Team+15+MNLI+12

Team 15

Names Mary Fahey Colbert & Kirstin Sokol Grade Levels High School & Grade 5 Subject Areas ELA World Literature & ELA/History

Project Description (links, pictures, embedded videos, lesson plan, etc)

**Essential Question**: **How do we teach students to effectively research and evaluate sources utilizing technology tools suited to the task and learning style of each student?**

**Goals- Students will be able to:**

***Search effectively using online sources beyond Google and to include library databases.** //Writing// 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

***Evaluate truthfulness (credibility) and usefulness (relevance) of sources**. //Reading Informational Text// 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. ***During the search, build an annotated bibliography using an online tool like such as EasyBib.com that includes multimodal sources (rudimentary to more fleshed out).** //Writing// 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

***Formulate a specific query to guide deeper research into the general topic.** //Writing// 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

***Develop a thesis or research question.** //Writing// 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

***Synthesize the information gathered in order to prove the thesis or answer the query.** //Reading Informational Text// 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

//Writing// 2e. Provide a concluding statement or section related to the information or explanation provided. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

***Utilize web library databases and Web 2.0 tools to facilitate their research, organize their sources, and present their findings** //Writing - Research to Build and Present Knowledge:// 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Search Engines to try (at least three for 5th graders, but 6 or more for 11th graders): Web 2.0 Tools to be utilized: ***Reflect upon the process of searching and what they have learned that they did not know before. Teach a peer a piece of the process and/or a specific tool’s usefulness to the process.**
 * Google Scholar
 * Maybe create a Symbaloo page with 20-30 Search Engines we want them to try out
 * Read this article: [|Top 100 Search Engines] (2007) - At least one of the Library’s Databases:
 * Diigo, Delicious, and/or Evernote for bookmarking & annotations of sources, Symbaloo
 * Easybib, BibMe, and/or Zotero for creating an Annotated Works Consulted and Works Cited page (MLA Formatting).
 * Google.docs for the the Annotated Works Consulted and Works Cited pages and the research paper, ultimately.
 * For the oral presentation of their work there are options: a video (Animoto, Vimeo, iMovie, MovieMaker, etc.), slide presentation (PowerPoint, Prezi, Keynote); podcast (Audacity or Soundcloud)

**Additional Resources for Teaching the Process:** [|Rutgers Riot] - appropriate as a video tutorial of the process for high school students [|Kentucky virtual library kids] - appropriate as a tutorial for elementary students (5th) [|You Tube a Fair(y) Use Tale] - appropriate for addressing plagiarism and copyright infringement for both elementary and high school students

**Lesson One** Student will investigate and evaluate weaknesses and strengths of Google searches and Wikipedia. Students will watch/read several on line works about Wikipedia that show its weaknesses or strengths. Students will compare and contrast information and sources located by Wikipedia and at least three different search engines. Student will use databases and other search engines to make a more refined search of a topic.

1. Have students fill out a survey created on Google Form to ascertain how many of them use Wikipedia and Google for source and search engine, respectively. Display the graph summarizing the results on in-focus, and launch discussion about why so many of us default to these two.

[|*Research Survey]

2. Have students read and view several sources about Wikipedia and discuss. Sources for Middle School: a. This is a link to an article about wikipedia []

b. This is a link to a video from NCSU located in above article about Wikipedia and how is works. [] Sources for High School Level: a a. This is a link to a video of Stephen Colbert on “Wikiality” []

b. This is a link to an article about wikipedia []

c. This is a link to a video created by North Carolina State University about how Wikipedia works: []

d. Wikipedia’s own article about its strengths and weaknesses is a useful read; it also talks about its process for submission/addition. It would be an interesting lesson/exercise to have students submit or add something to Wikipedia to see if and how it gets vetted. [|http://en.wikipedia.org/wiki/Wikipedia:About#Strengths.2C_weaknesses.2C_and_article_quality_in_Wikipedia]

3. To cement learning, have students as a class (5th Graders) or individually (11th Graders) change a Wiki entry by adding //incorrect// information and see if and when it is vetted.

4. Model this first on in-focus for clarity’s sake and clear up any questions. Turn in individual copy as formative assessment 5th Graders - 1. Choose 3 search engines, including Google and/or Google Scholar. 2. Search the topic using the same keywords. 3. Take a snapshot of Page One of the results of first search engine using a tool like Snagit, Jing, ScreenChomp or another program that allows for annotation. 4. Circle or highlight the sources which show up on at least two of the searches in one color, and use a different color to highlight the results that show up on only one. Answer the question: Why do you think the results weren’t the same for all the searches when you used the same key words?

11th Graders: Model this first on in-focus for clarity’s sake and clear up any questions and ideally provide an exemplar. 1. Compare three different search engines and be prepared to report your findings to the next class. First have them sign up for Symbaloo.com, and share via email or my website a prepared Symbaloo with a variety of search engines. Below is Beth Dichter’s from MNLI’s workshop. 2. Formative Assessment: On a Google.doc to be shared with instructor, students will write a brief reflection paper (2-3 pages) on their search strategies and experiences so far that addresses the following questions:
 * Note the similarities and differences in layout, search results, ease of use, etc.
 * Post the search engines that you will be comparing in this week’s forum. Please try to select at least two that no one else is trying.
 * Choose search engines to try out from the lists I've posted under this topic, or find your own.
 * Where and how did you begin your search?
 * How did you refine and change your strategies?
 * What tools did you use?
 * What search terms and keywords did you use? How well did they work?
 * Which search engines did you find the most useful?

Lesson 2 Students will select online sources and evaluate them for truthfulness and usefulness.

1. Hoax sites: Ian’s lesson

How to effectively search: Key Words

This tutorial by MIT shows the differences between searching on Google and using a Library database []

Lesson 3 Using selected sources, students will formulate a query to guide deeper and more discriminating research. Students will select online sources and evaluate them for truthfulness and usefulness. Students will create a bibliography of sources used with EasyBib.

[|Easybib Tutorial]

[|Bibme Tutorial]

Formative Assessment: 1. Add at least 7-10 resources you found on your topic with short annotations to your social bookmarking site. Assign them to a certain bundle (you could call it final project). The annotations of the resources you choose to include in your final bibliography will become part of your final project.

Lesson 4 Students will develop a thesis statement or query to be proven or answered by their research.

Lesson 5 Students will synthesize information located in their research to prove their thesis or answer their query.

Lesson 6 Students will select and use a format to present their research (video, Animoto, imovie, Powerpoint, Keynote, podcast, wiki, or website)

Lesson 7 Students will present and share their products with their classmates.

Lesson 8 Students will teach the use of one of the tools they used to create their project.

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 * Lesson plan**