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and out-of-date material.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  identify credible and noncredible  short essay about 
communicating information  sources  the ways to identify 
  credible and 
Students will be able to discuss  noncredible 
what constitutes a credible or  sources. Then they 
non-credible source  will 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  a biology-based research article is  the board game quiz 
multiple authoritative sources,  accurate, current, and provides  questions, they are 
using advanced searches  reliable pieces of evidence.  learning about 
effectively; annotate sources;    determining if the 
assess the usefulness of each  dinosaur facts are 
source in answering the  valid or not. 
research question 
 
 
 
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  Student understands some  Student does not 
evaluation  of what makes a source  aspects of what makes a  understand what makes a 
credible and is able to  source credible and is able  source credible and is 
determine whether all or most  to determine whether  unable to determine 
of the sources discussed are  some of the sources  whether the sources 
credible or not  discussed are credible or  discussed are credible or 
not  not 

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

OVERED-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.