More Class Lessons for WebQuests 1999

Tabloid Trash or Serious Science Summary: Students will be ask to evaluate several articles they have read on the Internet that come from various sources, ranging in reliability. Some of these articles come from tabloids while others come from scientific journals. The students will be challenged to examine the criteria they use to sort each into categories that attempt to determine how credible they are. This lesson focuses on what students think about what they read and what criteria they use to evaluate how credibility. Grade Level: 6,7,8,9,10,11,12 Curricular Area: Integrated Science, Social Studies, Language Arts Class Time Required: One Week (Estimated)

Standards: Select and use appropriate tools and technology to perform tests, collect data, analyze relationships, and display data; Investigate a science based societal issue. Information Literacy Standards Addressed | top | Learning and Teaching Activities: Multimedia(HyperStudio)Presentation and written a report. | top | Outcomes and Assessment: The following thinking and communications skills are encouraged by this lesson. Inference-making; Critical thinking;Creative production; Creative problem-solving; Observation and Categorization, Sorting; Teamwork; and Compromise. A rubric to assess their Hyperstudio Presentation is included. | top | Materials Needed: A computer connected to the Internet. Word Processing software. Internet Browser HyperStudio LCD Panel or Projector(helpful) | top | Resources: Resource 1 Resource: ClairsWorks How Used: Word Processor Resource 2 Resource: Hyperstudio How Used: Authoring software Resource 3 Resource: Netscape or Explorer How Used: Internet Browser Resource 4 Resource: Online Articles URL/Publisher: http://ttt.teachtheteachers.org/~KDecroo/links.htm How Used: Students read and critique Resource 5 Resource: Netscape Composer How Used: Build a web page | top | Procedure Opening: 1.Ask students if they have ever read a tabloid and if they know what one is....open a discussion about what makes something you read creditable or not. 2. Demonstrate how to log on to the Internet and navigate. 3. Help the students work their way through the "process" section of the WebQuest. 4.Impress on the students that knowing whether or not they believe a story is great, but that's not always enough. In order to make informed decisions, it's important to know WHY they believe what they do. Development: While students are working through the Process section of the WebQuest make sure they address the following questions. a. What is the story saying? Is this consistent or inconsistent with what you already know? b. Who wrote the story? What might their motivation be? c. What source published the story? Does the source seem credible? d. If you are uncertain about how the questions in the first hint help you to determine if a story is Tabloid Trash or Serious Science, take a moment to reflect and talk with your partner. If you are still unsure, ask the teacher. e. What source published the story? Would you expect this story to be in a scientific journal? f. What scientific method does the author use to investigate the theme of the article? Do you consider this method credible? g. Do you think the author's heritage influences his opinion of acupuncture? His research? h. Is author using reliable sources in your opinion? Closing: Impress upon the students that they have learned how to evaluate what they read. It is as important to know why they believe something as what they believe.  They have taken the first steps toward understanding how to rationally come to a position about what they believe. They have learned that evaluating the sources a person cites is extremely important to determining the truth of what they are saying.  How accurate they are about what they describe as evidence is critical to believing the truth of something.  How logical a person has developed their argument is very important to understanding and believing their position.  Knowing what logic the students used to arrive at what they believe is one of the most important lessons they will learn in life! | top | Ideas for extending the lesson: Ask the students that based on what they have learned from doing this Web Quest, do they believe there is only one right answer or position to a question? In other words, when people disagree, is there only one right opinion or view? Have a contest for the most poorly developed and illogical article from a tabloid. Students will write a one page essay of way they believe the article is the worst. | top |