Murphy

**** MLI 5050 ** **As the technological age is upon us and students are embracing the use of technology in all areas of their life, it has become a true need for students to learn more about their typical research tool of choice, Google.com. The idea of this lesson designed for 6th graders at Page Middle School in Franklin, TN is to teach students better Internet searching skills while briefly introducing them to other research options, such as the Tennessee Electronic Library.
 * How to Be a “Google Great” and Other Cool Stuff **
 * Shannon Murphy
 * Introduction

**A [|Needs Assessment Survey] was completed by 55 (of the 300+) 6th grade students at Page Middle School. Through this survey it was determined that these students are using the Internet and specifically Google as their main tools for research. 76% of the students surveyed use the Internet as their primary research mode and 80% of them rely on Google once they are on the Internet. The survey also showed a need for students to be taught proper Internet research skills as 76% of the surveyed students did not know where Google retained its information and about half of the students felt that Google ranked information by quality. The lesson presented is focused on proper Google techniques, as Google is usually not addressed at all or addressed negatively. Since the facts show that the students are using it regardless, it seems to be the best solution to teach them how to use it more efficiently. As a brief aside, the introduction to the Tennessee Electronic Library will also take place in this lesson, as 75% of the student surveys did not know how to use an information database. A more in-depth lesson will be done exclusively on databases at a later time. For more detailed information on the needs assessment results please see, [|Page Middle School Needs Assessment.]
 * Pre-Assessment


 * Standards/Goals **
 * ** Goal ** || ** MNPS **** * Standard ** ||
 * Teach students to critically weigh and evaluate Internet material. || Evaluates information critically and competently. ||
 * Expand knowledge base of search tool Google.com || Identifies potential sources of information and selects the best L2,T ||
 * Plant seeds of more research options (ex. TEL) || Accesses a variety of reference sources: Non-print (TEL) L2, T ||
 * *MNPS= Metro Nashville Public Schools **
 * Instructional Objective **
 * A udience:** 6th grade students at Page Middle School.
 * B ehavior:** The learner will have a broader knowledge and skill level regarding Internet research
 * C onditions:** The leaner will engage in group kinesthetic learning and instructional Power Point.
 * D egree:** The learner will be required to complete a quiz utilizing skills learned. The learner will be 70% more likely to broaden their Internet search skills at the completion of this lesson. Also 4 out of 5 students will be more careful of websites chosen via Google.com.
 * Materials, Media, and Other Resources **
 * **Teacher** || **Student** ||
 * Computer and Internet Access (computer lab); access to Power Point for instruction. || A computer and Internet access per group - two students per group. (Computer lab). ||
 * LCD projector and screen || Worksheet/quiz given through teacher ||

Teacher will begin class by asking students to raise their hands if they use Google to do homework and research for projects. The teacher will then ask for a show of hands for those that feel they are very knowledgeable about Google and its use. The teacher will ask the students to get a pen and notebook and come to the front of the classroom. She will ask for everyone that has used Google in the past week to go to the left of the classroom. She will then ask those who have used Google in the past month or longer to go to the right of the room. Those on the left are called the Google Goods and those to the right are the Google Greens. The teacher will then tell them to find a partner in the opposite group (a Google Good with a Google Green). Once every student has a partner the class will line up in their respective group and go to the computer lab. 1. Once in the computer lab, each group will get on a computer and log onto the Internet. 2. Students will be given the [|Google Great Quiz], which is a quiz about information from fake websites that the teacher already determined would be the first hit on Google. 3. The students will be given 5 minutes to complete the quiz. 4. When finished the teacher will ask groups to “dead mouse” (turn their mice upside down) and to raise their hands with the answers. 5. The teacher will right the answers on the board. 6. After each answer is written on the board the teacher will reveal the [|Google Great Quiz Answer Sheet] on the overhead. 7. The teacher will explain that many of the answers that they had gotten were from fake websites, even though most were the number one hit on Google.com. 8. The teacher will then explain that although Google is an easy resource it needs to be used correctly. 9. The teacher will present the [|Power Point] Lesson. 10. The teacher will show the students how to log onto TEL via her computer and the overhead.
 * Set Induction **
 * Instructional Sequence **



Closure ** The Google Great quiz (same as the one above) will be reissued to the student groups and they will have 10 minutes to find real information on the questions below using the TEL or another of the search tools mentioned in the power point (they will not be able to use Google on this one). Students will return to the classroom and if there is time remaining the answers to the second quiz will be reviewed. Students will turn in both quizzes as they leave the class.

A variety of formats are utilized such as kinesthetic computer use, visual aids, verbal instruction, as well as text in order to encompass many different learning styles. Images and brief, concise text in the Power Point presentation, were provided for ELL students. The teacher will note participation of each student in the class project. Both quizzes will be turned in and participation grades will be assessed. Comparison between the quizzes will provide the teacher with evidence of knowledge growth or lack thereof.
 * Adaptation and Extensions: **
 * Assessment **

This is my very first lesson plan to ever compile! Not being in a school setting or having an education background it was a bit daunting, but I found it to be a good experience. I do hope to be able to implement this lesson one day, perhaps next fall when I student teach.
 * Reflection: **