Student Created Resource Library
Lesson 7 of 10
Objective: SWBAT investigate credible websites to develop a Student Created Resource Library.
Video: Finding & Using Information on the Internet, Evaluating Information
Before Viewing the Videos:
I distribute an Admit Ticket so students will understand the objective of each video. I have students write on an Admit Ticket, but they could also write in a Science Journal (Notebook) or blank paper as they respond to the video. The Admit Slip has a Sentence Frame which helps to jump start their writing. Sentence Frames are a valuable resource for ELL and Special Education Students because they help with the writing process.
After viewing the video:
The most important thing I learned from the video is . . .
Predict how you will use this research skill . . .
I give students two minutes to write a response then take a minute for them to share with their partner. Finally, we share responses as a class so students can hear and process other's thoughts. I want students to tell me about the importance of finding and evaluating information on the internet. This is a valuable opportunity for students to Think Pair Share, a strategy that encourages a high degree of classroom participation.
The most important thing I learned from this video is . . .Student responses I am looking for include: that evaluating sources is really important when finding information and when you find information on the Internet it's important you evaluate it.
Predict how you will use this research skill . . .Student responses I am looking for include: I will use this every time I find information on the Internet or in books and I will use this in all of my classes
A Student Created Resource Library is an interactive bulletin board, a place where students can "check out" resources, like a library. Students research a variety of types of disasters, using a web browser such a Google Chrome or Firefox, using the name of a disaster as the search term. Students then read, analyze, and evaluate the website for credibility and authentic information and then properly cite each web site using the Bibliographic Format Sheet for Internet Sources. On the board, I list three criteria which can make a website credible, then discuss each of the characteristics. Three criteria are:
Coverage: a good website will include important information on the topic as well as links, hints, and tips.
Objectivity: both sides of an argument, topic, or concept are represented within the information.
Currency: a good website provides the most recent, current information.
I ask students to properly cite at least five (5) sources, which will count as an assessment grade. Each source cited will be posted in the Student Created Resource Library and could be used by other students as a reference when researching about their disaster.
It is important that students cite their resources accurately and correctly, so the teaching strategy I use in this lesson is called Right Is Right. This strategy pushes students to "get it right" and I set the expectation for a high standard of correctness at 100 percent. For more information on this strategy, read Teach Like A Champion by Doug Lemov.
As students work through this lesson, they are building a variety of research skills such as CCSS.ELA.Literacy.W.6.7 to conduct short research projects to answer questions, CCSS.ELA.Literacy.W.6.8 to gather relevant information from digital sources and assess the credibility of each source, and CCSS.ELA.Literacy.W.6.9 to draw evidence from informational text to support research.
Note: Each lesson in this unit, Master Disaster, works towards mastery of the NGSS MS-ESS 3-2 which states students will analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.