After learning how to access, evaluate, and cite information from various online resources including websites and online databases students will complete an informational inquiry on a topic of their choice and compile their findings in a digital presentation using ThingLink.
Evaluating Online Sources, Citations, Plagiarism, Paraphrasing, Online Databases, Informational Inquiry
Overview
Every 5th grader at Barrington Middle school is required to take Computer/Library Literacy as an introduction to the informational resources available to the students and how to access them correctly and efficiently. The course is co-taught by myself, the Technology Integrator, and the school’s librarian. This learning module is meant to train 5th-grade students on how to access and evaluate informational resources to complete research projects at the middle school following the inquiry process, however, the lessons in this module are appropriate for all middle schoolers in grades 5-8.
Even though I like the CG Scholar interface, this learning module is accessible through Google Classroom, as I am a Google Certified Educator and the district uses the Google Apps for Education. Students have school-issued Gmail accounts and have been using the learning management system since elementary school. In addition to Google Classroom, the district has subscriptions to various educational platforms such as BrainPop and Flocabulary that link to Google Classroom, which the students can access and complete lessons on. Grades for formative assessments will be posted to Google Classroom and updated in PowerSchool to keep students aware of their progress throughout the module. The summative assessment will be graded using a rubric and the final score posted in Google School and on PowerSchool as well. Please note that for this learning module I have included links to PDF versions of the activities including vocabulary cards, additional readings, movie quizzes, etc. though these activities would normally be assigned digitally through the various online platforms and linked to the Google Classroom assignments.
The lessons in this module can be completed in person or remotely online. As students learn at their own pace especially when it comes to technology-based lessons, I usually provide the overview and directions for the lesson and then move about the room providing support for the students as they work their way through the lesson independently. These lessons are designed to take roughly 35 minutes total, including the video, learning activities, formative assessments, and comment and response activities. With every lesson, I try to include additional resources and extension activities for the students as well so they can problem-solve on their own if they are struggling or move on to something else related to the lesson if they finish early.
Multimodalities
EPOL 582 introduces the concept of “multiliteracies” and the use of multimodalities to communicate and share information. By making sure to include all modes of communication and shifting between two or more, in multimodal synesthesia as discussed by Dr. Cope in video "8.4 Synesthesia or Mode Switching" learners deepen their thinking and understanding resulting in a more powerful cognitive process. The image below illustrates the multimodal meaning-making described by Dr. Cope.
The course discusses how new media and technologies for teaching and learning, such as embedded videos, infographics, and other multimedia platforms impact student understanding and learning. As the Technology Integrator, I use various educational platforms during my instruction to expose students to a variety of multimodal media during all of my lessons. In many cases, the lessons include video, print, and interactive elements to help differentiate the instruction and engage learners at all ability levels. BrainPop includes engaging age-appropriate videos that can be assigned to students as well as interactive graphic organizers which can be completed online or printed. BrainPop also includes extension activities such as the Related Readings that can be read using Immersive Reader which is “a free tool that implements proven techniques to improve reading and writing for people, regardless of their age or ability. Immersive Reader can improve reading comprehension and increase fluency for English language learners.” (Schools ICT, 2018) Flocabulary includes educational videos recorded in different musical genres, such as hip hop and rap that engage and interest the students. In addition to the music videos, Flocabulary includes online quizzes, flashcards, learning games, and reading activities as well all of which engage students through various media formats. I have also included lessons created in Google Slideshows that include embedded videos, visuals, and text boxes to guide students through the lessons.
Curriculum Standards
As my job frequently has me collaborating with other educators, I often have to identify and included multiple standards from various content areas. This module is co-taught with the school librarian and includes several standards from the ISTE and AASL standards listed below.
ISTE 1.2 Digital Citizen 1.2b and 1.2c
ISTE 1.3 Knowledge Constructor 1.3a. 1.3b, 1.3c, and 1.3d
ISTE 1.6 Creative Communicator 1.6a, 1.6b, 1.6c, and 1.6d
For a detailed explanation of the ISTE standards click here.
AASL 1.1.3 Develop and refine a range of questions to support inquiry.
AASL 1.1.4 Find, evaluate, and select appropriate sources for informational inquiry.
AASL 1.1.8 Demonstrate mastery of resources for informational inquiry.
AASL 1.2.2 Demonstrate confidence and self‑direction by making independent choices in the selection of resources and information.
AASL 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
AASL 3.1.6 Practice safe and responsible use of technology including proper citations
For a detailed explanation of the AASL standards click here.
Learning Objectives:
After this lesson, students will be able to:
Most of you know how to do a quick search of the internet to find information. Many of you have probably looked for videos, images, and a few quick bits of information using Google, Firefox, or Yahoo. However, these are only search engines and should not be considered the actual resource for a search. In many cases, the information you’re looking for can be quickly found at the top of the list of results found in your search or query. But what if you needed to use the internet to find more precise and detailed information, say for a school research project, what would you do?
The BrainPOP video below explains how a search engine works and walks you through the best way to search online using keywords and search operators to help narrow down your search and find the information you’re looking for online.
Media Source: BrainPOP. (2020, October 9). Internet search brainpop [Video]. YouTube. https://youtu.be/IYkuyUoDS7s
Formative Assessment
After watching the BrainPop video, complete the Graphic Organizer by choosing a topic to research, listing questions, then identifying keywords to complete your online search. Remember to submit your completed Graphic Organizer on Google Classroom to be graded.
BrainPop Internet Search Activity: Graphic Organizer
Additional Support
If you need more information on the Google search operators, check out the article “5 Must-Have Google Search Tips for Students” from commonsense.org linked below.
https://www.commonsense.org/education/articles/5-must-have-google-search-tips-for-students
Extension Activity
If you’d like to learn more about using keywords during an online search check out the Search Shark game linked below from Digital Passport.
https://www.digitalpassport.org/search-shark.html
Comment
Many times your teachers tell you that Wikipedia is not a reliable source, though it is often the first article found during an online query. Do you believe your teachers should allow you to use Wikipedia as a resource? Explain why or why not? Read the related BrainPop “In Depth” article on Wikipedia and post your answer to the question above.
BrainPop Internet Search Activity: "In Depth" Reading Extension
Respond
Read through your classmates’ comments regarding the use of Wikipedia as a resource and respond to at least one post explaining whether or not you agree with their claim and why.
Standards:
ISTE 1.3a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
Set-Up:
Create the assignment on Google Classroom containing the directions and resources for the lesson.
Make sure to also post a question in Google Classroom containing the Comment and Respond directions
Teachers will need to have a BrainPop subscription and create an assignment containing the following elements:
If you do not have access to BrainPop, the video can be found on YouTube and the worksheets can be assigned as PDF versions, both of which have been included in the student section of this lesson for this learning module.
Class Session:
As the students are working independently on the lesson, make yourself available to provide support and clarification to ensure the lesson is successfully completed.
Additional resources have been provided for students who need further assistance or finish the lesson early.
Additional Support
For additional information on the Google search operators, encourage students to check out the article “5 Must-Have Google Search Tips for Students” from commonsense.org linked below.
https://www.commonsense.org/education/articles/5-must-have-google-search-tips-for-students
Extension Activity
For the students who finish early and have additional class time encourage them to learn more about using keywords during an online search by playing the Search Shark game linked below from Digital Passport.
https://www.digitalpassport.org/search-shark.html
Formative Assessment:
Students will be completing a Graphic Organizer where they select a topic to research, list questions and identify keywords to complete an online search. Students will submit their completed Graphic Organizer on Google Classroom. This should be reviewed for accuracy and feedback provided. This assignment is worth 15 points. The expectation is that students will brainstorm the 5 questions and at least 2 keywords per question.
Learning Objectives:
After this lesson, students will be able to:
As 21st Century learners, it is important that you are able to use the internet browsers efficiently to gather information in order to answer questions, complete tasks, validate what you already know, etc. But how do you know what to trust and what not to trust?
Follow the link to complete your Flocabulary assignment including a video and Read and Respond activity, Make sure to sign in using your school-issued Google account and the link posted on Google Classroom.
Media Source: Tella, J. (2014). Source Evaluation [Video]. Vimeo. https://vimeo.com/76740876
Formative Assessment
After watching the Flocabulary video and learning how to evaluate an online source complete the Read and Respond activity assigned containing several short reading passages and multiple-choice questions.
Flocabulary Source Evaluation: Read and Respond Activity
After completing the Read and Respond activity complete the “Put Your Sources to the Text” activity included below.
Flocabulary Source Evaluation: “Put Your Sources to the Text”
Additional Support
Another great way to evaluate online resources would be to use the TRAAP Method detailed in the video below.
Media Source: OSLIS Elementary Videos. (2017, October 2). Evaluating Websites (for Elementary students) [Video]. YouTube. https://youtu.be/3y-1cpnIZxs
Extension Activity
Play the online Quizziz review game to see what you’ve learned when it comes to evaluating online sources.
https://quizizz.com/join?gc=52527749
Comment
Pick one of the sources rated during the "Read and Respond" activity and post a comment stating the rating you assigned the source and an explanation supporting that rating.
Respond
Read through your classmate’s comments rating the 3 resources provided during the "Read and Respond" activity and respond to at least one post explaining whether or not you agree with their claim and why.
Standards:
ISTE 1.3b Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.
ISTE 1.3c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
Set-Up:
Create the assignment on Google Classroom containing the directions and resources for the lesson.
Make sure to also post a question in Google Classroom containing the Comment and Respond directions.
Teachers will need a Flocabulary subscription or can get a free 30-day trial. Create an assignment including:
Class Session:
As the students are working independently on the lesson, make yourself available to provide support and clarification to ensure the lesson is successfully completed.
Additional resources have been provided for students who need further assistance or finish the lesson early.
Additional Support
Another great way to evaluate online resources would be to use the TRAAP Method detailed in the video below.
Media Source: OSLIS Elementary Videos. (2017, October 2). Evaluating Websites (for Elementary students) [Video]. YouTube. https://youtu.be/3y-1cpnIZxs
Extension Activity
Students who finish early and have additional class time available could be encouraged to play the online Quizziz review game to see what they’ve learned when it comes to evaluating online sources.
https://quizizz.com/join?gc=52527749
Formative Assessment:
Students will be completing a Read and Respond activity assigned in Flocabulary. This assignment is worth 6 points as each short reading passage contains a multiple-choice comprehension question. You will need to sign in to your Flocabulary account and retrieve their grades.
Learning Objectives:
After this lesson, students will be able to:
Part of being a good researcher is being able to access, evaluate and use resources in multiple formats. We have spent some time using the internet as a resource and now we’re going to learn how to use online databases. Online databases contain information from published works, including complete articles from books, magazines, newspapers encyclopedias, and other reference books. The district has subscriptions to multiple online databases but for today’s lesson, we’ll be learning how to use Britannica and World Book, two well-known encyclopedias. Printed encyclopedias are no longer produced as information is being published digitally nowadays, but encyclopedias are considered a very reliable source of information. Having access to these two databases ensure that you have the ability to gather information from a reliable source beyond what you may find in an online search engine.
Open the Google Slideshow attached for instructions on how to do an online encyclopedia search.
Online Encyclopedia Search Google Slideshow
Formative Assessment
The assessment is at the end of the slideshow. Be sure to watch both videos that are embedded in the slideshow and then complete the activity on slide 8. When you have completed the assigned activity turn in your Google Slideshow on Google Classroom to be graded.
Additional Support
If you are struggling to complete the tasks in this assignment please go back and review the Google Slideshow and embedded videos as they walk you through the required elements.
Extension Activity
If you enjoyed learning about Britannica and World Book’s online database check out the Google Slideshow below on Fact Cite, another great online database.
Comment
Which of the two online databases did you find easier to use and why?
Respond
Read through your classmates’ comments regarding the different databases respond to at least one post explaining whether or not you agree with their claim and why.
Standards:
ISTE 1.3b Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.
ISTE 1.3 c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
Set-Up:
Create the assignment on Google Classroom containing the directions and resources for the lesson.
Double-check that each student has been assigned a copy of the Google Slideshows included in this lesson that way they do not need to ask for permission to edit or make a copy for themselves. This will also allow teachers to have viewing access for the entire duration of the assignment through Google Classroom.
Make sure to also post a question in Google Classroom containing the Comment and Respond directions.
Class Session:
As the students are working independently on the lesson, make yourself available to provide support and clarification to ensure the lesson is successfully completed.
Additional resources have been provided for students who need further assistance or finish the lesson early.
Additional Support
If students are struggling to complete the tasks in this assignment please have them go back and review the Google Slideshow and embedded videos as they walk them through the required elements.
Extension Activity
If students finish early and have completed their assignment on the Britannica and World Book’s online databases have them check out the Google Slideshow below on Fact Cite, which is another great online database.
Formative Assessment:
The formative assessment for this lesson is the completion of the activity on slide 8 of the assigned Google Slideshow. This assignment is worth 7 points as there are 7 questions that need to be answered. The students’ answers should be reviewed and feedback provided.
Learning Objectives:
After this lesson, students will be able to:
demonstrate understanding of plagiarism
apply strategies for paraphrasing
paraphrase text
Now that you know how to find information in various formats, it is important to learn how to reword, or paraphrase, that information to ensure that you aren’t publishing someone else’s information as your own. Paraphrasing is important because it shows you understand the source well enough to write it in your own words.
Follow the link to complete your Flocabulary assignment including two videos and a movie quiz to learn about plagiarism and how you can avoid it if you learn to paraphrase. Make sure to sign in using your school-issued Google account and the link posted on Google Classroom.
The first Flocabulary video will be on plagiarism and how you can avoid it. Below is an image of the initial screen for the assigned video.
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Then you’ll watch the Flocabulary video on paraphrasing. Below is an image of the initial screen for the assigned video.
Formative Assessment
After watching the Flocabulary videos and learning what plagiarism is and how to avoid it by paraphrasing take the Flocabulary movie quiz assigned in Flocabulary. This will be scored automatically and results will be available immediately after submission.
Plagiarism Flocabulary Video: Movie Quiz
Additional Support
Here is another great video on what plagiarism is and how to avoid it.
Media Source: GCFLearnFree.org. (2018, September 13). Avoiding Plagiarism [Video]. YouTube. https://youtu.be/PzZsButRaHs
Extension Activity
Learn a few of the key vocabulary terms associated with the lesson through the Flocabulary vocab game. I encourage you to practice the vocab words first using the Flocabulary vocabulary flashcards.
Paraphrasing Flocabulary Video: Vocabulary Flashcards
Comment
When you plagiarize, or simply copy someone else’s information are you really learning? What are the negative impacts of plagiarism on education?
Respond
Read through your classmate’s comments and respond to at least one post explaining whether or not you agree with their claim and why.
Standards:
ISTE 1.2c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
Set-Up:
Create the assignment on Google Classroom containing the directions and resources for the lesson.
Make sure to also post a question in Google Classroom containing the Comment and Respond directions.
Teachers will need a Flocabulary subscription or can get a free 30-day trial. Create an assignment including:
Class Session:
As the students are working independently on the lesson, make yourself available to provide support and clarification to ensure the lesson is successfully completed.
Additional resources have been provided for students who need further assistance or finish the lesson early.
Additional Support
Here is another great video on what plagiarism is and how to avoid it.
Media Source: GCFLearnFree.org. (2018, September 13). Avoiding Plagiarism [Video]. YouTube. https://youtu.be/PzZsButRaHs
Extension Activity
Students who finished early can learn a few of the key vocabulary terms associated with the lesson through the Flocabulary vocab game. They are encouraged to practice the vocab words first using the Flocabulary vocabulary flashcards.
Paraphrasing Flocabulary Video: Vocabulary Flashcards
Formative Assessment:
The lesson contains a multiple-choice movie quiz that is scored by the Flocabulary platform automatically. Students will receive their results upon submission. This assignment is worth 10 points as there are 10 questions in the movie quiz. You will need to sign into the Flocabulary program to retrieve the students' scores for this assignment.
Learning Objectives:
After this lesson, students will be able to:
Being careful to avoid plagiarism and making sure to paraphrase is great advice when doing research and finding information, but how do ensure you use images correctly when you’re designing presentations and projects online?
What is copyright and why do you need to know about it? Watch the BrainPop video and learn about how you can comply with copyright laws and ensure you use rights-cleared images.
Media Source: McReams and a Side of Fries. (2020, November 6). Copyright [Video]. YouTube. https://www.youtube.com/watch?v=dhW7Kl00_Ew
To ensure that you use rights-cleared images in your school projects the district has paid for a subscription to ImageQuest by Britannica which provides us access to millions of images that we can use.
Open the Google Slideshow titled “ImageQuest” to learn how to access the program and find images to use in your digital projects. Don’t forget to learn how to cite the pictures using the built-in citations options.
Using ImageQuest Google Slideshow
Formative Assessment
The assessment is at the end of the slideshow on slide 3. Remember to submit your completed Google Slideshow on Google Classroom to be graded.
Additional Support
If you are struggling to complete the tasks in this assignment please go back and review the Google Slideshow and embedded video as it walks you through the steps to complete the assessment.
Extension Activity
To learn more about complying with copyright laws and ensuring that you use Google Images correctly check out the article linked below titled “6 Best Practices For Legally Using Google Images”.
https://www.copyrightlaws.com/copyright-tips-legally-using-google-images/
Comment
How does the use of images improve your digital presentations and projects?
Respond
Read through your classmate’s comments and respond to at least one post explaining whether or not you agree with their claim and why.
Standards:
ISTE 1.2c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
ISTE 1.6b Students create original works or responsibly repurpose or remix digital resources into new creations.
Set-Up:
Create the assignment on Google Classroom containing the directions and resources for the lesson.
Double-check that each student has been assigned a copy of the Google Slideshow included in this lesson that way they do not need to ask for permission to edit or make a copy for themselves. This will also allow teachers to have viewing access for the entire duration of the assignment through Google Classroom.
Make sure to also post a question in Google Classroom containing the Comment and Respond directions.
The teacher will need to create an assignment in BrainPop containing the Copyright video.
Class Session:
As the students are working independently on the lesson, make yourself available to provide support and clarification to ensure the lesson is successfully completed.
Additional resources have been provided for students who need further assistance or finish the lesson early.
Additional Support
If students are struggling to complete the tasks in this assignment please encourage them to go back and review the Google Slideshow and embedded video as it walks them through the steps to complete the assessment.
Extension Activity
To learn more about complying with copyright laws and ensuring that you use Google Images correctly check out the article linked below titled “6 Best Practices For Legally Using Google Images”.
https://www.copyrightlaws.com/copyright-tips-legally-using-google-images/
Formative Assessment:
The formative assessment for this lesson is the activity at the end of the Google Slideshow assignment on slide 3. This assignment is worth 5 points. Students are prompted to search for an image within ImageQuest and provide both the image (2 points) and the citation for the image (3 points).
Learning Objectives:
After this lesson, students will be able to:
You've been taught all sorts of ways to find information and access resources either through the library website or online. But the information you've found is not your own work and it is important that you give credit to the resources you've used to gather information. Students make these great projects, but often forget to give credit to the informational resources as well as the images they've used when making their projects. One great way to ensure that you avoid plagiarism is to give credit to all the resources you include in a paper, project, or presentation.
Open the Google Slideshow attached containing an embedded YouTube video titled “Citations for Beginners” which will go over some basic rules regarding citing resources.
Citing Your Source Google Slideshow
Thankfully you aren’t expected to memorize all the different requirements for citing resources. We’re going to learn how to use MyBib.com to manage and create citation pages for different academic projects. In the second video in the Google Slideshow found on slide 4 I will walk you through the steps of signing in to MyBib, creating a project, and citing several different resources.
Formative Assessment
The assessment is at the end of the slideshow on slides 5 and 6. Be sure to watch both videos that are embedded in the slideshow!
Additional Support
If you are struggling to complete the tasks in this assignment please go back and review the Google Slideshow and embedded video on slide 4 as it walks you through the steps required to complete this task.
Extension Activity
Interested in learning more about citing sources check out the BrainPop video.
Media Source: Leon, T. (2021). BrainPop Citing Sources [Video]. YouTube. https://www.youtube.com/watch?v=MOYenUFRBXs
Comment: In this lesson, you have been taught to use an online citation generator to create proper citations for your resource. In your opinion is using a citation generator cheating? Explain or support your claim.
Respond: Read through your classmates' comments regarding whether or not the use of a citation generator is cheating. Respond to at least one post explaining whether or not you agree with their claim and why.
Standards:
ISTE 1.2b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
ISTE 1.2c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
Set-Up:
Create the assignment on Google Classroom containing the directions and resources for the lesson.
Double-check that each student has been assigned a copy of the Google Slideshow included in this lesson that way they do not need to ask for permission to edit or make a copy for themselves. This will also allow teachers to have viewing access for the entire duration of the assignment through Google Classroom.
Make sure to also post a question in Google Classroom containing the Comment and Respond directions.
Class Session:
As the students are working independently on the lesson, make yourself available to provide support and clarification to ensure the lesson is successfully completed.
Additional resources have been provided for students who need further assistance or finish the lesson early.
Additional Support
If students are struggling to complete the tasks in this assignment please encourage them to go back and review the Google Slideshow and embedded video on slide 4 as it walks them through the steps required to complete this task.
Extension Activity
Students who finished early and are interested in learning more about citing sources should check out the BrainPop video.
Media Source: Leon, T. (2021). BrainPop Citing Sources [Video]. YouTube. https://www.youtube.com/watch?v=MOYenUFRBXs
Formative Assessment:
The formative assessment is found on slides 5 and 6 of the assigned Google Slideshow. Directions are on slide 5 and slide 6 is the assigned space for students to post their work. When completed students should submit their work on Google Classroom. This assignment is worth 5 points as it requires students to correctly cite the 5 resources listed using MyBib.
Learning Objectives:
After this lesson, students will be able to:
Working independently students will research a selected topic, brainstorm inquiry questions to guide their research, gather information using multiple sources, and create a digital presentation using ThingLink which will be shared with the class.
Open the Google Slideshow assigned and learn about the inquiry process that will be used to guide this project.
Inquiry Project Summative Assessment Google Slideshow
Once you have reviewed the inquiry process that will be used to guide this summative project it is time to begin brainstorming possible topics for the inquiry. This inquiry project can be on any school-appropriate topic as long as there is an online database article on it as the focus of the inquiry is to show the teacher that you can use all the skills taught to access, evaluate and use resources from multiple formats.
When choosing a topic for inquiry it's important that you pick something you really want to learn about and don't already know too much about. Use the Google Slide provided below, to help brainstorm possible ideas by creating a collage of your interests on Slide 2 then narrow your interest to one topic and briefly explain why you've chosen that topic. Remember this should be something you're really interested in or passionate about since you'll be spending the rest of the trimester on this.
Choosing an Inquiry Project Google Slideshow
Once you've chosen your topic list what you already know about the topic and then brainstorm questions you want to find the answers to during your inquiry. If you can't think of questions you may know too much about your topic already or maybe you aren't really as interested in the topic as you thought. If so, move on and try again. Feel free to check out my example of this. You can click on items on Slide 2 and view comments on a few of them to see my thinking process.
Standards:
AASL 1.1.3 Develop and refine a range of questions to support inquiry.
Set-Up:
Create the assignment on Google Classroom containing the directions and resources for the lesson.
Double-check that each student has been assigned a copy of the Google Slideshow included in this lesson that way they do not need to ask for permission to edit or make a copy for themselves. This will also allow teachers to have viewing access for the entire duration of the assignment through Google Classroom.
Also include the Example Choosing an Inquiry Project Google Slideshow for students to use as a resource during this phase of their inquiry project.
Example of Choosing an Inquiry Project Google Slideshow
Class Session:
This section of the learning module will take at least 3 blocks to complete. Begin by reviewing the Google Slideshow with your students detailing the inquiry process that will be followed and the explanation of the inquiry project.
Inquiry Project Summative Assessment Google Slideshow
Once you have reviewed the inquiry process to be followed and the summative assignment. Students can begin to brainstorm possible inquiry topics by completing slide 2 of the Google Slideshow assignment.
Choosing an Inquiry Project Google Slideshow
Once students choose a topic for their inquiry they can begin to complete slide 5 where they list what they already know about their topic and brainstorm questions to help guide their inquiry. Encourage students to take what they know and try to come up with a question that may be related. In the example Google Slideshow below, the student wrote that they know "bees made honey" and the related question was "How do bees make honey?"
As students begin to brainstorm questions on their topic take time to review the open versus closed questions Google Slideshow with them. Open questions will require them to dig deeper and find more detailed information to support their answers.
Learning Objectives:
After this lesson, students will be able to:
Once you have brainstormed at least 8 open-ended questions to guide your inquiry project, it is time to begin your research and gather resources to answer your inquiry questions. Make sure to use the skills taught to evaluate websites and choose appropriate sources and paraphrase the information learned by recording your notes in your own words on your note-taking sheet.
Inquiry Project Note-taking Sheet
You must use at least one of the online databases in addition to other online sources (excluding Wikipedia) to answer your inquiry questions. Make sure to track your resources in the correct column of the note-taking sheet.
After answering all your inquiry questions pair up with a classmate and complete the peer editing chart.
Take time to review the questions the author brainstormed to guide their inquiry and the answers they found during their research. If an answer does not fully answer the inquiry question, please provide feedback to the author regarding what could be added to provide further clarity. Remember to check that the author has recorded where they found their resource and indicate if the question is an open question or a closed question.
Standards:
AASL 1.1.4 Find, evaluate, and select appropriate sources for informational inquiry.
AASL 1.1.8 Demonstrate mastery of resources for informational inquiry.
AASL 1.2.2 Demonstrate confidence and self‑direction by making independent choices in the selection of resources and information.
Set-Up:
Create the assignment on Google Classroom containing the directions and resources for the research portion of the inquiry project.
Double-check that each student has been assigned a copy of the Google Doc containing the 3-columned note-taking sheet included in this lesson that way they do not need to ask for permission to edit or make a copy for themselves. This will also allow teachers to have viewing access for the entire duration of the assignment through Google Classroom.
Also include the Example Note-Taking sheet for students to use as a resource during this phase of their inquiry project.
Example of the Note-Taking sheet
Class Session:
This portion of the module will take at least 4 blocks of class to complete. As the students work to find and evaluate sources to answer their inquiry questions check in with them to make sure they are paraphrasing the information and recording their notes in their own words as well as recording the resource they are using to answer each question.
Inquiry Project: Peer Editing Worksheet
As students complete their research pair them up to complete the peer editing process and get feedback regarding their research. After getting feedback students should take time to revise and gather further information before moving on to the next phase of the inquiry project.
Learning Objectives:
After this lesson, students will be able to:
After you have completed the finding and interpreting information phase of the inquiry process it is now time to report and share. You are going to use a new program called ThingLink to create an interactive visual containing your inquiry questions and the answer you found during your research.
Make sure to use ImageQuest to ensure you use rights-clear images and copy the image citations to be later included in a work cited page.
Once you have completed your ThingLink make sure to edit the share settings to private with a link and submit the link on Google Classroom to be shared with the class.
Your Inquiry Project will be graded using the attached rubric.
Standards:
AASL 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
AASL 3.1.6 Practice safe and responsible use of technology including proper citations
Set-Up:
Create the assignment on Google Classroom containing the directions and resources for the report and share the portion of the inquiry process. Make sure to include the link for ThingLink and review with your students how to sign up and create an account using their school-issued Gmail.
Class Session:
This portion of the module will take at least 4 class blocks to make the ThingLink, add the tags and images, and create the citations page.
Once the students are logged in to ThingLink show the students how to use the program and create tags for each of their inquiry questions using the following format:
Below is a video with directions for making a ThingLink, adding a tag, and adding an image.
Media Source: DeBello, C. (2020, May 19). Making a ThingLink Interactive Image [Video]. YouTube. https://youtu.be/suFrOWzBbr4
Remind students that they need to record the citations for each image they use to comply with the Copyright laws. There is a place at the bottom of their note-taking document to record their picture citations.
Once the students have finished creating their ThingLink, they need to use MyBib to create a citations page for all the resources and images used to complete their inquiry project assignment. Students should link the citations document to a tag on their ThingLink.
Below are examples of completed ThingLink projects that students may use as examples.
References
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