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Databases for Academic Research

Objective

Materials and
Resources

Students will learn why popular search engines do not provide the highest quality
information for academic research. They will become familiar with what to search
instead.
Teachers - laptop, projector, and presentation slides
Students - computer and internet access

Anticipatory Set

1) When youre given a topic to research, where do you begin?


2) Show Video Clips:
a) State Farm French Model Ad (00:30)
https://www.youtube.com/watch?v=v_CgPsGY5Mw
b) Steve Carell Wikipedia Clip (00:14)
https://www.youtube.com/watch?v=kFBDn5PiL00
3) [4U] Do you still think its a good idea to use the internet for academic
research?
4) Why? (brief pre-assessment)
5) Talk about how popular search engines can be a good start for background
information and for learning additional search terms, but thats just the
beginning. To really be effective in your research, you must learn to use
databases!

Direct Instruction

1) Show Video: What are Databases and Why You Need Them (02:35)
https://www.youtube.com/watch?v=Q2GMtIuaNzU
2) Summarize.
3) [4U] Have students give examples of information that would be appropriate
to find on Google and examples of information that would be better to find in a
library database.

Modeling/Guided
Practice

Help students navigate to the updated database page. Explain which databases will
be best for various research topics. Show them how to search and browse various
databases for their topic. Mention academic search engines and how they can help if
a topic cant be found within the databases.

Closure

1) Talk about a point-and-shoot camera versus my DSLR camera. Compare it to


Google versus databases.
2) Handout bookmarks that have Southeasts home access codes.

Co-Teaching Style: Teaming


Teacher A will pull up videos while Teacher B is introducing the database lesson and teaching
about the benefits of using databases for academic research. The Teacher B will then help
students navigate to the database page and lead them as they browse various topics together.
Teacher A will walk around and help students who get lost.

Keywords and Search Strategies


Objective

Materials and
Resources

Students will learn how to build a list of keywords and related works that can be use in
a database search. Students will also learn some tricks to searching databases.
Teachers - laptop, projector, and presentation slides
Students - paper and pen/ pencil, reseach topic

Anticipatory Set

1) Divide the class in half and have them play a quick game of Heads Up (the
Ellen Degeneres game) to get the students thinking in keywords and related
Terms.
2) [4U] What words did you have to use to get your teammate to guess the
word? (Synonyms)

Direct Instruction

1)
2)
3)
4)

Modeling/Guided
Practice

Closure

Write down your topic. Use a sentence if thats what youre comfortable with.
Circle important words.
Write down synonyms of those keywords.
[4U] If you need help, where can you find synonyms?

Beginning with a research question, have the students identify the keywords and
suggest possible synonyms for those words (this is done as a whole group). Then,
have students individually write their own research question on a paper, circle the
keywords, then write synonyms. Then have everyone pass their paper to the right.
Ask the class to look at their peers paper. Have them write additional synonyms or
related topics. Have them record any thoughts or questions explaining that their input
may guide and inform their classmates research.
1) Provide some final tips and tricks
a) exact phrase searching
b) truncation
c) boolean operators

Co-Teaching Style: Station


The anticipatory set will be done as a whole group. Then the students will divide into two groups.
Teacher A will work with one group to teach them how to identify keywords. This group will then
do the guided practice, identifying keywords and passing the papers to their table partners.
Teacher B will teach the students some of the most useful database searching tips and tricks and
will help students practice using those tricks in a databases and in popular search engines.

Plagiarism and Paraphrasing


Objective

Students will learn all the aspects of plagiarism and how to avoid it (citing sources and
properly quoting or paraphrasing).

Materials and
Resources

Teachers - laptop, projector, presentation slides, plagiarism paragraph, and


scratch paper
Students - pen/ pencil

Anticipatory Set

1) What is plagiarism?
2) Show the first plagiarism slide. [ 4U] Did we plagiarize? Discuss.
3) Have students read the tagline on the next slide (Plagiarism: Getting in trouble
for something you didnt do.)

Direct Instruction

1) There is a wide range of plagiarism offences, all with different levels of


severity. Provide some specific examples
2) Explain that plagiarism can be intentional and unintentional but regardless of
the intent, there are serious consequences for plagiarizing.
3) [4U] What happens if you get caught plagiarizing?

Modeling/Guided
Practice

Teach the students the steps of paraphrasing (this is different than summarizing).
Have the students practice paraphrasing a nursery rhyme together. Break the group
into groups of three or four and have them work together to paraphrase a paragraph
on plagiarism.

Closure

1) Have the students stand as a group and share their paraphrase with the class.
2) Did any of the paraphrased texts sound the same? Did they have the same
meaning?

Co-Teaching Style: Parallel


The anticipatory set will be done as a whole group. Then the students will divide into two groups.
Both Teachers A and B will provide instruction to their half of the class on plagiarism and the
process of paraphrasing text. Students will practise the nursery rhyme in their separate groups.
The students will divide into smaller groups to paraphrase the paragraph. Teachers will stay with
their half and help each smaller group as they work. The class will come back together to share
their paraphrased text.

Citations using NoodleTools


Objective
Materials and
Resources

Students will learn how to cite books, databases, and websites using NoodleTools.
Teachers - laptop and projector
Students - computer, internet access, and NoodleTools account

Anticipatory Set

1) Show 4 Pictures 1 Word.


2) What do each of these four pictures have in common? (sight, site, cite).

Direct Instruction

1) [4U] Why do you need to cite your sources? (brief pre-assessment)


2) Talk about the importance of citing sources and the reasons why we do it.
Emphasize that they need to cite as they go (not at the end)!

Modeling/Guided
Practice

Have them navigate to NoodleTools. Show them how to log in. Show them the
dashboard and how to get to the citation builder. As a class, cite a book, a database,
and a website. Allow them to get started on their research topic. Stay closeby to
answer questions as they arise.

Closure

1) What happened when you tried to cite a website? Was it difficult?


2) In addition to credible information, can you tell me what another advantage to
using databases is?

Co-Teaching Style: One Teach/ One Assist


Teacher A will provide the step-by-step instructions on using NoodleTools to cite their sources.
Teacher B will walk through the lab, making sure that students keep pace with the teacher (and
helping when they fall behind). Teacher B will also be able to see where the student are struggling
and if there seems to be a common struggle, will provide the class with more specific instruction.

Notecards and Outlines


Objective

Materials and
Resources

Students will learn how to use NoodleTools notecards as they find information on their
research topic. They will be able to use these notecards to plan an outline for their
paper.
Teachers - laptop, projector, and facts on a notecard
Students - computer and internet access

Anticipatory Set

1) Give the students notecards of facts and have them group themselves into
topics and subtopics. Then have them put the groups into an order that would
make sense in an academic paper.
2) Explain that you will be teaching them how to do this using a digital tool.

Direct Instruction

1) Teach students that as they find good information, they need to record it. One
fact per card. Refer to the way they were able to arrange and rearrange
themselves during the opening activity.
2) [4U] Why is it important to only put one fact on each card? Isnt that
wasteful?

Modeling/Guided
Practice

Have students log in to NoodleTools. Show them how to navigate to the notecard
desktop. Explain the layout of the digital space. Then have the students follow along
to create a notecard. Provide work time and stay closeby for questions that may
arise.

Closure

1) 4 Picture 1 Word (Text) to preview what they will be learning next time.

Co-Teaching Style: One Teach/ One Observe


Teacher A will introduce the anticipatory activity. Teacher B will observe the students as they try to
find their topics and subtopics. Teacher B will record the students who are more active in their
participation and the ones who are waiting for their classmates to tell them where to go. During
guided practice, Teacher B will use Apple Remote Desktop to monitor if the students are following
along as they should. This will also be noted and any student who is not on track will have a little
conference with Teacher B during work time.

In-Text Citations and Quoting


Objective
Materials and
Resources

Students will learn how to reference their citations in the body of their paper.
Teachers - laptop, projector, and presentation slides
Students - computer and internet access

Anticipatory Set

1) Why would we need to include citation information in the body of the paper if
you already cited the source at the end? (brief pre-assessment)
2) Explain that in-text citations are like a road map that will lead a reader to the
course.

Direct Instruction

1) Using the presentation, teach students how to create a basic in-text citation.
This must be done for both paraphrased text as well as actual quotations.
Also teach them what to do if author or page number cannot be found.
2) Explain that when using quotes, they must be both introduced and discussed.
Its like a sandwich where the quote is the filling and the bread are your words.
Dont just leave a quote out in the open!

Modeling/Guided
Practice
Closure

Give the students time to work on their own research. Be available to answer
questions as they arise.
1) Have them brainstorm for unusual scenarios (authors with the same last
name, articles with multiple authors, etc.).
2) Have them navigate to Purdues Online Writing Lab and show them how to
find the MLA In-Text Citation Guide.

Co-Teaching Style: Alternative Teaching


Teacher A will deliver the instruction on in-text citations. During work time, teacher B will take the
students who have additional questions about in-text citations (there are so many unusual
circumstances) and show them how to find their answers using Purdues OWL.

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