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Unit Title: Information Research in Computer Applications I Grade/Subject: 9-12 Duration of Unit: Approximately 5 to 6 hours


Georgia Performance Standards for Computer Applications I : Standard 9: Students will use technology to access, review, evaluate, and select information from multiple resources for reporting purposes. c) Evaluate and select appropriate sources of information (e.g. print, video, electronic, and human) for a specific research problem or question. e) Validate the accuracy of information during a research topic by reviewing each authors credentials, perspective, or bias Standard 3: Students will use word processing and/or desktop publishing software through a variety of input technologies to create, edit, and publish industry appropriate documents. e) Apply skills and style manual usage to cite reference documentation, e.g. bibliography, works cited, footnotes, and endnotes ALA Standards for the 21st-Century Learner Standard 1Inquire, think critically, and gain knowledge 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.3.1 Respect copyright/intellectual property rights of creators and producers. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.5 Use information technology responsibly. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

Standard 2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge 2.1.2 Organize knowledge so that it is useful. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to teach specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.2.4 Demonstrate personal productivity by completing products to express learning. 2.3.1 Connect understanding to the real world. 2.4.1 Determine how to act on information (accept, reject, modify). Standard 3 Share knowledge and participate ethically and productively as members of our democratic society 3.1.1 Conclude and inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 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. 3.2.3 Demonstrate teamwork by working productively with others. 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. Standard 4 Pursue personal and aesthetic growth 4.1.4 Seek information for personal learning in a variety of formats and genres. 4.1.5 Connect ideas to own interests and previous knowledge and experience. 4.2.1 Display curiosity by pursuing interests through multiple resources. 4.3.2 Recognize that resources are created for a variety of purposes. 4.4.3 Recognize how to focus efforts in personal learning.

Understandings/Big Ideas: Selecting appropriate sources of information for specific research problems or questions is important. Validating the accuracy of research information enhances work. Appropriate methods utilized in citing references documentation lends credibility to information research.

Essential Questions: Why is it important to verify accuracy of information from any source? How do you select appropriate and valid sources of information for a specific research problem or question? What are the 5 Ws of website evaluation and how can you use them?

Knowledge from this Unit Skills from this Unit Students will be able to describe Students will demonstrate the strategies that can be utilized during ability to use Internet search research. engines to access information. Students will be able to investigate Students will demonstrate the the validity and accuracy of ability to evaluate sources of researched information. information, using the 5 Ws handout. Students will be able to appropriately cite information sources, using MLA format.


Performance Task(s): Students will complete an evaluating websites online quiz. Students will access and utilize the unit wiki in order to gather information. Students will use the 5 Ws graphic organizer to evaluate their sources. Students will complete a MLA research paper over a chosen state. 50 States MLA Project Other Evidence: Use project rubric to evaluate each project. Ability to work collaboratively. Use of critical thinking and information research skills to successfully complete the unit.


Learning Activities: - Use K-W-L to assess students understanding of material and goals for the unit with teacher (Mrs. Hester). Day 1 - Show the unit wiki ( and lead a discussion with students over why it is necessary to verify the accuracy of information obtained from various sources, particularly the Internet. - Introduce essential questions, understandings, expectations and the culminating unit performance task along with the rubric. Allow students to ask questions and discuss further. - Show the PowerPoint Website Evaluation and discuss. - Distribute the 5 Ws handout Read and discuss the content with students. - Allow students to get in groups of three and choose a website from a list of websites. (Websites To Evaluate on Handouts page of Wiki) (they will

probably not know they are hoax at first). Allow students to use their 5 Ws graphic organizer to evaluate the website. Day 2 The teacher will review the 5 Ws with the students by showing an xtranormal video over website evaluation. Students will then go back to groups to finish evaluating their website. Students will then share their evaluations by showing the website chosen (click on site from wiki/promethean board) and explaining their decision of whether the site is trustworthy or not. Students will complete the online website evaluation tutorial/slide show at Complete evaluating websites quiz at to assess understanding. (extra days may be assigned for this if needed) Day 3 Teacher will begin by asking what students know about copyright law and plagiarism. Then, the teacher will show the website What You Need To Know About Copyright and Plagiarism ( The teacher will choose one of the youtube videos from the website to generate interest, based on what students already know about the topic. The teacher will lead a discussion on copyright and plagiarism. The teacher will then distribute the APA and MLA Cheat Sheet and discuss. Finally, the teacher will give students examples of paraphrasing and direct quotes, and allow students to show on the Promethean board how they would appropriate cite the source of information. Day 3 Introduce Internet Vocabulary using the Promethean Board and providing them with the handout Basic Internet Vocabulary. Ask students which terms are familiar and ask them to share what they mean, in their own words. Discuss terms and definitions, making sure to point out where the definitions the students gave are similar to the real definitions. If time permits, allow students to complete an interactive vocabulary matching activity on the Promethean board. Using demonstration and guided practice, teach students to conduct basic and advanced searches using Boolean logic (i.e., and, not, or, , etc.) where appropriate. Also show various search services (i.e., engines, directories, dictionaries, thesauri). Use the web resource below from the unit wiki to help explain conducting advanced searches. Day 4 The teacher will introduce the culminating project, using the 50 States MLA Report and Rubric handout from the wiki. Teacher will describe the project and provide students with a copy of the instructions and rubric. Teacher will lead an in-depth discussion regarding requirements, expectations, and questions. Teacher will demonstrate how to use the MLA Report Format Guide. Students will begin the activity. Teacher will close with a Muddiest Point Exit Card Days 5 & 6

Teacher will lead a discussion over the muddiest point closing activity from the previous day. Teacher will continue to answer any questions regarding the project. Students will continue working on their finished products and evaluating others. Finally, students will revise and rethink by completing the 3-2-1 End of Unit Activity Resources