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Objectives:
Students will use "Invent Now" website to gather information about their chosen inventor and invention, as well as to print out a picture of their inventor.
Students will record their research and take notes using the graphic organizer provided (Intriguing Inventors and their Interesting Inventions: Research Chart).
Students will use the information that they gathered to create an informational poster display about their inventor and invention for display at the school science fair.
Students will cite the source they used to gather information for this project.
Materials:
Computers with internet access (1 per student), with printer
Research chart (see supporting materials)
Colored pencils, crayons, markers
Glue
Scissors
Poster-size oak tag or large sheets of paper
"New Jersey Core Curriculum Content Standards." State of New Jersey Department
of Education. 2006. State of New Jersey Department of Education. 26 Mar.
2008 http://www.state.nj.us/education/cccs/.
Invent Now. 2007. National Hall of Fame Inventors Foundation. 26 Mar. 2008
http://www.invent.org/.
AASL Standards for the 21st Century Learner. 2008. American Associationof School
Librarians. 27 Mar. 2008 learningstandards/standards.cfm>.
The TL or teacher will . . . | The student will . . . | |
Day 1 | Distribute the Website Evaluation form designed by Kathy Shrock. The form will be familiar to the students since they have used it for evaluating websites. The TL will review some of the important points of website evaluation.
Introduce the concept of a wiki.
Teacher will pose questions about the validity of Wikipedia entries. Who are the authors? Who are the authorities? Who’s doing the fact checking?
| Use the Schrock form to evaluate their school’s webpage.
Discuss the pros and cons of a wiki. Read and discuss the “Wikipedia: About” article from Wikipedia
Participate in the group discussion.
For homework, the students will read the two New York Times articles about Wikipedia.
Complete the pros/cons organizer.
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Day 2 | Ask the students to discuss the two NYTimes articles they read about Wikipedia.
Project the Wikipedia entry on the school or hometown of the students.
Lead a discussion about what (if anything) is wrong with the wiki entry.
| Discuss the New York Times articles.
Review/redefine: Discuss the pros and cons of Wikipedia.
Use the Schock form to evaluate the Wikipedia entry on their school.
As a group, students will brainstorm about what information should be in the Wikipedia entry about their school or hometown.
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Day 3 | Distribute the Wikipedia planning document/web planner.
Facilitate group work; circulate among the class making sure all groups understand their tasks.
| Students will use a webbing organizer to help them decide what information should be edited/added to the Wikipedia entry.
Work in groups to flesh out the sections of the proposed expanded Wikipedia page.
For homework, students will check the factual information. |
Day 4 | Create Wikipedia signon for the class
Review with students editing of Wikipedia entries.
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Using a Smartboard, students will take turns updating the Wikipedia entry for their school using the class signon. Each content group will send a “scribe” to the Board to edit the entry while the rest of the class offers editing suggestions.
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