Transcript Lesson - Baltimore City Public Schools

Lesson #11
If you’re really determined to
Google…
Topic:
Teacher:
Grade:
Date:
Period(s):
Bloom’s Taxonomy Level:
Relationship to Current Content in Regular Classroom:
(*) Indicates a modification or accomodation
Learning Target
I can evaluate web
sites for reliability.
AASL/ Common Core Crosswalk
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1.1.2 Use prior and background knowledge
as context for new learning.
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1.2.4 Maintain a critical stance by
questioning the validity and accuracy of all
information.
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CC.11-12.L.6 Vocabulary Acquisition and Use:
Acquire and use accurately general academic
and domain-specific words and phrases,
sufficient for reading, writing, speaking, and
listening at the college and career readiness
level; demonstrate independence in
gathering vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
CC.11-12.W.8 Research to Build and Present
Knowledge: Gather relevant information
from multiple authoritative print and digital
sources, using advanced searches effectively;
assess the strengths and limitations of each
source in terms of the task, purpose, and
audience; integrate information into the text
selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any
one source and following a standard format
for citation.
Vocabulary
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.edu
.tv
.org
.gov
.biz
Bias
agenda
Agenda
1.
2.
3.
4.
5.
When you are test driving a car, which items are
you mainly looking for? Which items will a car
dealer throw in to distract you from noticing
important details.
When “test-driving” a web site, which items are
you looking for to make sure the web site is
truthful?
Show the slides at the end of this lesson plan to
clarify items to look for when “test-driving” a
web site.
Have students, as a class, evaluate a web site.
Have students do an independent Google search
for a class project, taking Cornell notes, citing
the web site, and evaluating the reliability of the
web site via the exit ticket.
*Visual demonstrations
*Presentation of material in small steps
*One-to-one contact
Rubric
Acceptable
Developing
Not Ready
The student
The student
cited the
cited the
The student
The
web page
web page
cited the
web page
and created
and created
student
and created
a T chart
a T chart
did
not
a T chart
listing 2
listing 1
evaluate
listing 3
positive and
positive and
positive and
the web
2
negative
1
negative
3 negative
site.
aspects of
aspect of
aspects of
the site.
the site.
the site.
Noteworthy
Time for Browsing, Silent Reading, nd
Book Checkout
*Clearly defined limits
*Seating to reduce distractions
Exit Ticket
Here is the citation for the web site:
The following slides may be of use for
this lesson.
From http://www.roundrockisd.org/docs/library_www_check.pdf
WEBSITE RELIABILITY CHECKLIST
Use this 5-point checklist to evaluate websites for reliability. It will help
you
decide whether a particular site is worthy of inclusion in a college-level
research paper.
1) VALIDITY
a) Who is the author(s) of the site? Look for their credentials.
b) Is contact information provided? The author should be accountable
for
her/his work.
c) Is there a link provided to their homepage? Look for a reliable
institution.
d) What is the first part (major domain) of the web address (URL)? This
indicates the site's origin:
.com = commercial
.edu = education
.org = non-profit organization
.gov = government
.mil = military
.cu = Cuba (.it = Italy, etc.)
~ usually means an individual maintains the site (as opposed to an
institution).
2) CURRENCY
a) When was the site last updated? A reliable site is
frequently revised and
improved.
b) When was the site first created? A site's longevity
is a clue to its stability.
3) CONTENT
a) What is the depth and breadth of the
information offered? Be wary of too
much or too little.
b) Are there links to other useful and reliable
sites? They should be relevant to
the subject matter.
c) Is the site relevant to your needs? It is
important to maintain your focus.
d) How is the site structured? If there are
functions such as an in-site index or
table of contents they should assist with
navigating the information.
e) Does the advertising overpower the
content? It shouldn't.
4) PURPOSE
a) Is this site trying to persuade you? Educate
you? Market a product? For
instance, a .com site may try sell you
something whereas an .edu site most
often exists for the sake of education.
b) Are there any biases that might be
promoted: racial, gender, religious, or
other types? Even non-profit .org sites may be
biased.
5) ACCURACY
a) How can you ensure the information is
precise, authoritative, and current?
The author should cite the sources used. Look
for
Let’s evaluate a web site.
The web site I chose, based upon the following evidence is/is not reliable.
Good things
Things that concern me