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Instructional Design Teaching Unit
Instructional Design Teaching Unit
Instructional Design Teaching Unit
Students will be able to evaluate a website to determine its usefulness and reliability for
use in research.
Students will be able to explain the importance of putting research into their own words
Learner Analysis:
As noted earlier, we are working with a group of 6th graders, approximately ages 11-13,
and are composed of predominately low to middle socioeconomic level students and families.
There are about the same number of boys and girls in the class, and are composed primarily of
African American students, the smaller proportion of students being Caucasian. The class is
composed of students who test at an average and below average academic level, with
approximately 60% of students testing benchmark and 40% testing below benchmark. There
are 2 gifted students and 3 diagnosed with ADHD.
As reported by the science teacher, the students give an appearance of apathy when it
comes to school, acting like they dont care much about school, though in reality they get along
well with teachers and staff, are excited to be in class with the teacher and others, and get
especially excited when learning something new, doing hands-on activities, or utilizing
technology. This group of students seems to work best when there are hands on activities or
technology involved in their learning.
The prior knowledge needed to be able to complete this unit will be a basic understanding
of computers and how to access and use the internet. This group of students does have these
prerequisite skills, they just do not know how to use the internet effectively for research, and that
is the target of this unit.
Subject Matter Expert
There are two subject matter experts in this lesson. The first being Ms. Legoas, the 6th
grade science teacher, as she is knowledgeable of the content students will be researching and is
aware of the weaknesses the students have in the areas of science and scientific research. I, Dixie
Shoemaker, will be acting as the subject matter expert in the information literacy content of the
unit. As the acting media specialist, I am fluent in the use of the internet for research, web 2.0
tools, and copyright.
Following is the developed lesson plan for the unit, using the AASL action plan template
as a guide. Included in the plan will be the instructional objectives, standards for learning, and
plan for delivery of instruction.
GRADE: 6TH
LIBRARY CONTEXT:
Fixed
Flexible
Stand-alone lesson
Combination
Lesson in a unit
Individualized Instruction
COLLABORATION CONTINUUM:
None
Limited
Moderate
Intensive
Evaluate web resources for their validity using a set of guidelines and peer discussion.
Giving students the research assignment ahead of time, laying out expectations and an
explanation of the expected final product
Teaching students how to create and construct a list of good search terms related to their
research topic
Teaching students how to evaluate web resources for accuracy and reliability
Students will use a checklist with guidelines to evaluate a web resource for
Essential Questions:
How do you know if a source is credible?
Why is important to be aware of copyright when doing research?
How do you give proper credit to the suppliers of the information that youre using?
Final Product(s):
Students will complete a chart that evaluates three different websites for their credibility.
(Information Literacy element)
Students will create a presentation using the Web 2.0 tool of their choice (from a
preapproved list; Prezi, Smore, Glogster) to present the findings from their research to the class
as an oral presentation.
Assessment:
The website chart will be assessed using a rubric. The rubric will address the critical thinking
skills involved in analyzing the websites as well as the accuracy of the analysis.
The presentations will be assessed using a rubric created by the science teacher based on content
standards.
Instructional Plan
Resources: Prezi, http://prezi.com/fjeeoomkv-tt/?utm_campaign=share&utm_medium=copy,
Scoop.It curated list, www.scoop.it/t/research-tools-shoemaker, google forms (pretest and
posttest), http://goo.gl/forms/4JaSuYUUBP, google.com
Direct Instruction (from Science teacher)
Teacher will instruct students on how to prepare good keywords for searching the weather
terms they will be researching. She will explain the project and have taught any other
prerequisite skills. Teacher will also show a BrainPop video about internet sources prior to their
visit to the library/lab as an introduction.
Direct Instruction (From Media Specialist)
MS will ask students about their research experiences online. Ask students about how
they do research, how they take notes, cite, etc. The MS will ask students what makes a website
credible, or reliable, for use in research. Next, MS will present the prezi and talk more in detail
about how to verify the validity and reliability of a website. MS will also not importance of not
directly copying work from a source, and explain the definition and occurrences of plagiarism.
MS will make available the smore flyer for students to explore plagiarism in more detail. Lastly,
MS will show students the curated list of resources; showing how to get access to it, particularly
pointing out the APA Owl website, where students can find out how to appropriately cite a
source.