Bugnitz

Kristin Bugnitz
SLIS graduate student, Kent State University
Columbus, OH
kbugnitz@kent.edu
10/28/2014
Ebola: Creating a Smore Web Guide
Ebola has made international news in recent months, resulting in a great deal of confusion,
uncertainty and in some cases, panic in the general public. After practicing research skills and
dispelling some of the myths surrounding the disease, students will create Smore web sites to
share important information about Ebola with the general public.
st

Information Literacy/Inquiry Objectives: (AASL Standards for the 21 -Century

Learner, 2007)
1.1.1. Follow an inquiry-based process in seeking knowledge in curricular subjects, and make
the real-world connection for using this process in own life.
1.1.2. Use prior and background knowledge as context for new learning.
1.1.5. Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness for needs, importance, and social and cultural context.
1.1.7. Make sense of information gathered from diverse sources by identifying
misconceptions, main and supporting ideas, conflicting information, and point of
view or bias.
2.1.2. Organize knowledge so that it is useful.
2.1.4 Use technology and other information tools to analyze and organize information.
2.3.1 Connect understanding to the real world.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and
reflecting on the learning.
3.1.4 Use technology and other information tools to organize and display knowledge and
understanding in ways that others can view, use, and assess.
Curriculum (subject area) Objectives:
This lesson is suitable for a variety of curriculum areas where web-based research is
conducted, including Science, Social Studies, and Health.
Grade Levels:
9-11
Resources: (books, videos, online resources, websites, etc.)
Sue Subels Google vs. Databases; https://www.smore.com/pqdzy
PBS Ebola Digital Student Guide; http://www.pbs.org/newshour/extra/lessons_plans/ebolaoutbreak-mission-instructions-and-resources-digital-student-guide/
Excerpt from The Hot Zone by Richard Preston, available from
http://newshour-tc.pbs.org/newshour/extra/wp-content/uploads/sites/2/2014/09/
Excerpt-from-The-Hot-Zone-for-PBS-NewsHour-Education-Random-House-Publisher.pdf

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Newsela for leveled current event articles; https://newsela.com/

CDCs Ebola resource page http://www.cdc.gov/vhf/ebola/
Learning from Disaster: Exploring the Ebola Epidemic;
http://learning.blogs.nytimes.com/2014/10/01/learning-from-disaster-exploring
-the-ebola-epidemic/?_php=true&_type=blogs&_r=0 - going2
Smore, a web tool for creating informative mini websites; https://www.smore.com/
Instructional Roles:
The school librarian and teacher will co-teach the lesson. The teacher will introduce the
lesson and the overarching project. The school librarian will provide direct instruction in
search strategies and help students identify resources. The school librarian and the teacher
will both answer student questions and assist students in completing the project.
Procedures for Completion (what you did)Addressing Inquiry (connect to prior
knowledge, demonstrate/model a concept/idea; provide guided practice):
Day 1
The teacher will activate prior student knowledge by leading the class in the creation of an
Ebola concept map. Students will be asked to share what they know or what they have heard
about Ebola. This concept web will serve as a point of reference for the classs examination
of Ebola. The teacher will then read an excerpt from The Hot Zone, by Richard Preston, a
true account of an Ebola outbreak in the 1980s. Students will compare the story to the
concept map and discuss any similarities to or differences from their previous knowledge.
The teacher will then introduce the assignment: a research exploration of Ebola and creation
of a Smore site sharing information with the general public.
Day 2-3
The librarian will help students get started in their research by delivering a short presentation
on resource selection, inspired by Sue Subels Google vs. Database Smore site. The
librarian will walk students through effective and ineffective example searches and how to
identify credible sources. The librarian will also direct students to start with a few credible
sources, such as PBS News Hours Ebola Digital Student Guide, a New York Times learning
guide, and CDC resources. Students will receive the project handout to help guide
them in developing their Smore sites. The librarian will remind students how to use Evernote
to save their notes and sources to use later. Before leaving, students will reflect on the
previous days concept map and complete an exit slip that compares or contrasts one item
with the research they found.
Day 4
Given student research completion and assignment planning, the teacher will demonstrate
how to use Smore to create an informative mini website. Students will use their research and
assignment plans to create their own Smore sites sharing what they have found.
Day 5
Students will finish up work on the Smore sites. After creating an Ebola site using Smore,
students will review and evaluate the sites of 4 of their peers using the Assignment Rubric.
Students may then revise their sites based on the reviews before final submission to the
teacher.

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Student Assessment/Reflection: (describe and provide supporting materials used to

assess student learning and guide students in self-assessment (e.g., rubrics, checklists,
exit slips, etc.)
The attached handout will explain the assignment and help students plan their Smore
sites (See Attachment 1).
The attached exit slip encourages students to reflect on their research by reexamining the
class concept map. (See Attachment 2).
Both the teacher and students completing peer evaluations will use the attached rubric
(See Attachment 3).
Professional Reflection: (self-assessment and instructional assessment)
This project allows students to explore a high interest topic while practicing research skills
vital to success in high school, college, and beyond. Additionally, the resource exploration
allows them to think critically about the way the misinformation and the unchecked media
influence the way people understand sensitive issues. This site allows for students to play the
role of the expert and share what they have learned using Web 2.0 tools.

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Attachment 1-Assignment Guide Sheet
Ebola Smore Site Guide Sheet
This handout will help you research Ebola and plan for your Smore site.
Brainstorming:
What do you think are the most important things people need to know about Ebola?
1.
2.
3.
4.
5.
Keeping these ideas in mind, how do you want to organize your site?
Some examples are FAQs, Myth vs. Fact, Guide to, and Top 10 Lists. Use your imagination
and feel free to run your ideas past your teacher.

Will your site have pictures? Video clips? Audio clips? Where will you find them?

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Attachment 1-Assignment Guide Sheet

Assignment Requirements
Use this checklist to make sure your site has all the necessary parts.
_____Introduction to the Sitea brief summary of what the site is about.
_____Contentthe meat of your site, your site should have at least 3 subheadings organizing
your information.
_____Mediasites with visuals are much more appeals than plain, old text. Be sure to include
at least 3 media components (ex. Video clips, photos) and where you found them.
_____Additional Informationa listing of at least 4 sites the reader can visit for more
information on your topic.
_____ReferencesBe sure to cite all your direct quotations in the body of the site and any other
references in a Reference section at the bottom of the page.
Use the Assignment Rubric Sheet to help you understand the assignment expectations and how
your site will be graded.
____________________________________________________________________________

Attachment 2-Exit Slip: Concept Map Revisit

Now that you have completed your research, reflect again on the concept map the class made at
the start of the project.
Instructions: Choose 1 circle of the concept map and write 2 sentences comparing or contrasting
it to the new information you learned.

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Attachment 3-Assignment Rubric: Ebola Smore Site

Name___________________
This rubric will be used by both your teacher and your peers to evaluate your Smore site.
CATEGORY
4
3
2
1
Content
The site has a
The site has a
The purpose and
The site lacks a
well-stated clear
clearly stated
theme of the site
purpose and
purpose and
purpose and
is somewhat
theme.
theme that is
theme, but may
muddy or vague.
carried out
have one or two
throughout the
elements that do
site.
not seem to be
related to it.
Content
All information
Almost all the
Almost all of the There are several
Accuracy
provided by the
information
information
inaccuracies in
student on the
provided by the
provided by the
the content
Web site is
student on the
student on the
provided by the
accurate and all
Web site is
Web site is
students OR
the requirements accurate and all
accurate and
many of the
of the assignment requirements of
almost all of the
requirements
have been met.
the assignment
requirements
were not met.
have been met.
have been met.
Layout
The Web site has The Web site has The Web site has The Web page is
an exceptionally an attractive and
a usable layout, cluttered looking
attractive and
usable layout. It but may features or confusing. It is
usable layout. It
is easy to locate
appear busy or
often difficult to
is easy to locate
all important
boring. It is easy locate important
all important
elements.
to locate most of
elements.
elements. White
the important
space, graphic
elements.
elements and/or
alignment are
used effectively
to organize
material.
Links (Content) All links point to Almost all links
Most links point Less than 3/4 of
high quality, uppoint to high
to high quality, the links point to
to-date, credible
quality, up-toup-to-date,
high quality, upsites.
date, credible
credible sites.
to-date, credible
sites.
sites.
Spelling and
There are no
There are 1-3
There are 4-5
There are more
Grammar
errors in spelling, errors in spelling, errors in spelling, than 5 errors in
punctuation or
punctuation or
punctuation or
spelling,
grammar in the
grammar in the
grammar in the
punctuation or
final draft of the final draft of the final draft of the
grammar in the
Web site.
Web site.
Web site.
final draft of the
Web site.
Comments:
Total: _________________