Web Evaluation

Created by:

Christine Steinhauser

Title/Role:

Librarian/Teacher

Organization/School Name:

Coolidge Middle School

Location:

Massachusetts

Grade Level:

Type of Lesson:

Lesson in a unit

Type of Schedule:

Combination

Collaboration Continuum:

Limited

Content Area:

Language Arts

Content Topic:

Biography

Standards for the 21st-Century Learner

Skills Indicator(s):

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

Dispositions Indicator(s):

1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.

Responsibilities Indicator(s):

4.3.2 Recognize that resources are created for a variety of purposes.

Self-Assessment Strategies Indicator(s):

1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.

2.4.4 Develop directions for future investigations.

Scenario:

The 6th grade students come to the library about once a week for a skills class. The lessons are divided between library/research skills and technology skills. This class meets for the entire year- about 30 times. Library lessons for the year include topics such the Dewey Decimal System, basic reference sources (both print and electronic), plagiarism, literature appreciation and web evaluation. The English Language Arts teacher has assigned a research project about a person and would like the students to cite a variety of sources for the project, including a web site. The ELA teacher has requested that the school librarian teach a series of lessons during the weekly skills class on web evaluation in preparation for the project.

Overview:

As part of the English Language Arts curriculum, students research a person who has made a significant contribution to society. A variety of sources are required including a web site, which should be evaluated. Essential questions for this lesson are: What significant contribution has this person made to society and how has it affected me? What similarities and differences do I have with this person?

Final Product:

A three paragraph essay with a works cited page in MLA format.

Library Lesson:

Students look critically at a web site and evaluate it for the following: Authority, Objectivity, Accuracy of Content, Currency and Coverage. They also determine the purpose of the web site.

Estimated Lesson Time:

90 minutes

Assessment

Product:

The English Language Arts teacher assesses the 3 paragraph essay with a teacher-created rubric. The content teacher and school librarian assess the citation page for correct format and appropriate sources.

Process:

Students fill out an evaluation sheet for each web site they look at. Using the evaluation sheets, they choose the web site that is the best one to find information on their topic. The school librarian looks at each web evaluation form to determine whether the student accepted or rejected the correct web sites based on each of the criteria on the sheet. The school librarian also checks to see if the student was able to determine the purpose of the web site. The students will defend their choice using the information from the evaluation sheet.

Student self-questioning:

Did I fill out the evaluation sheet correctly? Did I choose the same web site as the rest of the class? Did I choose the same web site as the librarian? Did I recognize the library online resources and online encyclopedias as a more reliable source? Where can I find the best sources of information for my research project?

Instructional Plan

Resources students will use:

Interactive Resource (i.e. webpages, multimedia learning objects, chat services)

Interactive Resource URL:

http://www.kn.att.com/wired/fil/pages/listdrmartmr1.html

Resources instructor will use:

Projector

Laptop

Instruction/Activities

Direct instruction:

The librarian leads the discussion about web evaluation using the attached Power Point presentation. The librarian will guide the class on a discussion of each of the 5 points- Authority, Objectivity, Accuracy/Content, Currency, and Coverage.

Modeling and guided practice:

Once the information has been shared using the PPT, the class will work together to evaluate a web site. The example web site is a hoax site, chosen specifically to fool the students. The purpose is to show them how important it is to look carefully and critically at information on the internet.

Independent practice:

Student pairs will go to the Hotlist of Web sites and evaluate the web sites using the web evaluation sheet. They choose the better of the two web sites based on the evaluation sheet.

Have you taught this lesson before:

Yes

Strategies for differentiation:

A simplified worksheet is created and the number of websites is reduced. Students are given a resource list of sources to use.

AASL/Common Core State Standards Crosswalk

English Language Arts:

CC.6.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. (6)

CC.6.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. (6)

CC.6.R.I.4 » English Language Arts » Craft and Structure » 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. (6)

CC.6.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. (6)

CC.6.SL.1.a » English Language Arts » Comprehension and Collaboration » a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (6)

CC.6.W.1.b » English Language Arts » Text Types and Purposes » b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. (6)

CC.6.W.9.a » English Language Arts » Research to Build and Present Knowledge » a. Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics"). (6)