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5E Lesson Plan #1 - C.campbell
5E Lesson Plan #1 - C.campbell
5E Lesson Plan #1 - C.campbell
TEKS ADDRESSED:
➢ (b.21) Research/Gathering Sources. Students determine, locate, and explore the full
range of relevant sources addressing a research question and systematically record the
information they gather.
➢ (b.22) Research/Synthesizing Information. Students clarify research questions and
evaluate and synthesize collected information.
ELPS ADDRESSED:
Not applicable
CONCEPT STATEMENT:
● In this lesson, students will gain insight on how to properly find reliable resources and
cite said resources. After an introduction to research and a moment to openly ‘think’ with
their peers, students will begin discussing collecting evidence with the “Is It Credible?”
handout. Here they will learn about the importance of keywords, exact phrases, and
domains. Understanding what a reliable source is is important not only for the students’
upcoming project but also for future endeavors in education. Students will learn what a
reliable resource looks like and how to properly cite it during today’s lesson.
PERFORMANCE OBJECTIVES:
● Students will be able to:
o Analyze the reliability of internet sources.
o Synthesize important ideas from multiple sources
o Properly cite all resources used
RESOURCES:
● Student laptop (each student is assigned one by the district)
● Google drive
● Google docs
SAFETY CONSIDERATIONS:
There are no safety concerns for this lesson.
1
2
The Five-E Tables
ENGAGEMENT Time: 15 minutes___
What the Teacher Will Do What the Students will do Probing Questions/Expected
student Responses
Ask students to explain, in their Students will share their What is a reliable resource?
own words, what is a reliable thoughts with people seated Answers will vary but should
resource. near them. revolve around the idea of A
resource that can be proven. A
resource that is believable. A
resource that is trustworthy.
Review with the students the Is Listen to instruction and
it credible? handout. During taking notes when needed.
this time make sure they are
understanding the concepts that
are being discussed. Students
should be taking notes as they
go.
3
EXPLANATION Time: 10 minutes_
What the Teacher Will Do What the Students will do Probing Questions/Expected
student Responses
While students are finishing up Students share their chosen Some questions that the teacher may
their citations, walk around the websites and why they chose ask are:
room and assist groups that that website.
seem to be struggling. How do you know that this is a
Students will explain why they reliable source? I used my Is Is
Take time to ask each group deem it to be an important Credible? handout to determine that
about their chosen resources resource for their project. it is reliable. I know it is credible
for their project because the website is an
(educational or government) site.
Is it Crediable?
5
Credible = reliable, believable, trustworthy
EXACT PHRASES
● If there is an exact phrase you want, you can put it in “double quotes”.
○ For example, instead of Abraham Lincoln, which will give you hits about anyone
named Abraham and even the Lincoln car company, try “Abraham Lincoln”
which will only give you hits that contain those exact words together.
QUESTIONS TO ASK...
1. Is it on topic? Does it actually address what you are looking for?
2. Is it current, and does that matter?
3. Is the author an expert on this topic? How do you know?
4. Consider the author’s purpose or goal in writing the piece. Is their goal simply to inform you
of the issues? (They may have a hidden agenda or ulterior motive, such as to promote, sell,
entertain, or persuade)
5. Does the article use credible sources AND cite (reference) its sources?
6. Is the website mainstream or well-known? Is it well-established, meaning it’s been around
for a while?
7. Does it match other websites, or what you know to be true about this topic?
6
KEEP IN MIND
● Blogs can be credible if the author is an expert and/or if the sources are cited and
credible.
● The domain name (.com, .gov, etc.). This may or may not be an important factor.
● If it is news:
○ Remember that news companies MUST print the facts - it is illegal for them to
knowingly print something false.
○ BUT news companies also want to entertain. They may embellish, add opinions
or ‘spin’ the story.
○ Some articles are editorials. This is someone’s opinion, not an official report.
.gov Government websites Government websites tend to be factual and research based, so many
people trust them. They are produced and funded by the federal
government.
.edu Educational websites, For the most part, educational websites are also factual and credible.
Kindergarten through Some student-created websites, however, also end in .edu
college
.org Organizations. Usually Organizational websites, such as non-profits like the American Red
owned/operated by non- Cross, generally include factual information that isn’t biased. However,
profit groups these websites also have a specific purpose they hope to achieve, and
you may want to consider whether the website is overemphasizing or
ignoring certain information or points of view.
.com Commercial websites. Commercial websites are for business use; this means that someone is
Owned/operated by a trying to make some money. This may or may not alter the perspective,
business types of information, and credibility of what is presented on a .com
website.
.net Networking website. Used Network websites are a grab-bag of any kind of website. Be very careful
by service providers and with these websites, and consider the purpose, goal, and authors when
some businesses deciding whether or not to use the information.
There are also domains that are specific to the country in which they are used/created
.us United States Is it okay to use websites of other countries? It depends on your
purpose. For example, if you are trying to prove the need for banning
.uk United Kingdom smoking in the United States, it may not be the best idea to use health
information from another country.
.ca Canada
Group Name:
Group Members:
7
Research/Citations
Resource #1
Website Group Member
Citation
Resource #2
Website Group Member
Citation
Resource #3
Website Group Member
Citation
Resource #4
Website Group Member
Citation
Resource #5
Website Group Member
Citation
Resource #6
8
Website Group Member
Citation
Resource #7
Website Group Member
Citation
Resource #8
Website Group Member
Citation
Resource #9
Website Group Member
Citation
Resource #10
Website Group Member
Citation