Evaluating Resources: Web Pages and Wikis Collaborative Lesson Plan Porter/Spence

Title of Unit Curriculum Area Evaluating Resources: Web Pages and Wikis Literature/Science Grade Level Time Frame 10-11
4 days (45 minute sessions)

Stage 1 Identify Desired Results

Content Standards: Standards for the 21st Century Lesson: 1. Inquire, think critically, and gain knowledge. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Skills Indicators: 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. Benchmarks: 1.1.4 Understand the librarys organizational scheme and what main topics are included in each section. - Select and use appropriate sources, including specialized reference sources and databases to answer questions - Use multiple resources, including print, electronic, and human, to locate information. - Use the organizational structure of a book to locate information to answer questions. - Use text features and illustrations to decide which resources are best to use and why. 1.1.5 Skim/scan to locate information that is appropriate main ideas. - Evaluate facts for accuracy. - Distinguish between fact and accuracy. - Select information to answer questions or solve a problem. Dispositions Indicators: 1.2.2. Demonstrate confidence and self-direction my making independent choices in the selection of resources and information.

1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. GCCCPS Standards (state or national standards using with lesson): ELACC9-10W5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

ELACC9-10W6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. ELACC9-10W8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ELACC9-10W9. Draw evidence from literary or informational texts to support analysis, reflection, and research. National Educational Technology Standards Students 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes 2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Collect and analyze data to identify solutions and/or make informed decisions.

Essential Questions
Overarching Question:
1. How can I use technology to locate both print and digital sources? 2. How do I find reliable information on the Internet? 3. What electronic databases are available to help find reliable information?

Topical Questions?
1. How do I know the information I find is reliable? 2. How can I use search engines and online databases to find sources of information about a topic? 3. What are the advantages and disadvantages of Wikipedia. 4. How can I locate many sources on a certain topic and select the ones that are the best sources of information?

Knowledge and Skills

Knowledge: Students will know:
1. How to use search engines and online databases to find sources of information about a topic. 2. What the advantages and disadvantages of Wikipedia are. 3. How to locate many sources on a particular topic, and how select the ones that are the best sources of information.

Skills:
Students will be able to (What thinking skills will be required of the students?) Use formal rules of grammar and composition to express thoughts (W 1, 2, 4, 7, 8; SL 6; L 1, 2, 3, 4, 5, 6) Identify and support claims using textual evidence (W 1, 2; RL 1; RI 1; SL 4, 6) Examine and use literary and informational text to draw analysis (W 9; SL 4, 5) Determine and find evidence to support central themes (RL 2 ;RI 1) Evaluate multiple interpretations of a literary text and multiple interpretations/criticisms of an informational text (RI7) Read and comprehend

informational and literary texts (RL 10; RI 10)

Other Evidence (e.g. tests, quizzes, work samples, observations) Goal: To locate reliable information on the Internet and in electronic databases. Role: The student will locate information related to research. Audience: The audience is classmates and teachers. Situation: The student has to locate research information using a variety of databases. Product Performance and Purpose: The students must evaluate the Mars site by
double-checking some of the information it contains. The students must choose at least four pieces of information on the page.

Standards and Criteria for Success:

Students will brainstorm resources that they might use for research. Have students write definitions for primary and secondary sources.

Student Self-Assessment and Reflection Students may also reflect upon the lesson within the discussion. Stage 2- Assessment Evidence
1. Evaluate the Mars site by double-checking some of the information it contains. Choose at least four pieces of information on the page. 2. Is the Mars Web page a good source for a research paper about Mars? Explain your answer. 3. Do you think this site would appear in the Librarians Internet Index? Why or why not? Other Evidence: 1. Class discussion: small group and whole group 2. Informal feedback to daily class work and/or homework assignments 3. Response to discussion comments.

Stage 3- Learning Plan Experiences Day 1

Background Information In todays lesson, the students will learn how to use search engines and online databases to find sources of information about a topic. It is important to remember that many resources

on the Internet may not be valid for research. The ones that are should be from a recognized source such as the government or a credible agency or news source. The Tech Tools featured in this lesson are discussed in more detail below. SEARCH ENGINES A search engine is a software program that searches for sites based on the words the user designates as search terms. When using a particular search engine, users are really searching that database or index of URL links, not the entire Web. Therefore, they find links only to sites that are included in the search engine's index, which a human evaluator or a program called a Web crawler may have collected. Each search engine has its own set of procedures for narrowing down searches so that only the most relevant sites appear in the search results. SOOPLE As a Web site, Soople (http://www.soople.com) has such a simple front page that the casual user might never suspect that it is home to an array of powerful search tools. Soople offers a forthright approach, providing explicit gateways to Google's advanced search features. From Soople's front page, students can conduct a normal Google search, limit their searches to sites that focus on particular topics, or search for specific types of files such as Word documents or GIF images. They can choose to search within only a specified Web site or domain for specific information, using personal information such as courier tracking numbers or patent registration numbers. Sooples second page is devoted to Googles calculator functions. Users can perform simple calculations and conversions or use more advanced functions. A third page provides entry to Googles tools for finding people, places, phone numbers, and addresses. Soople not only makes it easy for users to use the full power of Google, it also provides a clean-cut design that is simple to use. AMERICAN MEMORY COLLECTION The American Memory collection (http://memory.loc.gov) provides access to a wealth of historical documents belonging to the Library of Congress and to other government organizations. The documents cover American history and culture and are stored as a variety of media, including print, audio, and video. Students can explore abundant primary source documents, including pictures, charts, and maps, by keyword or category. The search result pages display document images accompanied by brief narratives. Introduce lesson by brainstorming resources that students might use for research. Start by thinking about resources in your own classroom and then expand the list by thinking about resources in your school library or available online through databases your school or state provides. Think beyond the walls of your school to experts in the field, government agencies, and so on. Begin with PowerPoint lesson: Evaluating web pages, understanding Wikis Discuss these questions with your classmates:

1. Why should you confirm information? 2. In the past, how did you select which online sources to use? How will that process change after this lesson? 3. If you were creating a Web site, how could you convince others that your information is reliable? 4. Have you used Wikipedia or another wiki before? What was your experience? 5. What are your teachers or schools expectations for using Wikipedia or other wikis for research?

Day 2
Your Turn The activity offers students the opportunity to research topics of interest using Soople. Students are to locate specific sources related to their topics, such as a PowerPoint presentation, an image, and a PDF. Tell students that by adding the term database to their topic searches, they will receive a listing of databases that deals specifically with their topics. Explain that they then can choose the databases that best match their topics and, from that vantage point, search for relevant information. Make sure students realize that not using the term database produces results, too, but many listings may not relate to the topic being researched. Point out to students that they will need time to search online to complete their research for this activity. In this activity, students will be examining a hoax Web site about the planet Mars. They will have to confirm information from the source and make other decisions based on its content. Use the information from the Mars site page to answer the questions. 1. Evaluate the Mars site by double-checking some of the information it contains. Choose at least four pieces of information on the page. 2. Is the Mars Web page a good source for a research paper about Mars? Explain your answer. 3. Do you think this site would appear in the Librarians Internet Index? Why or why not?

FOLLOWING UP ON THE LESSON Have students write definitions for primary and secondary sources. Offer students time to explore the American Memory collection database. Assign a topic for research, ask students to generate their own topics, or allow time for free exploration within the site. Design assignments that require students to use the online databases provided by your school or district if any are available.

 Encourage students to use the features in Soople to locate sources for their research.

Day 3
Use the information provided in the slides to explain how to locate sources to use in research. Following are some possibilities to extend discussion.

Explain the difference between primary and secondary sources. Use a topic that one of your students is researching, if possible, and create a list of possible primary and secondary resources that the student might be able to use. Discuss the computer system your school library uses to catalogue resources. If possible, demonstrate the software program for the students to ensure that they are familiar with it. Ask students which search engines they use when they search for information online. As they respond, ask which features of a search engine encourage them to use it rather than other engines. Try out the features of Soople with your class. Search for different types of sources by entering search terms that match a students or groups research topic. If your school offers subscriptions to any online databases for students to use, demonstrate for students how the database works. Encourage them to use the database in their research. Visit the American Memory collection at the Library of Congress site. Search a topic relevant to your students. Look at several primary source documents. Ask students how they might use these as sources in a research project.

Day 4
Discuss with students how the expansion of the Internet and the development of the World Wide Web over the past decade have had a significant impact on research. Emphasize that the Internet can serve as a tool for finding information, a medium for networking and conducting research, and a means for the rapid and widespread dissemination of information. Discuss the search process. Explain that searching is a problem-solving activity essentially, so students must devise a number of approaches to solve their research problems satisfactorily.

Differentiation What will I differentiate? Content, Process, Product 1. Content: Adapting selection for authors for a variety of reading and comprehension levels; graphic organizers provided for comparison and contrast 2. Process: Small groups for optimal experience; increase scaffolding during writing process as needed, and use level appropriate questions during discussions. 3. Product: Guide students in selections of text, provide one-on-one assistance for digital media, and modify writing requirements. How will I differentiate? Readiness, Interest, Learning Profile, Affect/Learning Environment,

Combination

Discuss these questions with your classmates. 1. Why should you confirm information you find online?

2. In the past, how did you select which online sources to use? How will that process change after this lesson?

3. If you were creating a Web site, how could you convince others that your information is reliable?

4. Have you used Wikipedia or another wiki before? What was your experience?

5. What are your teachers or schools expectations for using Wikipedia or other wikis for research?

Possible Responses:

The site says that Mars is 14 million miles from the sun. The NASA Web site says that Mars is 142 million miles from the sun. This site says that Mars was discovered in 1710. According to NASA, Mars is visible with the naked eye and it was first seen in the prehistoric period. I used a search engine and found that this site is the only one on the Internet that mentions the Martian probe Trinka. This site discusses creatures on Mars called Martia primatia. That doesnt sound very likely, and I didnt find any mention of those creatures on any other Mars-related sites. 2. I would not use this site as a source for my paper. It has too much information that I could not confirm. There are many other better sources about Mars, including the NASA site. 3. This site would not appear in Librarians Internet Index. The index lists reliable sites, and this one isnt reliable.