Title: Dino Trek

Grade: 9th Grade

Overall Goal: In this lesson, out goal is to help students have a deeper understanding of the
importance of good digital citizenship in the context of information literacy. We want the students
to walk away feeling more confident in analyzing sources for their reliability while also learning
some fun facts about dinosaurs.

In groups of 2-4, students will practice determining which pieces of information are valid,
and whether that information comes from credible sources. Students will gain a better sense of
analyzing online sources by comparing two different sources on the topic of biology (specifically
related to dinosaurs) and check to see if the author/source is well known or reliable on the
subject, if the information comes from a scholarly database or another location, etc. These
essential skills in sorting information based on where it comes from will be further developed
through this dinosaur-themed board game Dino Trek. The Dino Trek board game illustrates a
large field with multi-colored dino feet-shaped spaces where the objective is to reach from one
end of the field to the other. Three different types of spaces can potentially be landed on in this
board game. One space has students scan QR codes with their devices and determine if the
source the code links them to is deemed a reliable source for dinosaur information or not.
Another type of space poses questions to students about dinosaur fun facts that they can use
their device and find a reliable source which proves their answer is true. The last type of space
directly asks questions about information literacy terms and proper use of citations.

Ultimately, the main point to take away is that the internet is filled with false information
and out-of-date material. Students should practice developing their understanding on how this
can impact a potential research project/paper if they aren’t well equipped to differentiate
between valid and invalid material. This goal in the students understanding will be shown as we
have a final discussion and quiz to wrap up the lesson.

Standards Learning Objective Assessment

SEPS.8 Students will be able to correctly Students will write a

-Obtaining, evaluating, and
communicating information
identify credible and noncredible short essay about
sources the ways to identify
credible and
Students will be able to discuss noncredible sources.
what constitutes a credible or non- Then they will
credible source discuss their findings
with their peers

LH.2.1 Students will be able to identify the Using the sources

-Cite specific textual evidence to differences between primary and on the QR codes,
 support analysis of primary and secondary sources. students will discuss
secondary sources with their peers
Students will be able to cite sources which are primary
appropriately and correctly in MLA. sources and which
are secondary

9-10.LST.7.2 Students will be able to determine if As students answer

Gather relevant information from
multiple authoritative sources,
using advanced searches
effectively; annotate sources;
assess the usefulness of each
source in answering the research
question
a biology-based research article is the board game quiz
accurate, current, and provides questions, they are
reliable pieces of evidence. learning about
determining if the
dinosaur facts are
valid or not.

Key Terms & Definitions:

● Evidence: Pieces of information that can be gathered from a variety of sources that can
be used to prove a point true.
● Reliable: A person or thing that obtains qualities that deems it as trustworthy.
● Authoritative source: Has prestige to be known as containing dependable evidence due
to its authority and originality within its name is very well known. All info comes from
either primary or secondary sources.
● Primary Source: First-hand accounts of information such as interviews, original
documents, speeches, experiments, letters, etc.
● Secondary Source: Second-hand accounts of information created later that doesn’t come
directly from the original source such as newspaper articles, historical research projects,
scholarly journal articles, etc. Secondary sources can be used to analyze primary sources.

Lesson Introduction (Hook, Grabber):

The first way in which our group will engage the students is by giving them a game piece of a
dinosaur, and a sheet that describes funny, silly, interesting qualities to the character they will be
using throughout the game. This will help the student be engaged because they will be able to
visualize the dinosaur that they are throughout the game, and can stay focused and excited
knowing that they have all of these goofy, unique looking qualities. Each group will then receive a
different species of dinosaur with a bullet-point list of some true and potentially false facts about
that specific dinosaur. Students are to have discussions and determine whether they believe
each statement is true or false or debatable and share with the class. We will then demonstrate to
the students how to compare two different sources in order to determine which one is more
reliable. Since the theme of our board game is dinosaur, the first topic of comparing sources will
be centered around dinosaurs. Once we all practice comparing two different sources of
information together as a class, we will introduce the board game they will be playing with each
other about information literacy/history/biology.

Lesson Main:

The board game this group has put together is designated to touch on both topics of science and
history. The theme is dinosaur based, because both science and history come together when it
comes to the past of dinosaurs. Certain activities that will occur throughout the lesson include
giving the children a sheet with a description of their dinosaur character, as something to grasp
their interest, and will be a major role in engaging them into playing the board game. We will then
ask the children playing who wants to have a more challenging or less challenging role
throughout the game, considering there will be two routes to take. One of the paths will have
more difficult questions that are asked, while the other path will have easier, less constructive
questions that are more universal for students of all abilities, ages, and disabilities. The groups
will switch back and forth from rolling the dice, and will take turns in a timely fashion. Each turn
should take no more than 30 seconds to a minute. The children will use the given game pieces,
and will complete the path that they choose to follow based on the number rolled on the dice,
answering the question correctly, and using QR code cards if drawn. Certain questions the
students may be asked while playing if they do not answer the question correctly may be by
rephrasing the question on the card to make it more simplistic or even helping the student
understand in a different way of being asked. Other questions the students will be asked
throughout the game may include, “How is this game helping you understand information
literacy?” or even “In what ways does information literacy affect you not only through this game
but in your everyday life?” The student will know if they got the questions right by having their
partner read the correct answer on the game card, allowing them to move forward the correct
amount of spaces. When the first group reaches the finish line, they will win and both groups will
be assessed by playing a Kahoot games, with various questions that correlate the theme and
questions of the game. This will help us know that they understood how to play, knew the
material, were able to use technology correctly, and if they enjoyed the game.

Board Game Instruction Video: https://youtu.be/CUMv_jWo_fo

Lesson Ending:
To conclude this lesson, students will be assessed; answering very specific, topic driven
questions that will help determine if they understood the material the board game included, if
they grasped new knowledge presented throughout the game, if the students were able to use
the QR codes through the use of Ipads efficiently, and also to help determine how they enjoyed
the game. It will be noticeable to determine whether or not the students understood the material
t due to the idea that Kahoot sections off the answers into percents; meaning we will be able to
see the percent of children who answered the material questions correctly or incorrectly.

Assessment Rubric:
Indicator Great Average Poor

Game relation to Student clearly states how the Student has understanding Student does not
information dino game relates to of intention of game and understand how game
information literacy, Specifically can relate it to info literacy, relates to info literacy and
literacy calling back to the QR but does not clearly call does not call back to game
questions back to specific parts of experiences in reflection
game

Reliable source Student has full understanding
evaluation of what makes a source
credible and is able to
determine whether all or most
of the sources discussed are
credible or not
Student understands some
aspects of what makes a
source credible and is able
to determine whether
some of the sources
discussed are credible or
not
Student does not
understand what makes a
source credible and is
unable to determine
whether the sources
discussed are credible or
not

Importance of Student fully states why info
info literacy literacy is important in general
as well as to them as a student
Student states some
aspects of why info literacy
is important in general and
gives few reasons why it is
important to them
Students few to none of
the aspects of why info
literacy is important in
general and none of the
reasons it is important to
them

Resources / Artifacts:
Jenny:
VIDEO:
https://youtu.be/CUMv_jWo_fo

Dino Quiz questions: http://www.sciencekids.co.nz/quizzes/dinosaur.html

http://www.quiznightchief.com/Trivia-Quiz-Questions/Dinosaurs.html
Info Literacy Questions: https://www.projectsails.org/SampleQuestions

Good sources
1a. https://news.nationalgeographic.com/2015/09/human-evolution-101/

1b. https://www.nationalgeographic.com/science/prehistoric-world/dinosaur-extinction/

2.https://www.researchgate.net/publication/228671730_Binocular_vision_in_theropod_dinosaurs

Bad sources
1.https://www.express.co.uk/news/science/791620/proof-dinosaurs-lived-HUMANS-creationism-

COVERED-UP
2. https://www.youtube.com/watch?v=HzZkNdn5hpA

Differentiation:

This section should describe how you could to differentiate your lesson for learners with diverse
needs. Some ideas would be to offer differentiated solutions for English Language Learners,
students with mobility challenges, students on the autism spectrum, students with emotional or
behavioral challenges, students with auditory or visual impairments, gifted students, etc. You
should address

1. Differentiation for ability levels

● High ability learners, low ability learners
The way in which were choosing to differentiate the game board for learners with different
abilities and disabilities is by having two separate routes on the game board. One for kids who
want to be challenged, having a difficult route with cards that are more challenging and
engaging, and another path for kids who don't want to be as challenged, or may be at a slower
pace than other students. This allows for the students to have a choice, and not be put in a
situation that they mentally cannot handle, and allows them to stay engaged and focused in the
game. However, outside of the game ways in which we would help learners with all abilities and
disabilities would be by assessing their levels, and giving them individual apps, books, and
games to use so that everyone can be at their own appropriate pace.

2. Differentiation for demographics

 ● Gender, race, culture, and/or sexual identity
The way in which our game is directing gender is having colors that are neutral, and making the
look of the board not too girly, and not too boy direct. In the classroom, we decided that it would
be a great idea to see the demographics within the room, and base our materials, lessons, and
activities around the childrens cultures, etc. For example, having a classroom with inner city
children may be extremely diverse, therefore, they will want to listen to different types of music
for activities, talk about things that involve what they know and is more universal, and even may
need activities that are more structured and step by step. This will help with building a community
and giving the children a sense of familiarity and comfort.

3. Differentiation for languages

● ESL, EFL, ENL
Although we did not choose to incorporate differentiation for students speaking different
languages, this is extremely important for new students or even students who do not speak
English at all. Ways in which we can incorporate this way of learning for certain students in the
classroom is by making a seperate sheet translated into the language that they speak, so they
can still participate within the lesson.

4. Differentiation for access & resources

● Computers, Internet connection, and/or Wifi access
One of the ways that we incorporated this into our game is by having both a game board, and
Ipad use into this activity. Fortunately, the school we are giving the lesson to has access to Ipads,
and is fortunate to be privileged with a great access to technology. However, a way you can
change this for schools who may not be as privileged, we can just use a game board and exclude
the QR codes. This will allow students to participate without feeling like they aren’t worthy
enough due to the fact that they do not have the access to technology, or the proper resources
to be able to play the game.

Anticipated Difficulties:

Difficulties that this game may provide for students while participating in this game may be the
ability to differentiate what is a credible source and what does not qualify as one. They may also
struggle with the side they choose to play on for the board game, considering we have two
seperate paths with two different difficulties.