Search: Flexible, 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
8 results
Results
| Title | Overview | Grade | Average Rating |
|---|---|---|---|
| How to locate and evaluate information, Part I - Online Catalog | Students will be able to select and cite credible information for their English II research paper Students self-select their topic of past, present, and future, e.g. television, cell phones, immigration, capital punishment. This gives the student an opportunity to use prior and background knowledge as context for new learning. | 10 | |
| Cloning: Should We Be Doing It? | In this project students gather and analyze information on research relating to cloning, identify the positive and negative impacts of cloning, and take an individual stand on how they feel about cloning. Students address the following essential questions: What is happening in genetics research on cloning? Why should we care about this research? How does it affect our lives? How do different stakeholder groups view this research? How do I personally feel about cloning? Why? | 12 | |
| It's Debatable | Eighth graders will be able to articulate connections between selected historical and current issues. Students will be able to explain at least two sides of an issue. This lesson is designed to help students answer two essential questions. Is history relevant to modern issues? Do issues have clear wrongs and rights? | 8 | |
| How to locate and evaluate information, Part III - Internet Sites | Students will be able to select and cite credible information for their English II research paper. Students self-select their topic of past, present, and future, e.g. television, cell phones, immigration, capital punishment. This gives the student an opportunity to use prior and background knowledge as context for new learning. | 10 | |
| How to locate and evaluate information, Part II - Databases | Students will be able to select and cite credible information for their English II research paper. Students self-select their topic of past, present, and future, e.g. television, cell phones, immigration, capital punishment. This gives the student an opportunity to use prior and background knowledge as context for new learning. | 10 | |
| News Reporting | Teaching students to brainstorm, create, and present news stories is a powerful and productive way to give them 21st Century Skills, as recognized by AASL and ISTE. Learning the techniques of researching, discussing, collaborating, writing, video recording, and reporting are important skills, which help students learn to study subjects in greater depth, which results in greater understanding. Student pairs will research a topic, which they believe will be of interest to their peers. | 8 | |
| Secret Life of Bees Research | Students are to use the connection of the setting and time period of the novel, The Secret Life of Bees, to make connections to events in the novel to events in America's history. The essay should provide information about the topic as well as explain its significance. Student's sample essential question will be along the lines of "What is the [insert topic here] and how did it affect the Civil Rights Movement in this country?" | 9, 10 | |
| Hamlet Research Paper: Find, Evaluate, and Select Appropriate Research Sources | Students will learn why general Internet search engines are not always the best first-source for research papers (yielding only 25%, at best, of available Web information, according to Devine and Egger-Sider in Going Beyond Google). The essential questions for this lesson include: How can I use the Internet to accurately determine how much of Hamlet is based on true historical events? | 11, 12 |