Sixth Grade Website Evaluation Unit On which content standard(s) will the students be working?

Students will work on Sixth Grade Literacy standards BW6 and CW8 and Library Standard III 6-8 b, c, and d. BW6- Use technology, including the Internet, to produce and publish writing as well as to interact andcollaborate with others CW8- Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. III 6-8 b- Applies evaluative criteria to determine the usefulness of the information; relevancy, suitability, authority, objectivity, currency III 6-8 c- Identifies information relevant and essential to the information need III 6-8 d- Uses paraphrasing, notetaking and other strategies to record results of information searching What are the big ideas, major themes, key concepts, or essential understandings embedded in, or which transcend, the standards listed above? Technology can have both positive and negative effects on a society. Organization and structure help people communicate effectively. When and where (inside and outside of school) have the students encountered information about and had experience with these key concepts/big ideas before? Think horizontally and vertically across the curriculum. 1. Technology can have both positive and negative effects on a society. Students were briefly introduced to website and source evaluation during 5th grade library skills, 5th grade reading, and 5th grade language classes last year. Technology was discussed during 5th grade social studies when referring to various advances to improve the lives of Native Americans, explorers, colonists, pioneers, and soldiers. 2. Organization and structure allow people communicate effectively. Students were given a specific structure to organize their notes and reports for Black History Month in 5th grade language class. Students used the CRISS strategy of using RAFT to structure their writing several times during 5th grade language class throughout the year. What would it look like when students can demonstrate that they understand the big ideas and have mastered the essential skills? That is, what are some ways they might demonstrate their capacity to use the newly learned concepts/information appropriately in a new situation? Students could complete a criterion grid in which they evaluate websites on relevancy, authority, currency, objectivity, quality, and coverage.

Students could present their findings to the class using a multi-media projector. Students could create a list of examples of source citations for future reference. Students could write a paragraph evaluating each website and its use. Students could create a list of pros and cons about each site using 2 column notes.

Consider the list generated above, and determine which tasks/products would best demonstrate student understanding. Decide whether to use a rubric or a performance task list and the criteria to be included. Two-column notes listing the pros and cons of each website would be an appropriate way to assess this task. Students could make notations about relevancy, currency, objectivity, authority, quality, and coverage related to each website using teacher-created questions as guidelines. They will also participate in class discussions to present their findings with the larger group and decide which website would best meet their needs for the purpose of the proposed assignment. What does a task analysis reveal about the skills, the knowledge, and the level of understanding required by the task? Students must have background knowledge in reading, using the computer, and navigating the Internet. They also must know how to distinguish fact from opinion and how to compare and contrast. Students will be asked to analyze and evaluate websites, which are high order thinking skills on Bloom's taxonomy. Students must analyze the website for propaganda or persuasive techniques. They must evaluate the website to see which one provides the most relevant and reliable information. Do I already have sufficient pre-assessment data or do I need to gather more? If so, what method shall I use? What does the pre-assessment data tell me about the skills and knowledge on which the entire group will need to focus? Are there individual students who will need additional support if they are to have a realistic opportunity to demonstrate mastery? In which areas will they need support? Are there students who would be best served by extensions to the learning experiences? I am very familiar with these students and their abilities since I was their classroom teacher last year. All students are able to navigate the Internet though some are more skilled than others. Some students are used to using links and bookmarks, so they may need assistance typing the actual URL. I will group students in order to partner a student of higher ability with a student with less ability in reading or technological skills. This extra support should help all have a chance to be successful. Groups will need teacher assistance locating the author and copyright date as well as determining the purpose of each website. How will I Frame the Learning so that students know what they are going to be doing, what they will know and be able to do as a result of those activities, how they will be assessed, and how everything they are doing is aligned with the standards?

Before the lesson I will state the learning outcomes and assessment criteria. By the time you finish this lesson, you will be able to compare and contrast two websites related to a similar topic using a chart and evaluate how well each website meets your specific purpose. This is a useful skill as you begin to conduct research and write papers using the Internet as a resource throughout high school and college. You need to know ho to find relevant information and identify inaccuracies.

How will I help students access prior knowledge and use it productively, either building on it or reframing their thinking as appropriate? We can make connections to last year's research for Iowa History and Black History Month. Several people found information about Jesse James that had him living in the 20th and 21st centuries. We discussed that a search will bring up information about anyone named Jesse or James. It is up to the searcher to be aware of false information and to use advanced search terms to limit the search. What methods of presentation and what active learning experiences can I use to help students achieve the standard? Could I provide multiple sources of information and exercises, which would help all students, make real-world connections and use rigorous thinking skills? I will use worksheets presented through the projector for large group discussion. Students will discuss the characteristics of websites of good quality and of poor quality. Students will work in small, mixed-ability groups when they actually evaluate websites. The students could jigsaw into different groups and share their "expert" information about how their group evaluated each website on their rubric. What assignments, projects, and homework will help students see the relevance of the learning and help them not only meet the standard but retain their learning? How might I provide multiple pathways to learning? We studied URLs (.com, .gov, .edu, .k12.ia.us, .mil, and .org) earlier this year. Students completed worksheets where they chose the best website based on the website title and URL. Students will complete rubrics, in small groups, to evaluate specific (teacher-provided) websites for credibility, accuracy, objectivity, design, and currency. Groups could produce a Venn Diagram to compare and contrast the two websites. What are the ways I can gather formative assessment data that will provide me and my students information on their progress toward meeting the standard? I rely on observation for most formative assessment data. I can find out a lot of information by circulating among the students, observing, assisting, and troubleshooting as needed. Students will demonstrate their understanding by completing the assignment and asking for help or asking clarifying questions as needed. Formative assessment data will also be gathered when I evaluate each group's completed rubric.