Lesson #3
Thursday, September 25, 2003
Benchmark II Workshop Title: Webquest: A Strategy for Higher Level Learning
Instructors: Patricia Daniels and Jo Johnson
Date of Workshop: June 23 � 27, 2003
Purpose: Demonstrate mastery of the workshop goals by incorporating them into curriculum instruction.
Workshop goal (s): Create a webquest to engage students in a meaningful real world task which extends their thinking and offers challenging,
collaborative and creative work opportunities to every student.
Lesson Plan Title: How To Cite Resources
Teacher(s): Sandra Harris and Audrey Bunch
Subject: SocialStudies, Reading, and Information Skills
Grade Level: 5 Student Population: Regular Classroom
State the goal and objective of the lesson along with the Standard Course of Study Number:
Information Skills:
4:05 Gather information
4:07 Organize and use information
4:08 Credit sources of information
5:04 Credit sources in all print, non-print, and products
Time Needed: 60 minutes
Materials/Resources Needed: Overhead Projector, Handout: Samples of citations, Book � Grand Canyon A Visitor�s Companion, Encyclopedias (World Book)
Technology Resources Needed: Computer, Projector, Webquest Online @
www.geocities.com/scharris2003/
Pre-Activities: Bubble Map � Brainstorm resources/reference materials
Discuss paraphrasing & plagiarism
Discuss the variety of resources to use to gain knowledge about your national park.
Teacher Read Aloud � Grand Canyon A Visitor�s Companion
Activities: Teacher models how to paraphrase using the overhead projector. Reads from the Grand Canyon book pretending to be the zoologist. Teacher uses the table of contents to find the chapter on animals. Write exactly what is written in book, then show students how to change into your own words. (mentions using a Thesaurus) Teacher models how to write a bibliography for the Grand Canyon book read in pre-activity.
Assessment: Teacher Observation
Pre-Assessment
Supplemental resources/information for teachers:
Encyclopedias from media center
Part II�To be completed after you teach the lesson
Describe the student behaviors as the lesson was carried out. Include the approximate time spent on each section.
15 min � pre-activities: students observed, listened as teacher modeled
10 min � model and discuss different types of resources: students interacted with questions and ideas
10 min � model and discuss different types of citations: students interact and participate as teacher models
25 min � Students work in park teams with encyclopedia to gather, organize and paraphrase information on their park. Also, information for the citations is gathered. Students have this opportunity to practice what has been modeled for them earlier in the lesson.
Include materials such as handouts, directions, or other items given to students that are appropriate for the lesson objectives.
Handout-�Listing Your References-sample bibliography�
List the technologies used by the teacher and those used by the student to complete this lesson.
Overhead and transparency
Part III � Evaluation
Describe student outcomes including what they learned and what they found difficult.
Students learned how to take information from various sources, use it to write text in their own words, and cite the different sources appropriately. Students understood when taught the various ways to cite a book, magazine, website, etc. but now need to practice in the application of these skills to new situations as they continue their research. So they don�t necessarily need further instruction�but more experiences which they will get as the webquest continues.
Describe the students� feelings and concerns about the activities. (both positive and negative)
Students have been genuinely interested and engaged in a very positive way. Their natural curiosity has been triggered and now for the most part, they are self-motivated to accomplish their tasks. We are always plagued by lack of technology resources and some students do not have access at home. For this reason, we have to offer a little extra support and encouragement plus provide more time for students to work online at school. This extra attention helps alleviate their concerns about not having resources at home. We want everyone to have the opportunity and resources they need to complete a quality job.
Teacher Reflection � Explain how you felt about the lesson. What worked well, what needed improvement, what would you do differently next time?
The lesson went well even though we were pretty stressed out having just returned to school from being out for 6 days with Hurricane Isabel. All the computers had to be set up again and children were somewhat weary just as we were after living without electricity, hot showers, hot food, etc. for days.
We were encouraged that the student interest in the process was still keen and that they were ready to continue. Students continued to find resources as they were able in the interim. The group sessions went well with Park Teams meeting together this time. Having met previously with role teams, this was a great opportunity for them to collaborate together on their specific park. They sought information, discussed, and worked on citing the resources appropriately. The biggest pitfall it seems is always time. We get in the middle of it and it�s time to stop. The good sign they are heavily engaged and want more is the big sigh they make when we have to come to a stopping point. It was better this time allowing a little extra time for the activity. So far the teams are working together well and all are contributing as experts at their particular job. This process is very empowering for our students. The webquest binders the students are keeping are helping them stay organized and really set them up for success. After we teach specific skills, they are the workers and we are their guides and facilitators. Resuming our webquest has perked up our spirits after a devastating storm has disrupted our lives.