Corie Covino

Lesson Plan
11/9/2015
Introduction to Database searching
11th grade History/ELA collaboration

Overview. The ELA and History departments worked in collaboration with me on a research
project. My role was to introduce the students to the library databases and how to conduct an
effective search for scholarly journals, including how to narrow down a topic. The ELA teacher
gave instruction on MLA formatting and the History teacher had done background building on
the topic to be explored: deviant behavior in society.
Timeframe- 2 days for research
Content standards
Taken from the C3 Framework for Social Studies:
D2 His 12. 9-12
D3 3. 9-12

D3 1. 9-12
D4 2. 9-12

D4 6. 9-12
AASL learning Standards
1.1.1 1.1.4 1.2.2
Required resources: Internet access via 1 to 1 ipads
Learning Objectives:
Students will be able to conduct effective research on a topic of their choice.
Students will be able to narrow their topic.

Students will become efficient in using an online database to conduct a search.

Student will be able to effectively evaluate a source to determine if it is useful.
Student will understand the need to properly cite a source using MLA.
Students will understand scholar journals and what they are used for.

End product is to be a choice of either a 5-7 page research paper, properly cited using 5 sources,
or a poster presentation including information form at least 5 sources properly formatted on the
poster. This option includes an oral presentation.

COLLABORATION
The idea for the unit came out of a casual conversation I was having with the history teacher. He
mentioned that he did this project every year and was never really happy with the sources the
students were finding. I asked him if he was aware of the databases the library had to offer and
he was not. We then began to discuss a plan for him to bring his classes down so that I could
show them how to use EBSCOhost to find relevant journal articles to use for their research. He
brought the idea to the ELA teacher and she agreed that this would give the students an excellent
way to get solid evidence without wasting hours on google.
It was decided that the class would come down to the library and I would walk them through
using the online database. I taught them how to narrow their topic as well as doing an advanced
search to limit the results so that they had articles from just the last 5 years, full text, and peer
reviewed. Students were also taught how to find the cite icon to get the proper MLA citation
for their bibliography page.

LESSON:
Prior to the lesson beginning I wrote down the list of steps that they would need to follow
to get to the library web site and into EBSCOhost. I wrote these so that if a student walked in late
they would be able to follow the steps on their own with needing me or a classmate to stop what
we were doing to bring them up to speed. During the lesson I walked around to monitor progress
and assist in narrowing topics and rewording search terms. Each student was to find 2-3 journal
articles that they could use for their paper. I taught the students what an abstract was and that
reading that was the best way to determine if a search result would benefit them.
By the end of the lesson the students were comfortable using EBSCOhost and most had
found the two articles that they needed. Many students had never heard of a database before and
were thrilled that such a thing existed. A few found their articles early and started searching
different topic just to see what all was available. Most of these students began doing a little
research in the field that there were interested in majoring in college. There were some engaging
conversations between myself and a few students about what journals are and the quality of the
information versus doing a google search.
There were no students in this class that had special needs that required differentiation. A
few needed some one on one attention and directions restated. Two students had iPad issues and
needed to use the library computers. One student walked in late and after following the directions
on the board to get into EBSCOhost, I assisted them in conducting their search.
Their research paper is due December 10th. There has been discussion between myself and the
teacher to have them come back after their rough draft is done to discuss working quotes into
their writing. The teacher mentioned that in the last paper they wrote, most students just put the

quote as a stand-alone sentence and then tried to discuss it in the next few sentences without
citing it properly. I told him I would be more than happy to assist him in teaching that lesson.
EVALUATION
On day two of the lesson I observed that the students were able to log into EBSCOhost
and begin their searching without assistance. This is evidence that they are not knowledgeable
about the online database and are able to use it in a basic manner. More lessons could be
conducted in the future on using advanced search options.

REFLECTION
After the lesson was over I realized that the conversation that I had with a small group of
girls about the quality of information found on a database versus google, was probably
something that should have occurred at the beginning of the lesson with the entire group. If I
were to teach this lesson again I would take more time and begin with an activity that had the
students compare the quality of search result from google versus a database.
As I become more familiar with the needs of the students in this district I am seeing that
research skills need to be focused on. It is also clear to me that in this school district, the staff
and administration do not currently see the value in what their school librarian can do for them.
The two teachers I worked with were very surprised that I was willing to collaborate with them.
This district is in need of the librarians stepping up an advocating, without feeling that doing so
may jeopardize their jobs.