Task 3

 

Back It Up - Source Spotting:  Task 3

Performance Objective: Demonstrate ability to use search engine techniques to find appropriate resources.

Resources or Materials Needed: 

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

Step 1: Pre-Instructional Activities: 

  •  Before class write a topic on the board (Ex. New Apple Product or Cure for Cancer). Tell students they have 5 minutes to use a search engine to find a reliable and accurate article on that topic (in 5 minutes).

  • Lead a discussion asking who found an article and who didn’t. For those who did what did you type into the search bar? How far did they have to scroll to find it?

Step 2: Content Presentation:

  •  Present, Using PearDeck slideshow,  research strategies related to search engines. Specifically how to spot a bad source. 

  • Demonstrate that when using these techniques how to find answers to the questions with an example website (something easy such as AKC.org) on the projector. 

  • Remind students of the search engines they have access to and have them recall what each is good for by playing the screencastify walkthrough

Step 3: Learner Participation: 

  •  Using the Pear Deck slideshow prompts set the presentation to student paced and have them analyze the four example websites based on the new information.

    • Ask the class to discuss which websites were obvious and which ones were harder to decide

  • Next, give students a topic (Something small like “Is Smoking Bad?”). Place the students in small groups and encourage them to find 3 different sources using their new search engine skills about the topic. 

    • As a class discuss which of these sources are good, which could use some work, and which are no good.

  • Next give students a different topic, alone (This time use “Cats vs. Dogs”). After they have each found three sources tell them they need to compare in their same small groups and choose which source is the best for the topic and why.

Step 4: Assessment: 

  •  Have each student turn in an exit slip stating which source they found to be the most useful for the topic and why. They will use the discussion with their peers for help. 

Step 5: Follow-Through Activities: 

  •  Students will use these tactics in their summative assessment at the end of the unit. This will help reinforce the information as well as show how these tactics can be useful in research.

Lesson Plan Summary: 

This lesson follows 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 and common use of search engines. It then continues to teach them, let them practice as a group then individuals, and then assesses them on their knowledge of search engines. Finally the lesson asks students to use this knowledge from their classroom activity in a real research assignment.

The learning theory behind these instructional techniques used in this lesson is Behaviorism. Students will be outwardly practicing locating sources and using search techniques to discover what works and what doesn’t. The process follows their behavior and encourages mistakes to lead them to the appropriate end result.