Commented [1]: I have done a bit and have made a

Our Strategic Searching lesson plan bunch of comments, sorry. I had ideas and I didn't want
to forget them so I started writing.

Our technology artifacts:

Charlie-Nearpod
Claire- Infographic
Wes- Kahoot, if no projector give them this link

Grade Level: 6-9

The lesson goal: Students will understand how to search for information and to determine what
informations is actually valid information. They will be able to identify times in their day to day
life where applying these strategies benefits them. Students should also be able to use the
steps of SEARCH to help in their search for information.

Warm Up/Hook: Have the students join the Nearpod lesson. Then have students follow the link
in Nearpod to this site https://www.allaboutexplorers.com/.
Have students pick an explorer and write their name down somewhere.

Have the students explore the site and gather some information about an explorer from the site.
After they have done some very basic information gathering we will ask them to share what they
found on the explorer they looked into. Students will report what they found, and then be told
that almost all the information on this website is false. The goal of them doing this is to have
them know that the site they just used is a poor site and their research is flawed due to it.

Questions to ask:
- Is this website a good source to use for your research?
- Why do you think that?
After telling them its fake (or they figure it out)
- What makes this site untrustworthy?
Reflecting on their actions within the activity
- What steps could you have started with on this website to catch the fake information
early on?

1: Searching Strategies (10 minutes) Charlie and Claire

TALK ABOUT the Tips for Strategic Searching for Students.
Ask the students and open up for discussion- What are strategies they use when
searching?

Nearpod will then introduce the following strategies and explanations:

INVITE after telling the students some strategic searching strategies ask them how they
could use these strategies in their everyday life. Commented [2]: Good question to get a discussion
going

Explanation (INFOGRAPHIC) Claire- Commented [3]: We could put the info graphic here.
However, I think the video from it should be removed
Pass out a printed version of the infographic instead of it being on the nearpod. and the actual lecture that comes from it should be
shorten so we have time for the stuff below.

Look over details on the infographic of what trustworthy sources look like, what Commented [4]: Maybe have students read some of it
and we explain?
untrustworthy sources look like, and strategies that the students can use to find good
information. The students will also see the ramifications of using untrustworthy sources
and the negatives effects they could face. Because there are few direct examples, we
could ask students to give real life examples for some of the points to make it more
directly applicable to them.

2: Plan and Perform a Search (15 minutes) Redesign the SEARCH? All three- alternate letters

ASK: Why do you think it might be important to have a plan when you search online?
Students should conclude that having a search plan may help them apply the new searching
techniques they learned and help them save time when it comes to their information gathering.
WRITE the following steps
Printable sheet to pass out to students Commented [5]: I changed it from an informational
sheet to a work sheet. This way they can put the skills
to use and practice and we can walk around and
SELECT research questions and search tools. interact with them.
(Explain to students that they should have one or more questions that get to the core of what
they want to find out in their search. They should also choose search engines and tools that are
most relevant to what they are looking for.)

EXTRACT keywords and terms.

(Students should understand that they can find effective keywords by highlighting the key terms
from their research questions.)

APPLY search strategies.

(Students should apply some of the search strategies they learned – for example, adding
quotation marks or a minus sign, or specifying what type of information they need.)

RUN your search.

(Students should run a search on the terms they have chosen and review the results. Remind
students that they should check out multiple sources.)
CHART your search.
(Students can avoid repeating work they have already done by jotting down what they’ve
searched for and where they’ve searched for it.)

After the SEARCH activity:

DEMONSTRATE- Charlie some of the examples. If possible, project your computer

screen so that students can see the search results. If time and resources permit, you may
also choose to have students conduct the searches, working in small groups on their
own computers.
We will show students a quick demonstration of how to find credible information on a
certain topic. We’ll go to Google on the Nearpod demonstration and show how to
differentiate between credible and non-credible sources. Ask students for an example of
something they want to know about and base our search on that. Commented [6]: I moved the SEARCH before this, so
instead of demonstrating how about they use the
explorers from before and find out real information
Wrap up: Kahoot Wesley about the explore.
Provide a brief summary of what we covered in this lesson: Commented [7]: So while they work on this research
Tips For Searching- we can walk around and talk to them about it.

Strategic Searching-
Trusty Sources-
SEARCH-
To help bring all this information together the students will play a Kahoot to help wrap up and test
their new found knowledge of strategic searching and trusty sources.
Differentiation:
All of our artifacts are presentable, and can be easily shared between students. Because of this, it
makes it easier for students without access to technology to still be able to have access to the
information we are teaching. We could also group students together who are not as adept with
technology as others so that they can help the ones who need help.
The activities on the Nearpod could be put on paper or just read out loud if there isn’t any
internet access or if students struggle with reading.
Commented [8]: I think we could ditch the Kahoot. It
doesn't do much for the lesson and we don't even have
a projector so there isn't any real fun in it.
Commented [9]: Do you have any alternatives you
would want to do in place of it? Because we could just
cut it out and I think it would be fine, but adding a wrap
up/assessment section would be beneficial
Commented [10]: I think the addition of the activity
involving search will provide that review we want and
we just don't have the time for a official wrap-up.
Having the hard copies of the infographic and this
SEARCH activity will provide enough.

The experience level throughout the group will be different, as some students will know more
about this subject than other students, so we will have to vary the information based on that. The
information will have to comprehensible enough that students who aren’t very familiar will
understand it but interesting and applicable enough that the students who are more familiar with
it still learn and stay engaged.
Anticipated Difficulties:
Without many examples, the students might have trouble imagining some of the concepts within
the internet as an abstract concept, so we will need to make sure everyone is looking at the
examples we provide and make sure they’re following along.

Our lesson plan is heavily reliant on technology, so we will need to make sure that there won’t be
any technology mistakes. If there are, as long as our computers are working we can use just our
own computers to continue along with the lesson, we would just lose some of the interactment
aspects of the lesson.