Ohio Standards Connections

Research
Benchmark B

Evaluate the usefulness and credibility of data and sources.

(Grade 10)

 

Indicator 2:

Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

(Grade 10)

 

Indicator 3:

Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).

(Grade 10)

Benchmark C

Organize information from various resources and select appropriate sources to support central ideas, concepts and themes.

(Grade 10)

 

Indicator 4:

Evaluate and systematically organize important information, and select appropriate sources to support central ideas, concepts and themes.

(Grade 10)

 

Information Literacy

 

Benchmark D Students utilize a research model or a self-developed research process to acquire and evaluate information.  (Research Methods)

 

8.  Critically evaluate the quality of the information resource e.g. authority, accuracy,

      currency, objectivity, etc.

 

Benchmark F Students practice responsible usage and ethical behavior when using library media center materials.  (Responsible Usage)

 

3.  Understand that parents must sign the district Acceptable Usage Policy (AUP) and

     that it sets the expectations for appropriate usage of school materials e.g. books,

     textbooks, computers, the Internet, etc.

 

Technology Literacy

 

Benchmark A:  Utilizes library-based technologies to access, view, transfer, create and publish information for classroom assignments and personal interests.

 

Grade 10 Indicators:

2.  Demonstrate appropriate usage of library technology.

 

Benchmark C:  Students utilize the Internet for research, classroom assignments, and appropriate personal interests.

 

Grade 10 Indicators:

1.  Understand that the Internet contains free and fee-based resources.

 

6.  Understand Universal resource locator (URL) and domain name determines type of

Web site e.g. commercial, education, government, military, etc.

 

7.  Verify Web site author’s credentials and/or credibility of ownership organization.

 

8.  Evaluates content of the Web site for accuracy, currency, reliability, usefulness,

validity, scope, and intended audience, etc.

 

Lesson Summary:

Students in Grade 10 Honors English will participate in a WebQuest where they will examine a group of web sites for quality of information.  This will be done from different perspectives as each student will assume a role and follow specific criteria to make their decisions.   

Estimated Duration:  90 minutes (2 class periods)

 

Commentary: 

Students coming to the library tend to use Internet sources for research more than other sources, especially print.  Invariably they go to Google and use natural language to find information on their topic.  When the results appear and the “hits” number in the thousands, many think their work is done.  It is my hope that as a result of this lesson students become more savvy surfers by utilizing the tools presented for evaluating Web site elements.  

 

The research project that will be assigned to students following this lesson will require students to document their Web site selections and explain why particular sites are chosen.  This will be done in the form of a research log.  The idea behind this log is “show your work”.  If students don’t use good judgment in evaluating content, more instruction and practice may be needed.


Pre-Assessment: 

Students will be asked:  “Once you’ve conducted an Internet search on a topic, how do you determine which web sites contain the best information?” 

 

Scoring Guidelines:  There is no formal scoring for the pre-assessment.  If the discussion reveals that students are unfamiliar with how websites should be evaluated for quality of content, this lesson can begin with a teacher-guided evaluation of a web site. 

 

Post-Assessment: 

Students will work in groups to evaluate a group of web sites on pre-selected topics.  Each member of the group will examine the sites from a different perspective.  The sites will be ranked and then compared with the rest of the class.

 

Scoring Guidelines:  A rubric that is part of the WebQuest will be used to evaluate student work.  That rubric can be accessed through the WebQuest (URL below).

 

Instructional Procedures:  (taken from the WebQuest instructions)

  1. The classroom teacher and library media specialist will decide ahead of time which group of web sites will be used for this activity.
  2. The concept of a WebQuest will be explained to the students.
  3. Students will be divided into groups of 4.
  4. Explain to students that they are to assume a particular role within their groups.  The descriptions of the roles will be displayed while groups make their choices.
  5. Students will be given the URL to access the WebQuest.

      http://mciunix.mciu.k12.pa.us/~spjvweb/evalwebstu.html

  1. In their roles, students are to examine five Web pages and rank them according to the specific they are responsible for examining.  Any relevant observations should be recorded on their organizers.
  2. After individual examination of the Web sites, the group should take some time to reach a consensus and rank them 1 to 5, with 5 being the overall best.
  3. Call the class back to large group format to discuss rankings.  Display the Web sites so students can easily demonstrate their points.
  4. The classroom teacher and library media specialist will monitor the groups as they work through the WebQuest.

 

Differentiated Instructional Support 

Students who struggle with the task may work with the classroom teacher or library media specialist as their “assistant” in their specified role.


Extension

Students will be able to apply the skills acquired and practiced in this lesson to future class projects or assignments where Internet research is required.

 
Homework Options and Home Connections

There is no homework with this lesson.  All work will be completed in class.  Students will be encouraged to share their experiences with their parents and other students.

 

Interdisciplinary Connections 

Students’ ability to select quality information from the Internet will help them in other class assignments.


Materials and Resources:

For teachers

Mobile computer cart housing laptops (must be reserved in advance) 

Presentation equipment with an Internet connection (must be reserved in advance)

For students

A copy of the worksheet for recording their work. 

Pen/pencil


Key Vocabulary

Accuracy

Currency

Reliability

Usefulness

Validity

Scope

Intended audience

 

Technology Connections 

This lesson will introduce most students to WebQuests.  Once they experience a WebQuest, students may wish to use the format to share the results of future projects with teachers and classmates. 

 

Students are very comfortable working with computers and this activity is good practice for them in using the technology available in our school library media center.  


General Tips 

These will be recorded once the WebQuest is completed.


Attachments

None

 

 

 

 

 

 

 

 

 

Written by Barbara Grant and Barbara Roth

April 2004