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a. Standard 2: Students will identify, evaluate, and select resources.
i. Objectives 201 & 202: Determine a wide range of resources and select the best resources.
b. Standards for the 21st-Century Learner
i. 1.1.4: Find, evaluate, and select appropriate sources to answer questions.
ii. 1.1.7: Make sense of information gathered from diverse sources by indentifying…point of view or bias.
iii. 1.2.4: Maintain a critical stance by questioning the validity and accuracy of all information.
II. Lesson Objective(s) / Goal(s):
a. The student will (TSW) find appropriate resources.
b. TSW evaluate websites (and other resources) for appropriateness, accuracy, and validity.
III. Preparation (teacher materials, student materials, etc.):
a. Teacher materials
i. Computer
ii. LCD projector connected to computer
iii. PowerPoint
b. Student materials
i. Pen/Pencil
ii. Paper (for notes)
iii. OR a laptop / computer for each student to follow along / do as your doing
IV. Technology Use:
a. Computers
V. Instructional Procedures:
a. Welcome
i. Welcome the students to the library. Share that you are going to introduce them to several different types of resources and how to evaluate resources for use in a research project.
b. Pull up the PowerPoint “On Target Resources” on the computer attached to the LCD projector so the students can all see the PowerPoint.
i. Go to the second slide and talk about each type of resource. It’s good if you can have a physical example or an online example to show the students (i.e. show a dictionary, go to EBSCO, etc.)
c. DHMO (dihydrogen monoxide)
i. Show the students the next slide, read through parts of it. These are screen shots from a website about DHMO, talk about the dangers and how this website is put up to encourage awareness and the eventual banning of DHMO. Ask how many students, knowing what they now know about DHMO would think banning it would be a good thing. Then share that DHMO is just water, H2O. Ask what they think now.
d. Why do we evaluate websites?
i. The next slide asks about whether students believe everything they hear. What about what they read? Talk about why it’s important for them to use their heads and think through what they’re reading, where it’s coming from and who’s putting the information out there. Not everyone puts out good information.
e. The rest of the slides go through how to evaluate a website using the ABCD’s of evaluation.
i. Author
ii. Bias
iii. Content
iv. Date
1. Go through these slides talking through each one, how they can use these examples in evaluating different types of information (books, magazines, journals, websites, etc.)
f. After the presentation, you do an example of evaluating a piece of information for the class.
i. Go to Google or a database (ERIC, EBSCO) and search for a topic. Find a piece of information and walk through your thought process of evaluation out loud for the class to hear:
1. Talk about the Author and how you know or would find out it’s a good source.
2. Talk about the Bias of the information, good or bad?
3. What’s the content? Does it relate to the topic? Useable?
4. When was it published?
5. Good information or not useable? Why?
g. Then you can have the students start to do research for a topic of your choice on websites you have defined (i.e. Poverty on SIRS, EBSCO, ERIC, World Book, etc.).
i. Be in the room, walking around, do informal assessments of the students as you observe. See who’s getting it and who isn’t. If there are common questions or problems answer the question for the whole class. Clear up any misunderstandings.
h. Finally, have the students start to do research on their own on their own topics.
i. Be available for questions. Continue with informal evaluations of students work.
i. At the end of the session, do a quick pop quiz.
i. Have the students put away all their stuff and pull up a Word doc on their computer.
ii. Have them type their name at the top and them write down the ABCD’s of evaluation.
iii. Have them print out their answers and you collect them off the printer.
VI. Accommodation(s) for Diverse Learner(s):
a. ESL accommodations: Worksheets can be translated into the first language of the ELL as needed. Students can also be paired up with a student who speaks the language of the ELL.
b. Timing accommodations: Should students need more time to complete any part of the assignment it can be given at the end of class or students can come in before or after school for help or to complete assignments.
c. Visual accommodations: Worksheets can be blown up as needed. The demonstration terminal can be zoomed in so it’s easier to see. Students can also move closer to the board / screen as needed.
VII. Evaluation of Student Progress:
a. See lesson plan.
i. Informal assessments throughout lesson to make sure students are on task and doing what they need to be doing, giving feedback and correction as needed.
ii. Formal assessments:
1. The pop quiz at the end of class.
