458LE: Instruction Design Project

Snyder
Instructor: M. Wong
2013

Libby
December 13,

More In Common Than Youd Think: Internet Research and

the Silk Road
SECTION I - INTRODUCTION:
Fifth graders at Hollis School are studying the Silk Road trade route. As
a culminating project, the classroom teacher is requiring her students
to write a brief report about one aspect of the Silk Road trade route
that they find interesting, and create a project that expresses that
aspect. Students must use at least one print resource and, in the
interest of learning best practice strategies for open web research, the
students must also incorporate at least one Internet resource. Final
projects could include making Chinese noodles, building a model yurt,
a display that illuminates the silk making process, creating a spice
display, planning a Silk Road excursion, camel care, an interview with
Marco Polo, and so on. The final projects will be displayed at a Silk
Road history fair that the students will host in the library for the school.
During a one-hour library instruction session, students will learn
strategies for effective Internet searching and website evaluation, and
then use individual computer workstations to locate and evaluate
websites on their own, using Scoop.it!.
The ABCDs of Website Evaluation:
Students will use The ABCDs of Website Evaluation method to evaluate
websites found using a Google search. The method is based on the
Association for Library Service to Children (ALSC) criteria for great
websites, which can be read in full here1. The librarian has adapted
the criteria into four easy-to-remember elements The ABCDs of
Website Evaluation.
A: Authorship -- Who wrote the information?
B: Big Idea -- Why does the website exist? What is the purpose of the
website?
C: Content -- What information does the website hold?
D: Design -- How is the information presented?
Website Evaluation Rubric: (attached)
Using the ABCDs of a website, students will then determine if a website
is great, good, or to be avoided, by applying their observations to the
Website Evaluation Rubric. The rubric expands on the ABCDs to more
1

Adapted from the Association for Library Service to Children (ALSC) Great Web Sites for
Kids Selection Criteria. http://gws.ala.org/about/selection-criteria.

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fully incorporate the ALSC criteria for what is and is not a great
website.
SECTION II - LEARNING OUTCOMES FOR LIBRARY SESSION:
1. Students will be able to determine and utilize suitable search
terms and strategies for Google searching in order to effectively
search the Internet.
2. Students will be able to evaluate websites in order to locate
quality Internet resources and incorporate them into their project
work.
3. Students will be able to organize and analyze information using a
Web 2.0 tool.
SECTION III - ASSESSMENT PLAN:
This activity will assess learning outcome #2, which requires critical
thinking.
Outcome #2: Students will be able to evaluate websites in order to
locate quality Internet resources and incorporate them into their
project work.
Required elements:
1) Scoop.it Education, which allows up to 30 co-curators to
scoop online resources to up to 20 topic boards. See details
here. Student accounts should be set up ahead of time.
2) Scoop.it! button, or bookmarklet will be pre-installed on the
toolbar of each library computer workstation. The bookmarklet
is available for free at http://www.scoop.it/bookmarkletInfo. A
Mac computer toolbar with the Scoop.it! bookmarklet installed
will look something like this:

3) Website Evaluation Rubric Handout (attached)

4) The ABCDs of Website Evaluation Sticker (attached)
Assessment activity: These instructions will be printed on the back
of the rubric handout, as well as verbally explained.
1) Log in to Scoop.it! Education, using your student username and password, if you
have not done so already.
2) Before leaving the library, you must perform a Google search for websites
pertaining to your Silk Road Trade Route project.
3) When you find a site you believe is GREAT or GOOD click on the Scoop.it!
bookmarklet.

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4) Scoop.it! will ask you to add your insights to the scoop. In the comment box,
you will use the ABCDs of Website Evaluation method and type in what you observe
about the Authorship, Big Idea, Content and Design for the website you are
evaluating.
5) Based on your findings, decide if the website is GREAT or GOOD for your Silk Road
project (according to our Website Evaluation Rubric). Include your decision, and
WHY, in the comment box. Trust your thoughts, and work quickly.
**If, through your evaluation, you discover that the website is one to
AVOID, please do not scoop that site. Instead, search for a better website
to scoop.
6) Click Scoop.it! to scoop the website to our Silk Road Trade Route topic board on
the librarys Scoop.it! page.

Sample Student Scoop: (projected on Smartboard during

assessment)

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Assessment Follow-up:
After class, the librarian will look at the Silk Road topic board and
determine whether or not the students are evaluating websites
accurately. Based on the findings of the assessment, the librarian will
follow-up with the classroom teacher and/or individual students as
needed.
SECTION IV - SESSION OUTLINE:
INTRODUCTION (TOTAL 11 minutes)
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Marco Polo Game Classroom Teacher initiates (6 minutes)

Beginning in the classroom, the classroom teacher will choose
five students to lead the group. The other fifteen students will be
asked to put on blindfolds. (If a student is not comfortable being
blindfolded, they can join the leaders group).
The leaders will follow the classroom teacher on an unusual route
to the school library, guiding the blindfolded group as they go.
Even though some students can see, no student knows
the ultimate destination. When the blindfolded group says
Marco!, the leaders will say Polo! (Teacher/Librarian will keep
things moving for time.)
When the group reaches the library, the leaders will ask the
blindfolded group where they think they are.
After guessing, students will take off their blindfolds and each
take a seat at the library computer workstations.
Marco Polo Game Debriefing Librarian Led (1 minute)
Why did we play Marco Polo to get to the library today?(students
share)
o Because its fun
o Because of Marco Polos connection to the Silk Road trade
route
o Because when he started out he did not know where he
would end up
o Other comments about being blindfolded, leading, etc. as
time allows
Transition Librarian Led (4 minutes)
The Silk Road Trade Route, as youve been learning, was full of
beauty, and adventure, but also hardship and dangerous
obstacles. While the Silk Road offered access to many rare and
beautiful riches, it was a long, challenging, uncharted journey
that did not always end happily. This variety is what makes the
Silk Road Trade Route so fun to study; there is almost an endless
array of topics to explore!
Today during our library time, we are going to work on finding the
required Internet resource for your Silk Road project.
As we work today, I want you to think of yourself as Marco Polo,
and the Internet is the Silk Road. In order to navigate your way
safely through the vast array of resources available on the
Internet, you need to arm yourself with strategies for locating
and evaluating websites, so that you can make good choices and
arrive safely at your destination, which is: a high-quality Internet
resource that you can incorporate into your final project for the
upcoming Silk Road History Fair.
When you leave the library today, you will know The ABCDs of
Website Evaluation, you will be armed with a Website Evaluation
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Rubric for determining which websites are great, good or good to

avoid, and you will have made a contribution to our librarys Silk
Road Trade Route topic board on Scoop.it! Lets get started!

INSTRUCTION (TOTAL- 30 minutes)

Students log in to workstation and Scoop.it!/Get to Google homepage
(2 minutes)
More effective Google searching (8 min)
Search using: silk road how many results?
Search using: silk road trade route how many results?
Advanced Search using: silk road trade route and limiting
domain to .org
o Review common domain names: .edu, .org, .net, .com
o Clear search
The ABCDs of Website Evaluation (15 min)
With so many websites, how do I find a great one?
On the Smartboard, the librarian brings up the Encyclopedia
Britannica page about the Silk Road: Britannica Academic: Silk
Road (trade route)
**Explain to students that this site is accessible through the
library webpage and that student login is required.
Give students Website Evaluation Rubric Handout
**Tell them the criteria are adapted from ALSC.
Work through the ABCDs together:
A: Authorship -- Who wrote the information?
o A great website states who created the site.
o A great website gives credit (cites sources) when
necessary.
o Discuss example on Smartboard
B: Big Idea -- Why does the website exist? What is the
purpose of the site?
o A great website has a clear purpose.
o A great website has little or no advertising.
o Discuss example on Smartboard
C: Content -- What information does the website hold?
o A great website has information that is generally easy to
understand.
o A great website includes working links to more
information.
o A great website has a search box for searching within
the site.
o Discuss example on Smartboard

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D: Design -- How is the information presented?

o A great website is inspiring to look at.
o A great website presents information in multiple
formats.
What does this mean?
o A great website is well organized.
o Discuss example on Smartboard
Website Evaluation Rubric (5 min)
Anyone can make a website, but not every site will be great!
Read through criteria for GOOD and AVOID
Now its time to apply what youve learned!
APPLICATION (TOTAL 18 minutes)
Assessment activity: Instructions (2 min.)
Instructions will be printed on the back of the rubric handout.
Read through instructions and direct students attention to Stu Dents
screenshot example projected on the Smartboard. It is assumed that
students were introduced to Scoop.It! in a previous session.
Students complete the activity (16 min.)
1) Log in to Scoop.it! Education, using your student username and password, if you
have not done so already.
2) Before leaving the library, you must perform a Google search for websites
pertaining to your Silk Road Trade Route project.
3) When you find a site you believe is GREAT or GOOD click on the Scoop.it!
bookmarklet.
4) Scoop.it! will ask you to add your insights to the scoop. In the comment box,
you will use the ABCDs of Website Evaluation method and type in what you observe
about the Authorship, Big Idea, Content and Design for the website you are
evaluating.
5) Based on your findings, decide if the website is GREAT or GOOD for your Silk Road
project (according to our Website Evaluation Rubric). Include your decision, and
WHY, in the comment box. Trust your thoughts, and work quickly.
**If, through your evaluation, you discover that the website is one to
AVOID, please do not scoop that site. Instead, search for a better website
to scoop.
6) Click Scoop.it! to scoop the website to our Silk Road Trade Route topic board on
the librarys Scoop.it! page.

Students who finish the assessment activity before the end of

the session can investigate the librarys display of printed
materials on the Silk Road trade route or discuss their project
with the librarian.

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Student who need more time can come back to the library during
lunch or study period to finish, or can complete the assessment
from home as homework for the next day.

Please note: This activity is designed to assess students ability

to evaluate websites, and to help guide and generate excitement
about future Internet research for this project. Although the
websites scooped during the assessment may eventually be
incorporated into students final projects, this assessment
activity is NOT meant to function as the only Internet research
for the project. Students are not meant to, or required to, find
their one required Internet source for the project during the short
time allotted for the assessment.

WRAP-UP (TOTAL - 1 minute)

When time is up, librarian yells Marco! until the students reply
Polo!
Librarian asks students to reminder her of the ABCDS of Website
Evaluation:
What does A stand for? (students shout AUTHORSHIP!)
What does B stand for? (students shout BIG IDEA!)
C? (students shout CONTENT!)
And D? (students shout DESIGN!)
Librarian says: Thank you all for a great session! As you leave, take
your ABCDs of Website Evaluation Rubric with you. Also, Im giving you
an ABCDs of Website Evaluation Sticker to put on your binder,
notebook, folder or device.
(sticker is attached)
SECTION V DISCUSSION:
Information Literacy
The AASL information literacy standards met in this project are
delineated in the following table:
Category
1: Inquire,
think critically,
and gain
knowledge

Standards Met
1.1.4 Find, evaluate, and
select appropriate sources
to answer questions
1.1.5 Evaluate information
found in selected sources

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Project Example
Searching Google using
effective strategies; utilizing the
ABCDs of Website Evaluation
tool to find, evaluate and select
sources
Discussing the Encyclopedia
Britannica site; utilizing the

on the basis of accuracy,

validity, appropriateness
for needs, importance
1.1.8 Demonstrate mastery
of technology tools for
accessing information and
pursuing inquiry
1.2.2 Demonstrate
confidence and selfdirection by making
independent choices in the
selection of resources and
information
1.2.6 Display emotional
resilience by persisting in
information searching
despite challenges
1.3.4 Contribute to the
exchange of ideas within
the learning community
1.3.5 Use information
technology responsibly
2: Draw
conclusions,
make informed
decisions,
apply
knowledge to
new situations,
and create
new
knowledge

3: Share
knowledge and
participate
ethically and
productively as
members of
our democratic
society

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2.1.1 Continue an inquirybased research process by

applying critical thinking
skills to information in
order to construct new
understandings, draw
conclusions and create new
knowledge

ABCDs of Website Evaluation

tool to select a website and
articulate why the website is
Good or Great using Scoop.It!
Operating computer
workstations; performing
effective Internet searches;
utilizing Scoop.It!
Working independently to
choose, evaluate and scoop a
GREAT or GOOD website to the
Silk Road Scoop.It! topic board
Changing scoops if student
determines the chosen website
should be avoided
Contributing a GREAT or GOOD
website to the Silk Road
Scoop.It! topic board, that will
then serve as a resource for the
class project
Staying on task; justifying
scoops in the comment
section using the ABCDs of
Website Evaluation tool
Choosing an appropriate
website and articulating why it
is a GREAT or GOOD website.

2.1.4 Use technology and

other information tools to
analyze and organize
information
2.4.1 Determine how to act
on information (accept,
reject, modify).

Analyzing and participating in

the organization of Silk Road
project-related websites using
Scoop.It!
Accepting, partially accepting or
rejecting websites using the
ABCDs of Website Evaluation
tool.

3.1.1 Conclude an inquirybased research process by

sharing new
understandings and
reflecting on the learning

Submitting a scoop and

sharing new understandings of
what makes a GREAT or GOOD
website.

3.1.2 Participate and

Contributing a GREAT or GOOD

collaborate as members of
a social and intellectual
network of learners
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
3.1.6 Use information and
technology ethically and
responsibly
4: Pursue
personal and
aesthetic
growth

4.1.7 Use social networks

and information tools to
gather and share
information

website to the Silk Road

Scoop.It! topic board, that will
then serve as a resource for the
class project
Using Scoop.It! to share insights
on websites appropriate to the
Silk Road project through the
Silk Road topic board that will
then become a project resource
for the class
Looking for websites that have
information sources cited;
staying on task until a scoop
has been contributed to Silk
Road topic board
Contributing to the Scoop.It!
topic board, which gathers and
shares information to other
Scoop.It! users

Critical Thinking
This session encourages critical thinking in that by the end of the
session, students will have employed the higher-level thinking skills of
evaluation and analysis to locate, evaluate and articulate an analysis
of a website for their Silk Road Trade Route project. Students will
perform a search of the Internet using Google to find a website that
seems to pertain to their Silk Road project. Once a student has located
a potential website, students must evaluate the site using the ABCDs
of Website Evaluation tool, deciding if is a GREAT site, a GOOD site, or
a site that they should AVOID. When the student determines that the
site they are evaluating is GREAT or GOOD, students then analyze the
site further, scoop it to the Silk Road Topic Board on Scoop.It! and
articulate why they believe the site is GREAT or GOOD by briefly
describing the ABCDs (Authorship, Big Idea, Content and Design) of the
site in the comments section of the scoop.
Instructional Design
This session incorporates several periods of active learning, an
instructional design best practice:
The Marco Polo game is fun and introduces the big idea of the
lesson.
The brief discussion after the game promotes thinking and
sharing.
The guided Google search exercise requires students to employ
better search strategies for open web research.
The assessment using Scoop.It! requires students to apply what
they have learned about websites during the direct instruction

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portion of the lesson. During the assessment, students are

actively engaging with the material in three ways: 1) students
are independently applying the ABCDs of Website Evaluation to
websites, and articulating their findings, 2) students are gaining
more experience with the Web 2.0 tool, Scoop.It!, and 3)
students are making individual contributions to a shared Silk
Road topic board on Scoop.It! that will then serve as a potential
resource tool for the Silk Road class project.
Differentiated Instruction
Differentiated instruction strategies for students with AD/HD
(inattentive type) are integrated into the lesson plan for this project.
According to Exceptional Lives: Special Education in Todays Schools2,
students with inattentive type AD/HD perform best when the following
accommodations are incorporated into the lesson: 1) transition time
between activities, 2) strategies for organizing thoughts and materials,
3) flexible time limits for finishing activities, and 4) multiple-step tasks
are delineated, and/or simplified (p. 174). This lesson plan
incorporates all four accommodations: 1) Transition time is built into
the lesson plan between a very active activity (the Marco Polo game)
and focused instruction time. 2) The ABCDs of Website Evaluation
Rubric provides a tool for organizing thoughts about websites, and
Scoop.It! is itself an organizational tool through which students will be
able to quickly and easily gather and comment on websites. 3)
Accommodations for students requiring extra time to finish the
assessment activity are included in the following statement, located
within the session outline after the assessment instructions: Student
who need more time can come back to the library during lunch or
study period to finish, or can complete the assessment from home as
homework for the next day. 4) The steps for completing the
assessment have been delineated, and the ABCDs of Website
Evaluation Rubric simplifies the criteria for GREAT, GOOD and
AVOIDable websites into just the essentials. These accommodations
will help students with AD/HD be successful, and at the same time
promote a positive, enriching learning experience for the entire class.
APPENDIX A: HANDOUTS:
Please see these documents, which are attached separately:
1) Website Evaluation Rubric Handout
2) ABCDs of Website Evaluation Sticker
2 Turnbull, Ann; Turnbull, H. Rutherford; Wehmeyer, Michael L.; Shogren, Karrie A. (2012-0208). Exceptional Lives: Special Education in Today's Schools (7th Edition) (Page 176). Pearson.
Kindle Edition.

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