Unit: Lesson Title: Standards: "minimally# include at least one strand and one indicator or one o the standards$%

Lesson goals or the learner:

The Best Thing Since Sliced Bread Grade 6 Walkmen or Walkmans? How to make your search more e ecti!e. &'st (entury Learner Standard 1: Inquire, think critically, and gain knowledge. 1.1.2 Use prior and background knowledge as context for new learning 1.1. !e"elop and refine a range of questions to fra#e and search for new understanding 1.1.$ %ind, e"aluate, and select appropriate sources to answer questions 1.1.& !e#onstrate #astery of technology tools for assessing infor#ation and pursuing inquiry 'o identify keywords and their synony#s for a search 'o also identify ways to either narrow or broaden search ter#s for a #ore effecti"e search 'o use (oolean operators to do the searching I can 1. identify at least 2 keywords for #y search 2. use (oolean and/or to either narrow or broaden #y search

(riteria to assess achie!ement o goals:

)ssessment Search string worksheet "ia #odified )ornell notes instrument"s% )ornell notes for de"eloping a keyword search : *xit pass in the su##ary

*esources used:

We+ Tools Sweetsearch.co# + the how and why we should search critically and cite responsibly http:,,ebook.sweetsearchtutorial.co#,index.ht#l -irtual Salt + Internet search tools and strategies http:,,www."irtualsalt.co#,howlook.ht# .oodle 'ools + /elping teachers, students and librarians throughout the research process. http:,,www.noodletools.co#,debbie,literacies,infor#ation,0locate,ad"iceeng e.ht#l 1id 2ex + Safe searching for kids, by kids www.kidrex.co#

*oles o teacher and L,S:

Roles not limited to either instructor, though techniques should highlight person skills and strengths L,S )o3teach lesson. Teach internet search techniques 4(oolean5 Teach identifying source reliability + is it "alid or is it 6ikipedia7 8lan with teacher to pro"ide appropriate support 9onitor students: ethical use and progress with resources ;ssess students: learning Teacher )o3teach lesson 8lan with <9S to best affect student learning Introduce topic 8ro"ide access to resources 9onitor and guide student progress ;ssess students: learning

-rocedure:

.ntroduce /ur/ose# moti!ate curiosity 1. S;=: 'hese are the types of questions you ha"e asked this year. >ther questions are things you will be asking in school one day. 4show questions o *<9>5 2. Say so#ething to the students about these are the kinds of questions you ha" raised this year. Share these questions using an *<9>. Sa#ple questions are . 9y questions: 6ho started 66 I7 6hat do I feed #y #ouse7 6hy did @i# /enson create the 9uppets7 9y knee hurts. 6hat do I do7 I don:t understand #y ho#ework. .ow what7 $. 'hings you:"e asked #e this year: 6hy is the ocean salty7 !oes sunlight #ake you sneeAe7 ;re lines on a 3! plane both perpendicular and parallel if they:re not going in the sa#e direction7 Is there a trick for #ultiplying by 207 0. SayS;=: In today:s lesson we are going to disco"er ways to find infor#ation about our questions. 'hese are your today:s obBecti"es: 'o identify keywords and their synony#s for a search 'o also identify ways to either narrow or broaden search ter#s for a #ore effecti"e search 'o use (oolean operators to do the searchingCstate your lesson goals here

-resent 0 model new conce/t or skill 1. 9odel: S;=: 1ey words are words or phrases that represent other ideas. 'h #ay be synony#s, co##on ter#s, or e"en "ariations in spelling 2. . <9S teaches (oolean + and, not, or .>' , ;.! + .arrows searches >2 + (roadens searches $. Show 88' and #odel 16 searches a. 6here can I take #y baby dog to exercise7 b. I ha"e an ache below #y hip and abo"e #y feet. 0. 6hat key words can you use to find answers for these questions7 E. S;=: <et:s try this search together: FShould I buy a bony tongue or an oscar for #y aquariu#7 (oth7G

H. 6hat things do you know fro# the question7 6hat do you want to know.

&. Use thesaurus.co#, sweetsearch, kidrex, or noodletools to help you search. I. 8ossible answers:'eacher teaches finding i#portant ter#s, synony#s a. I know it has to do with water because Faquariu#G b. 6hat:s an oscar7 c. 6hat:s a Fbony tongue7G d. 6hat do we learn about each7 e. 6hat factors are we considering7 f. 6hat should we do7 1J.<9S teaches (oolean + and, not, or 11.(oth #odel a search "ia abo"e question.

)llow or /ractice and eed+ack 1. Ki"e students the #odified )ornell notes 2. *xplain how it:s changed fro# the pre"ious lessonS;=: no longer are we taking notes, we are recording our thought progress. 6hat did we think, wha did we do, what did we change7 . 6ork alone or in s#all groups 4three or less5 $. <9S and teacher #onitor for questions and guidance. 0. ;llow for sharing at the end. ;nswers #ay "ary.

)ssess or learning 1. *xit pass a. 6hat words or phrases did you think were i#portant to your search7 b. 6hat !did you #odify in your search7 If so, tell what changes you #ade and how they worked or didn:t. c. 6hat tools did you use to help you in your search7 -rocedure: .ntroduce /ur/ose# moti!ate curiosity E. 9y questions: a. 6ho started 66 I7 b. 6hat do I feed #y #ouse7 c. 6hy did @i# /enson create the 9uppets7 d. 9y knee hurts. 6hat do I do7 e. I don:t understand #y ho#ework. .ow what7 H. 'hings you:"e asked #e this year: a. 6hy is the ocean salty7

b. !oes sunlight #ake you sneeAe7 c. ;re lines on a 3! plane both perpendicular and parallel if they:re not going in the sa#e direction7 d. Is there a trick for #ultiplying by 207 &. /ow do you answer each one7 6here do you look7 I. 'here are different kinds of questions that we:ll use in research. So#e aren:t as easy to find. /ere:s how we:re going to #ake your Bob easier. -resent 0 model new conce/t or skill 12.9odel: FShould I buy a bony tongue or an oscar7 (oth7G 1 .'eacher teaches finding i#portant ter#s, synony#s a. 6hat:s an oscar7 b. 6hat:s a Fbony tongue7G c. 6hat do we learn about each7 d. 6hat factors are we considering7 e. 6hat should we do7 1$.<9S teaches (oolean + and, not, or 10.(oth #odel a search "ia abo"e question. )llow or /ractice and eed+ack E. Ki"e students the #odified )ornell notes H. *xplain how it:s changed fro# the pre"ious lesson &. 6ork alone or in s#all groups 4three or less5 I. ;llow for sharing at the end. ;nswers #ay "ary. )ssess or learning 2. *xit pass a. 6hat words or phrases did you think were i#portant to your search7 b. 6hat did you #odify in your search7 c. 6hat tools did you use to help you in your search7 )cti!ity sheet"s% included:

Search string , )ornell notes worksheet , *xit pass