Bratton,+Sharla

Every year fifth grade students study the Civil War and do a culminating project at the end of the unit. After doing a needs assessment in early November and surveying the students it was discovered that the library does not have enough information in house to meet the needs of the project. Therefore, students are going to have to find information using the Internet. Students will need to know how to correctly evaluate the web sites they plan to use. Pre Assessment: __** Students will be given a pre assessment quiz to see how familiar they are with finding appropriate websites. The pretest will be given at the beginning of the class period and will help the librarian see what the students know before the lesson and what they learn after the lesson has concluded. A posttest will follow in the next class period. Attachment: [|Website Evaluation Pretest.doc]
 * Evaluating Information on the Web **
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__ AASL Standards for 21st Century Learners __ 1.1.4 Find, evaluate, and select appropriate sources to answer questions 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 3.1.6 Use information and technology ethically and responsibly. __Tennessee__ __Standards for 5th Grade Social Studies__ 5.1.04 understand the contributions of individuals of various groups to our national liberty 5.5.2 Recognize military and nonmilitary leaders from the North and South during Civil War (i.e., Frederick Douglass, Clara Barton, Chief Justice Roger Taney, Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and Jefferson Davis). The audience will be 5th grade students in their social studies classes. There are 2 social studies classes. One class will be taught on Friday afternoon, and the other on Monday. The learner will discuss and identify qualities that make an online source good. The learner will cooperatively work with partners to review the tutorial and summarize what they learned at the end of the lesson. The learner will recall what they learned and share with the teacher and the class. The students will be taught in their 45 minute library time. The students will have several visual presentations and will do some group activities. ** Degree of Success **: Students will be expected to answer six out of the seven questions correctly on their post assessment for an 86% or higher. Students will be able to explain to me and their group members why a site does not meet their needs. Smartboard/ LCD projector/ Computer with Internet access for Quick website tutorial Quick checklist summary worksheet Post-it notes (four per table) Computer lab access ** Student Materials **: Pencil 1.  At each table there will be a copy of an article found on the web about the Civil War 2. Each table of four will read the article and discuss if it would be a good source to use for their current project. 3. Hopefully, some students would see the many flaws and inaccurate facts in the paper. 4. The media specialist would then show them on the Smartboard that she Googled, facts about the Civil War and that article was actually the first website pulled up. [|www.idiotica.com/cranium/encyclopedia/content/**civilwar**.htm] 5.   Discussion would then begin about what makes a good and valid resource.  __**Instru**____**ctional Sequence**__  1. Students would come into the library and have a seat at their assigned table.  2. Begin by discussing their upcoming social studies project and the materials housed in the library. Discussion on the need to do outside research due to the lack of materials in the library will take place. 3.  Students will take pretest. 4.  Media specialist will then ask students to read the article on the table and begin Set Induction above. 5.  Discuss what would make a good source or a source valid. Each table will have four post-it notes for their ideas. 6.  Students will then share with the class what they thought a website should have to be a good source. 7.  Media specialist will then show on the Smartboard the website Quick The Qu ality I nformation C hec k list. http://www.quick.org.uk/menu.htm 8.  Students will then move across the hall with partners and go through the tutorial together 9.  Media specialist will be monitoring to make sure group is reading and working through the tutorial. 10.  Students will take Quick Quiz after completing the tutorial. 11. When students have completed they will get a copy of the checklist summary to help them in their independent searches. http://www.quick.org.uk/summaryprint.htm **__Closure__** 1.  Ten minutes before the end of the period, students will begin logging off the computer and getting ready to go back to class. 2. Each group of students will need to tell the class one thing they learned from this lesson as their ticket out of the computer lab. 3. Each new group will need to repeat the previous groups response and their own so that students pay attention and that the class hears the new information twice. Students with learning disabilities will be partnered up with one of the gifted students or one that is in the higher reading class. LD students will also have an assistant in the computer lab in case they need extra help or guidance. A pathfinder will also be provided to students with learning disabilities so that they will have valid sources to start on their project. Students that have trouble focusing in large groups could stay in the library with the assistant and their partner to work in a quieter environment. Assessment will be gathered during the Quick Quiz on the website and during the closing activity. I will also give the pretest again as a posttest during the next class period to see what they retained. I know that I may have to do some prompting or reviewing for my LD students. I have not taught this lesson yet. I do plan on teaching this lesson if not in the library setting then with my social studies classes. I am not sure that 45-50 minutes will be enough time to complete the entire tutorial and discuss. I also contemplated doing it as a whole group activity instead of with partners so that I could direct more of the teaching. In the end, I felt the students may get more out of it doing it with a partner and taking the quiz together.
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