1. LESSON PLAN
Web Evaluation Speed Test
• Description
Your name: Miriam Larson
Date of lesson: November 9, 2012
Cooperating teacher-librarian: Kim Anderson
Grade level: 7th
School & City: Jefferson Middle School, Champaign
Length/number of lessons: 20-30 mins, one lesson
• Purpose
To practice identifying website creators and evaluating websites by looking for secondary
sources.
• Learning Outcome(s)/Learning Target
Students will be able to find the creator of a website, identify the purpose of the website, and
find secondary information that will help them evaluate the reliability of a website.
• Standards
Common Core State Standards for English Language Arts & Literacy
CC.7.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple
print and digital sources, using search terms effectively; assess the credibility and accuracy of
each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
AASL Standards for 21st Century Learner
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness to needs, importance, and social and cultural context.
• Materials (list all materials and/or equipment you will need)
Needed by you: SMART board, exit slip
Needed by students: Computer lab, pencils
Prep: Open Demo Speed Test
(http://larsoncollaborate.wikispaces.com/Evaluation+Speed+Test) , Dehydrated Water
Google Search, Scenta Website (http://www.sensa.com/)
• Instructional procedures (outline your lesson so another person could teach it)
Focusing event: (how will you get the students’ attention?)
Input from you: (what are you teaching & how are you delivering the content?)
Guided practice: (application of knowledge by students)
Closure (how will you end the lesson?)
6/8/12 glb

2. HOOK: How many of you have leaky water bottles?
-Sales pitch: Dehydrated Water is a new product available from this website! Describe
perks of the product, show website, indicate purchase page.
-Show google search and define “hoax”
INPUT: Describe and demonstrate Speed Test using google form as guide.
Be sure to indicate:
-How to look for copyright information at the bottom of a page
-The importance of skimming carefully for information when students do a google or
wikipedia search
-Define “URL” so the directions in the forms are clear
-Indicate the amount of time they will have for the “speed test”
-Introduce the different options and invite them to choose an order
-Explain that we will compare results upon completion of the exercise
PRACTICE:
-Have students begin the exercise; help as needed
-Give five minute warning
CLOSURE:
-Were there any challenges? Surprises?
-What websites did you consider reliable?
-How might scientific evidence on for-profit sites be biased?
• Differentiation (indicate at least one change you could make to the lesson to accommodate
differing ability levels; identify the targeted learners for the differentiation
Offer the option for students to work in pairs.
• Assessment (what questions will you ask and/or which tools will you use to determine
students’ understanding?)
Formal or Informal
Exit slip: Students will receive a checklist to indicate how quickly they completed the web
evaluation form
Survey data: I will look at the information they input into the survey to assess their
understanding and determine how many students understood the assignment.
Discussion: During the closing discussion, I will invite students to share their evaluations and
conclusions about different websites.
• What’s next? (another related lesson, review, end of unit?)
TBD
6/8/12 glb