Task 2


Primary, Secondary, and Tertiary: Oh My!:  Task 2 

Performance Objective: Understand the different types of resources provided by databases and identify their place in research

Resources or Materials Needed: 

Time: 2 60 Minute Lessons (Split will Vary on Class and Instructor)

Step 1: Pre-Instructional Activities: 

  • As students enter the room hand each student a 1, 2, or 3. 

  • When class begins ask what are some different ways we can categorize ourselves based on the numbers 1, 2, and 3. (Students will come up with ideas such as 1st, 2nd, and 3rd and Gold, Silver, Broze, and Primary, Secondary, and Tertiary)

    • Facilitate this discussion, but allow them time to think. Some answers may take longer to arrive at.

  • Have students brainstorm examples of the use of “primary” “secondary” and “tertiary”

  • Facilitate a class discussion on examples from previous brainstorm, then present the example of primary and secondary school.

  • After hearing examples reiterate the meaning or definition of each word.

  • Finally ask students what they think these words mean in relation to sources, research, and databases.

Step 2: Content Presentation: 

  • Present, Using PearDeck slideshow (1 by 1) the three different types of sources with examples. While going through them discuss in which instance each of these sources would be most useful, how these sources come to be, why you would choose it over another. For each of these discussion students will answer the question individually with the program and then the class will discuss the answers afterward. 

  • After the slideshow prompt students to look over the Canva Infographic together and review the parts that came from this lesson

Step 3: Learner Participation: 

  •  Give students a packet with 8 sources. They will work in groups of two or three to determine what type of source they each are as well as interpret the reasoning for each. 

Step 4: Assessment: 

  • Give students a Claim or question that relates to the sources they have read. They must pick 3 sources to help support that claim and argue why those 3 sources are the best ones to do so. 

Step 5: Follow-Through Activities: 

  •  As a homework assignment, ask students to find an example of one of the sources in their lives outside of school and bring it in (either the real thing, a photo, or a copy). 

  • This will help reinforce that sources exist in their everyday life and student’s should realize just how common they are.

Lesson Plan Summary: 

Constructivism is the backbone of this lesson because it asks students to actively participate in the learning process. The information is first distributed to them by asking them to pull from prior knowledge, and then the bulk of the lesson consists of a student activity where they must connect their old knowledge of these words to their new knowledge of them in research context.

This learning theory is supported throughout the lesson by Gange’s 9 Events of Instruction. The process of this lesson follows these steps in a basic format by gaining attention and then using previous student knowledge to relate the lesson to their lives. It then continues to teach them, let them practice as a group then individuals, and then assesses them on their knowledge of sources. Finally the lesson asks students to go out into their lives to help transfer the knowledge from their classroom activity into the real world.