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When they answer, the site prompts them with either a correct or incorrect explanation.

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Checkology provides reports on how well students did. Below is an example of a report from one
of the students in my class.

Students will complete a similar practice assignment on Tuesday after taking notes on
misinformation. They will see 7 examples of misinformation and decide which category it
belongs. An example is listed below.

These assessments will be a completion grade. It will be an indicator for me to know how well
students have grasped the new information.

Explanation Students use the notes and the examples from the Exploration part of the lesson to find
their own examples of each infozone. They will work with a partner to find them and link
them in a document. They will also explain how their example fits into each infozone. The
document is listed below.

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Explanation Students will submit this assignment along with their partner so I can evaluate their ability to find
Assessment and identify their own examples of each infozone.

Elaboration Students work with a partner to make a PowerPoint presentation of their assigned terms.
In their PowerPoint, they must define the terms they are given and show real-life
examples of each term. The assignment and groups students were given are listed below.

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Evaluation Students present their PowerPoints with their partner and receive a grade. The rubric is
listed above in the document students were given. They will also take a quiz following the

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presentations on the information from their notes. Screen shots of the quiz are below.
Questions 1-4 were about a grammar topic we were reviewing and have been omitted
from this lesson plan.

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References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks
for curriculum and instruction. Washington, D.C.: The National Center for Improving
Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education standards: A guide for
teaching and learning. Washington, D.C.: National Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry.
New York: Teachers College Press.

Note: Content of form approved January 2013.

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