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Quality food, Quality information A lesson in evaluating  good information on the web
Introduction for Teachers <ul><li>This is a ninth grade unit collaboration between the school librarian and both the healt...
Standards <ul><li>Voluntary State Curriculum – Health Education </li></ul><ul><li>Personal and Consumer Health  – Students...
Introduction for Students <ul><li>Welcome Ms. Johnson’s library skills class!  </li></ul><ul><li>This webquest is designed...
Outline and Goals for Course <ul><li>Outline for the course </li></ul><ul><li>Participate in a brief pre-lesson activity. ...
DHMO Investigation <ul><li>Go to  www.dhmo.org/milk.html   and  http://bandhmo.org/   </li></ul><ul><li>Review the informa...
Blog Post <ul><li>Were you surprised to learn that dihydrogen monoxide is water? You aren’t the only one! There are report...
How To Avoid Bad Information <ul><li>You sure wouldn’t like to be embarrassed by spreading incorrect information, right? H...
Group Activity <ul><li>Break into groups of 4 </li></ul><ul><li>Visit each of the below sites and organize them in order f...
Create A Personal Guide <ul><li>Now that you have learned about evaluating websites and had a chance to evaluate a few on ...
Final Project <ul><li>Lets move to the home economics classroom to begin the final project.  </li></ul><ul><li>Final proje...
Bibliography <ul><li>Slide 3:  </li></ul><ul><ul><li>Maryland State Department of Education. (1996, January). Maryland sta...
Bibliography <ul><li>Slide 9 </li></ul><ul><ul><li>University of California, Berkeley, Barker, J. (2002). Web Page Evaluat...
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Johnson Webquest

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Interactive Information Literacy Lesson

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Johnson Webquest

  1. 1. Quality food, Quality information A lesson in evaluating good information on the web
  2. 2. Introduction for Teachers <ul><li>This is a ninth grade unit collaboration between the school librarian and both the health and home economics teachers. Students will have learned about Organic foods in their health class prior to the webquest. After participating in this webquest, students will work with the home economics teacher to plan, purchase and prepare a healthy dinner meal on a fixed budget. </li></ul><ul><li>Students participating in this unit are of an average 9 th grade class. Their information literacy skills have been identified as below normal. This unit is an attempt to instill these important skills before they run into problems with more in depth high school research projects. </li></ul><ul><li>Note : Teacher should stop instruction after the blog post to analyze the formative assessments and clarify any questions students might have. There should also be a break after the group activity for a quick debrief. </li></ul><ul><li>Assessments </li></ul><ul><li>Formative : Working in groups of 4 students to evaluate and rank a few websites on organic foods. </li></ul><ul><li>Formative: Students will post a paragraph or two about what they learned and any questions they still have about organic food or website evaluation. </li></ul><ul><li>Summative : At the end of the group activity they will be creating a personal guide to help in evaluating websites on their own. </li></ul><ul><li>Summative: In conjunction with the health, home economics teacher and the librarian, students will plan, purchase and prepare a healthy dinner meal on a fixed budget. They will be expected to utilize resources evaluated in this webquest and identify two additional resources for the planning stage. </li></ul>
  3. 3. Standards <ul><li>Voluntary State Curriculum – Health Education </li></ul><ul><li>Personal and Consumer Health – Students will demonstrate the ability to use knowledge, skills, and strategies to develop sound personal and consumer health practices involving the use of health care products, services, and community services. </li></ul><ul><li>a. Evaluate how factors, such as culture, media, and peers influence health information perceptions, behaviors and product and service selection. </li></ul><ul><ul><li>b. Evaluate the validity, cost, and accessibility of health information, products and services </li></ul></ul><ul><li>  Maryland State Department of Education. (1996) </li></ul><ul><li>Voluntary State Curriculum – School Library Media </li></ul><ul><li>Collect Information – Students will be able to collect information relevant to their current information need. </li></ul><ul><li>6. Evaluate the content of specific computer/online/ digital resources to determine accuracy and relevance of content. </li></ul><ul><ul><li>a. Apply appropriate criteria related to determining authority of author, accuracy, and currency of information to select appropriate computer/online/digital resources to meet current need. </li></ul></ul><ul><ul><li>b. Apply appropriate strategies for determining relevance of information collected in relation to what is asked for in the question. </li></ul></ul><ul><li>Maryland State Department of Education. (1996) </li></ul>
  4. 4. Introduction for Students <ul><li>Welcome Ms. Johnson’s library skills class! </li></ul><ul><li>This webquest is designed to be completed in conjunction with your health and home economic class. </li></ul><ul><li>Ever wonder which websites are reliable? </li></ul><ul><li>Today we will be learning how to evaluate internet resources reliability while exploring the organic vs. inorganic debate you have been learning about in health class. </li></ul>Image From Microsoft Clip Art
  5. 5. Outline and Goals for Course <ul><li>Outline for the course </li></ul><ul><li>Participate in a brief pre-lesson activity. </li></ul><ul><li>You will blog about your experience with the pre-lesson activity. </li></ul><ul><li>Review a short lecture on how to evaluate website reliability. </li></ul><ul><li>In groups of 4, you will evaluate a few websites on organic foods. </li></ul><ul><li>At the end of this group activity you will then create a personal guide to help you evaluate websites on your own. </li></ul><ul><li>After reviewing the lecture, participating in the group activity, posting to your blog and creating your guide, we will move to the home economics classroom where we will begin our final project for this unit: Planning, purchasing and preparing a meal! </li></ul><ul><li>Goals for course </li></ul><ul><li>Articulate the importance of evaluating the reliability of websites. </li></ul><ul><li>Demonstrate the ability to evaluate the reliability of websites. </li></ul><ul><li>Identify a few reliable websites about organic foods. </li></ul>
  6. 6. DHMO Investigation <ul><li>Go to www.dhmo.org/milk.html and http://bandhmo.org/ </li></ul><ul><li>Review the information presented on the websites. </li></ul><ul><ul><li>If you want more info on DHMO, head to the FAQ section of dhmo.org home page ( http://www.dhmo.org ) and click on the FAQ button located in the left hand navigation bar. </li></ul></ul><ul><li>Take a short quiz on DHMO at http://terpconnect.umd.edu/~mcj00/dhmo/dhmoquiz.html </li></ul><ul><li>Read or listen to this article: http://www.npr.org/templates/story/story.php?storyId=1791960 </li></ul><ul><li>Move onto the next slide… </li></ul><ul><li>Where we are: Participate in a brief pre-lesson activity. </li></ul>
  7. 7. Blog Post <ul><li>Were you surprised to learn that dihydrogen monoxide is water? You aren’t the only one! There are reports of other people (including politicians) falling for the hoax. </li></ul><ul><li>Log onto your blog and answer the following questions: </li></ul><ul><ul><li>How did you feel after you found out the website was about water? </li></ul></ul><ul><ul><li>Do you find it difficult to identify reliable information on the web? </li></ul></ul><ul><ul><ul><li>If so, what might help you better identify reliability? </li></ul></ul></ul><ul><ul><ul><li>If not, how do you identify reliability? </li></ul></ul></ul><ul><ul><li>Write about any other ideas or feelings you have related to website reliability or organics. </li></ul></ul><ul><li>Stop for a brief talk with Ms. Johnson. </li></ul><ul><li>Where we are: Posting a blog about your experience with the pre-lesson activity . </li></ul>
  8. 8. How To Avoid Bad Information <ul><li>You sure wouldn’t like to be embarrassed by spreading incorrect information, right? Here are some resources that will teach you how to differentiate reliable information from unreliable information. </li></ul><ul><li>Read the information on Berkeley’s Library website http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html </li></ul><ul><li>If you have had too much reading, listen to this tutorial http://muse.widener.edu/~tltr/How_to_Evaluate_9.htm </li></ul><ul><li>Extra information: Ways to remember how to evaluate reliability </li></ul><ul><ul><li>Learn about the10 C’s http://libguides.uwec.edu/data/files/25730/tenCs.pdf </li></ul></ul><ul><ul><li>Learn about the 5 W’s http://library.acadiau.ca/tutorials/webevaluation/ </li></ul></ul><ul><li>Where we are: Review a short lecture on how to evaluate website reliability. </li></ul>
  9. 9. Group Activity <ul><li>Break into groups of 4 </li></ul><ul><li>Visit each of the below sites and organize them in order from most reliable to least reliable. Be sure to document why your group made each decision. </li></ul><ul><ul><li>If you need help, use one of these forms: </li></ul></ul><ul><ul><ul><li>http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/EvalForm.pdf </li></ul></ul></ul><ul><ul><ul><li>http://www.pulaskitech.edu/library/content/website_worksheet.pdf </li></ul></ul></ul><ul><li>http://www.organicfoodinfo.net/ </li></ul><ul><li>http://www.mayoclinic.com/health/organic-food/NU00255 </li></ul><ul><li>http://agr.wa.gov/FoodAnimal/Organic/ </li></ul><ul><li>http://www.organicconsumers.org/ </li></ul><ul><li>http://naturalbias.com/ </li></ul><ul><li>Where we are: Working in groups of 4 to evaluate websites on organic foods. </li></ul>
  10. 10. Create A Personal Guide <ul><li>Now that you have learned about evaluating websites and had a chance to evaluate a few on your own, lets make a personalized guide to help you in your future research. </li></ul><ul><li>Work with pen and paper, Power Point, Word, Publisher or HTML to design a guide or checklist that will help you evaluate websites in the future. </li></ul><ul><li>Criteria for assignment: A exemplary guide will … </li></ul><ul><ul><li>Address at least 5 criteria in evaluating reliability </li></ul></ul><ul><ul><li>Contain at least 3 tips on where to look for reliability information on a website. </li></ul></ul><ul><ul><li>Identify at least 2 warning signs that would indicate that a website is completely unreliable. </li></ul></ul><ul><li>Where we are: Create a personal guide to help evaluate websites on your own </li></ul>
  11. 11. Final Project <ul><li>Lets move to the home economics classroom to begin the final project. </li></ul><ul><li>Final project components </li></ul><ul><ul><li>Plan. </li></ul></ul><ul><ul><ul><li>Plan a healthy menu. </li></ul></ul></ul><ul><ul><ul><li>Research organic ingredient options, use resources identified during webquest and identify two more. </li></ul></ul></ul><ul><ul><li>Purchase. </li></ul></ul><ul><ul><ul><li>Go to the store to purchase ingredients using fixed budget. </li></ul></ul></ul><ul><ul><li>Prepare. </li></ul></ul><ul><ul><ul><li>Cook! </li></ul></ul></ul><ul><li>Where we are: Final project with home economics teacher </li></ul>
  12. 12. Bibliography <ul><li>Slide 3: </li></ul><ul><ul><li>Maryland State Department of Education. (1996, January). Maryland state voluntary curriculum. Retrieved May 20, 2009 http://mdk12.org/instruction/curriculum/index.html </li></ul></ul><ul><li>Slide 6 </li></ul><ul><ul><li>Way, T. Dihydrogen Monoxide Research Division. (2009) Retrieved October 15 th , 2009 http://www.dhmo.org/ </li></ul></ul><ul><ul><li>Ban DHMO: Dihydrogen Monoxide!. (1995) Retrieved October 15 th , 2009 http://bandhmo.org/ </li></ul></ul><ul><ul><li>Johnson, M. DHMO Quiz. (2009). Retrieved October 20 th , 2009 http://terpconnect.umd.edu/~mcj00/dhmo/dhmoquiz.html </li></ul></ul><ul><ul><li>Siegel, R. Dihydrogen Monoxide Sparks Global Concern. (2004) Retrieved October 20 th , 2009 http://www.npr.org/templates/story/story.php?storyId=1791960 </li></ul></ul><ul><li>Slide 8 </li></ul><ul><ul><li>UC Berkeley. (2009). Evaluating Web Pages: Techniques to Apply & Questions to Ask. Retrieved October 15 th 2009 http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html </li></ul></ul><ul><ul><li>Widener University. How to Evaluate Information on the Web. Retrieved October 20 th , 2009 http://muse.widener.edu/~tltr/How_to_Evaluate_9.htm </li></ul></ul><ul><ul><li>McIntyre Library. (2008). 10 C’s for Evaluating Internet Resources. Retrieved October 15 th , 2009 http://libguides.uwec.edu/data/files/25730/tenCs.pdf </li></ul></ul><ul><ul><li>Vaughn Memorial Library, Acadia University. (2008) Credible Sources Count! Retrieved October 15 th , 2009 http://library.acadiau.ca/tutorials/webevaluation/ </li></ul></ul>
  13. 13. Bibliography <ul><li>Slide 9 </li></ul><ul><ul><li>University of California, Berkeley, Barker, J. (2002). Web Page Evaluation Checklist. Retrieved October 20 th 2009 http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/EvalForm.pdf </li></ul></ul><ul><ul><li>Pulaski Technical College, WD. (2007) Website Evaluation Worksheet. Retrieved October 20 th , 2009 http://www.pulaskitech.edu/library/content/website_worksheet.pdf </li></ul></ul><ul><ul><li>Louise, V. (2009). Organic Food Info. Retrieved October 15 th , 2009 http://www.organicfoodinfo.net/ </li></ul></ul><ul><ul><li>Mayo Clinic Staff. (2009). Nutrition and Healthy Eating. Retrieved October 20 th . 2009 http://www.mayoclinic.com/health/organic-food/NU00255 </li></ul></ul><ul><ul><li>Washington State Department of Agriculture. (2009). Organic Food Program. Retrieved October 20 th 2009 http://agr.wa.gov/FoodAnimal/Organic/ </li></ul></ul><ul><ul><li>Organic Consumers Association. (2009). Retrieved October 15 th 2009 http://www.organicconsumers.org/ </li></ul></ul><ul><ul><li>Miller, V. (2009). Natural Bias. Retrieved October 15 th 2009 http://naturalbias.com </li></ul></ul>

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