Rosalie+Moore

email address: Rosalie.Moore@k12.sd.us District Inservice Plan

Subject area: Integrative Computer Studies Grade level: Middle School Time frame: One Week Lesson title: Are More Words Better? || ****"Are more words better? ****Students are challenged to efficiently find accurate and valid information on the Internet by proving/disproving the title question. ** Students lobby classmates to undertake a real-world issue or authentic problem then work together gathering information in support of their recommended action for solution. As part of the larger unit students complete a culminating project in which they present an action plan proposing their solution to the targeted authentic need. || 1. Are more keywords better than one when submitting a search? 2. Does the use of synonyms change search results? 3. Does the choice of search tool af f ect search results? 4. Does resubmitting a search as a statement or questions affect the results? 5. Does the way a search engine seeks information affect the search results? 4. What are characteristics of valid & reliable information? ** || 3. Research and information literacy a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. d. Process data and report results || Indicator 2: Students determine the reliability and relevancy of information. || //1.GA.1 Use 21st century skills to understand and address global issues 2.CI.1 Demonstrate originality and inventiveness in work// 2.CI.2 Develop, implement and communicate new ideas to others //2.CI.4 Act on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs// 2CI.5 Exercise sound reasoning in understanding. 2.CTP.1 Make complex choices and decisions 2.CTP.3 Identify and ask significant questions that clarify various points of view and lead to better solutions 2.CTP.4 Frame, analyze and synthesize information in order to solve problems and answer questions 2.CC.1 Articulate thoughs and ideas clearly and effectively through speaking and writing 2.cc.2 Demonstrate ability to work effectively with diverse teams //2.CC.3 Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal// //2.CC.4 Assume shared responsibility for collaborative work.// 3.IL.1 Access information effieciently and effectively, evaluate information critically and competently and use information accurately and creatively 3.IL.2 Possess a fundamental understanding of the ethical/legal issues surrounding the access and use of information. 3.ICT.1 Use digital technology, communciation tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy. 3.ICT.2 Use technology as a tool to research, organize, evaluate and ocmmunicate inforamtion, and the possesssion of a fundamental understanding of the ethical/legal issues surrounding the access and use of information. 4.FA.1 Adapt to varied roles and responsibilities. 4.IS.1 Monitor one’s own understanding and learning needs //4.IS. 2 Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise// 4.IS.3 Demonstrate initiative to advance skill levels towards a professional level 4.IS.5 Define, prioritize and complete tasks without direct oversight 4.IS.6 Utilize time efficiently and managing workload 4.SCC.1 Work appropriately and productively with others 4.PA.1 Set and meet high standards and goals for delivering quality work on time 4.LR.3 Demonstrate integrity and ethical behavior 4.LR.4 Act responsibly with the interests of the larger community in mind || How using multiple keywords returns more accurate Web search results. How using synonyms of keywords helps refine Web searches. Use data collected to prove/disprove search hypothesis and make inferences to explain search results and the choice of search tools. Be able to use advanced search features and explain how their use results in getting good results quickly. ** Know and identify criteria for information validity and reliability. Be able to select relevant, reliable and valid information based on qualitative criteria. || Internet access with browser support required **.** Word processing or other tools for recording & reporting desirable, but not required. Lesson activities may be printed and completed offline. Inspiration or similar software and/or interactive visual tools desirable, but not required. [|boolify.org] [] || Examples: [|Investigating Search Engines and Directories] [|Smart Keyword Searching] [|Making Search Decisions] [|Identifying High-Quality Sites] || Upon completion of the searching tasks students record results in a spreadsheet, then sort and make inferences based on data collected. Student observations and posted results should demonstrate analysis and synthesis and address the hypothesis of whether or not more words are better when searching for information on the Internet. Formative assessments including observation and check lists at project checkpoint are used to guide and redirect student work. Summative assessment includes Individual searching tasks, challenges, and an objective quiz. ** The following items are indicators of successful completion of the lesson. Students complete searches using multiple search tools Students choose the best search tool for the task Students record search results and use data to make inferences Students restate topics as questions or statements Students compare and contrast search engines Students use advanced search strategies to reduce number of search results Students generate criteria for checking validity and reliability || Lesson brief with rubric & supporting acitivites available at http://douglasesc.wikispaces.com/Are+More+Words+Better%3F [] Some resources not shown taken from "Computer Concepts & Connections," Glencoe Publishing Company []. [] Ostenson, Jonathan. //"Skeptics on the Internet: Teaching Students to Read Critically."// English Journal //(2009)// 98.5: 54-59. ||  Selected lessons and tasks from 6-8 Cybersmart.org provide scaled curriculum and differentiation of content. Other supporting activities in development will also be scaled to meet diverse learning level. Large screen and other technical accommodations available as needed. Other accommodations provided as identified on individual student IEP/504 plans and as requested. Some activity level rubrics are generated in collaboration with students and are not available in electronic form. ||
 * **Technology Integration Unit/Lesson Plan Template **(modified from MTS Lesson Plan Template) ||
 * Name: Rosalie Moore
 * **Brief lesson/unit Summary/Description
 * **Essential Questions to guide this unit/lesson and focus teaching and learning:
 * **State Content Standard/Benchmark addressed [] ** ||
 * ISTE
 * **State Educational Technology Standard/Benchmark addressed [] ** ||
 * Indicator 1: Students use technology to locate and acquire information
 * **21st Century Skill(s)/Theme(s) addressed **(Standards in italics addressed most significantly in the larger unit.)
 * **Students will understand (lesson/unit objectives):
 * **Technology & Web 2.0 resources needed (hardware and software, websites) **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Procedure (learning activities)/ lessons of unit ** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will complete a series of activities under these general categories. Planning & Process, Skills & Knowledge, Skill Practice, Data Collections and Analysis, Refinement, and Ethical Responsibility.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Strategies that can teach any student ** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Please indicate the strategies used: //Discussion, Games, Graphic Organizers, Humor, Movement, Music, Project-Based Instruction, Reciprocal Teaching, Technology, Visual Aids, Virtual Learning Environments.// ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Describe application of above strategy or strategies below ** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Student activities flow from individual to group and from independent to collaborative as students acquire skills and knowledge woven into the searching and data collection activities designed to help students build effective search skills and refine search techniques. Upon completion of the searching tasks students record results in a Google.docs spreadsheet, then sort and make inferences and observations about the data collected. Students discover for themselves the differences between search tools and how the different tools find information and use the data to answer whether or not more words result in better search results. Searching is done individually, but students are free to move around the classroom and may seek help from any "expert" in the classroom as they work. Students assist one another in revising and refining searches to achieve desired results. Prior to conducting searches and gathering data students learn to plan searches, and state queries in various forms required by differing search tools. Along the way students compete in a friendly competition to see who can find the least number of accurate results for a given search in a set amount of time. Students brainstorm criteria and review and suggest revisions to an existing set of criteria and create a research based evaluation form for critically evaluating the validity and reliability of information. The selected criteria becomes the classroom standards. (Reserving the right of the teacher to make clarifications and changes where needed is established in the ground rules.) Any identified strategies not directly addressed in the above description are used in the implementation of one or more activities either within the lesson itself or when transitioning from one activity to another. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Assessment Method/s and description:
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Resource List **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Notes: //(this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)// **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Peer Reviewer: ___ **Anne Moege ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Comments: ||