouns Page 2 of 2
A teaching sequence
Identify the key concepts in a question, choose related terms, build a focused search string, test it and record why a change improves the results.
Turn a question into connected search ideas. Use the worked plastic-pollution map before making your own.
Read the complete materialMap concepts and related terms
For each concept, list synonyms, narrower terms and broader terms in the map. Turn a verb into a noun where that helps match the language used in articles.
Which synonym, narrower term or broader term could describe this concept?
Build a supported search string
Build a search string using OR within a concept group and AND between concepts. Use quotation marks for exact phrases and brackets to keep groups together.
Does this search tool support the operators and punctuation you plan to use?
Test and record useful results
Test the string in a school-approved search tool. Record where you searched and count useful items in the first ten results.
How many of the first ten results help answer the question?
Refine one part and check credibility
Change one part of the search at a time, logging the reason; if useful results are scarce, try removing the least essential block. Check promising sources for maker, date, purpose and evidence before deciding whether to use them.
What changed, and what evidence supports using a promising source?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Ask pupils to explain what each operator does in their chosen search tool, then compare the results returned by one carefully changed string. Check that the source log records a title or site and a reason for the credibility decision.
Give a little support
Provide the question and concept headings in advance, then ask pupils to choose from a small set of prepared terms. Model one search-string group and explain the function of each operator before pupils try their own.
Take the idea further
Ask pupils to compare two search tools or databases and describe how their syntax or results differ. They can remove one term, record the result change and justify which sources better answer the question.
Things to keep in mind
Search syntax varies by database and search engine. Truncation, quotation marks and NOT may not work the same way everywhere; check the tool’s help page before relying on them. Search rankings do not establish credibility, and the example topic does not replace source checking.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas to try with your class
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet a creator whose teaching interests connect with this template.
Calm Table
This two-page search planner asks pupils to identify key concepts, list synonyms and narrower or broader terms, combine them with AND, OR, NOT, brackets or quotes, then test and refine a search string.
Bright Margins
The worked example connects a broad question to a sequence of search choices and asks pupils to explain why a change improves results. The shaded operator guide helps make the query structure visible.
Paperclip Perspective
Start with one topic question, circle its essential concepts and build the search with one operator at a time. Compare result quality after each change instead of adding every synonym at once.
Kindly Red Pen
Search operators behave differently across tools, and a more focused result list is not automatically reliable. Check the chosen platform's syntax and assess the sources found for authority, relevance and date.