Is this for real? Website evaluation for students.

Subject Area(s):

• K-12: General
• K-12: Science

Grade Level(s):

• 9th Grade

Description:

This lesson could be used as part of a freshman orientation at the beginning of the school year. Incoming students will discover how to evaluate websites for future research projects assigned in all classes. This lesson asks for collaboration between the TL and science teacher, however it can be modified to meet the needs of most disciplines.

Goals & Objectives:

Instructional Goals

Students will

• evaluate websites
• utilize graphic organizers
• work with a partner

Learning Goals

Students will

• critically analyze the predetermined websites for accuracy, credibility, currency, purpose and authority
• make educated decisions regarding appropriate websites for research purposes
• draw conclusions from comparing and contrasting

Motivational Goals

• create inter in ethical Internet use/research
• build confidence in learning and using information skills
• identify relevance of information skills
• encourage satisfaction in the use of information skills and end product

Materials:

Materials Needed

• Computer lab with Internet access
• Smartboard or LCD Projecter connected to the Internet
• website evaluation checklists
• research questions provided and facilitated by content teacher
• writing utensils
• Smartboard markers and eraser

Procedures:

During science, each group of students will enter the computer lab with the TL there to welcome them.  On the Smartboard, as well as the computers the website, Save The Pacific Northwest Tree Octopus at http://zapatopi.net/treeoctopus/ will already be up along with basic research questions. For fun, the teacher can show this video of a tree octopus on YouTube: http://www.youtube.com/watch?v=80jjcri5oLs

• As a class, scroll through the website, pointing out the information that is available on the website. At this point, the content teacher will interject with typical research questions appropriate for this site and audience.
• Informally, ask students to rate the website.  Is it professional? Is the information good? Can a report be written using it?
• Have students share what they like and do not like.

The TL will hand out the evaluation checklist and explain the criteria.  Then as a class, students will evaluate familiar reference sites as well as the Tree Octopus site.  Once the findings have been determined, the TL will expose the truth about this website, that it is a fake site!  Students will practice on their own and reflect on their experience.

• Hand out the evaluation checklist and have students brainstorm on the meaning of each criteria. Provide guidance when needed.
• Direct students to work in pairs to log on to Encyclopedia Brittanica and evaluate the site using the checklist.
• Next, have partners log on to Wikipedia and evaluate the site
• Once this is done, have pairs compare and contrast the sites and note the findings.
• Students will then share their observations while the TL charts findings.
• Students will assess which is the better site based upon the criteria.
• Have students return to the Tree Octopus site.
• Direct students to work individually to evaluate site using the checklist.
• Allow 10-15 minutes
• Chart findings, expose the truth, discuss why a site like this is so convincing.
• Ticket Out: Ask students to reflect on today's lesson by explaining how they will use this knowledge in the future.

Assessment:

Observation and interaction between teachers and students.

Completed checklist and class participation

"Ticket Out"

Supporting Files:

• sighting_ican.jpg
  Picture of Tree Octopus
• Web_Site_Evaluation_Checklist.doc
  Handouts of website evaluation checklist and Ticket Out.

Standards:

ACRL Standards (Higher Education IL Standards)

Accesses needed information effectively and efficiently

• Extracts, records, and manages the information and its sources

Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system

• Articulates and applies initial criteria for evaluating both the information and its sources
• Compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information
• Validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners

Uses information effectively to accomplish a specific purpose

• Communicates the product or performance effectively to others

Understands many of the economic, legal and social issues surrounding the use of information and accesses and uses information ethically and legally

• Understands many of the ethical, legal and socio-economic issues surrounding information and information technology

AASL Standards for the 21st Century Learner

Learners use skills, resources, & tools to:

1. Inquire, think critically, and gain knowledge.

1.1 Skills

• 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.
• 1.1.4 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.
• 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

2.1 Skills

• 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
• 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

3. Share knowledge and participate ethically and productively as members of our democratic society.

3.1 Skills

• 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
• 3.1.3 Use writing and speaking skills to communicate new understandings effectively.