Teaching about how to find credible sources Name: Stephanie Schmidt Date: April 11th Grade Level/Subject: Fourth/

Writing Prerequisite Knowledge: Students should be familiar with navigating and using an iPad Students should be familiar with reading and navigating websites Students should know terms: Authors, publish date, consistent, trustworthy. Approximate Time: 40 minutes Student Objectives/Student Outcomes: Students should be able to use a checklist to mark whether or not a website has the criteria of being a credible source Students should be able to read and navigate through a website successfully Students will be able to determine whether or not a source is credible Content Standards: CC.4.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research. CC.K-12.W.R.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Materials/Resources/Technology: SMART board Reliable source definition and characteristics SMART lesson Website: http://zapatopi.net/treeoctopus/media.html QR code generator website: http://qrcode.kaywa.com/ iPads Paper Pencil Credible source checklist:
Mark Y/N Does it have Realistic information Organization Consistent information or same information throughout No bias or strong opinion expressed from one side Reliable sources listed Specific audience that matches the presentation of info. Current updated or published date (1990-2012) Trustworthy Authors

Implementation: Time: 15 min Opening of lesson: (Objectives, hook, behavior expectations)

Tell students we will be learning how to identify a credible source Read and discuss previously generated SMART lesson describing what a reliable source is and the criteria that makes it reliable

20 min

Procedures: After discussing what makes a source reliable pass out an iPad and checklist to each student. Have student helpers pass out papers Once students get papers tell students to the new window and click on the icon app that says scan. Pull up the SMART board slide with the QR code for the Tree Octopus website Tell students to hold their iPads up to the screen and let the iPad scan the code to take them to the website Once students are at the website, tell them to touch the information tab Tell students we will be reading different paragraphs so they need to listen and follow directions to hear where to go to next. Have one student read the first paragraph After reading point out that the information is not realistic-- Temperate rainforests Olympic Peninsula?? Can Octopuses really live in trees? NO Listen to student responses and have them write an N in the checklist for realistic information Then have students scroll down to read about why they are endangered Have one student read the first paragraph Re-read the first sentence and have students listen for opinionstudents should point out the part that states- we feel, dire situation Write N on the checklist for No bias or strong one-sided opinion Also point out Sasquatch? Have one student describe what a sasquatch is and then ask students if that makes sense that theyd be predators in the Habitat? NO sasquatch are not real Have students mark N in consistent information on the checklist Next ask students if they think the website is organized.

5 min

Students should say yes, so mark a Y for organization Then have students touch sightings tab Let students look at the pictures and ask them to think about whether or not they seem believable NO Tell students to scroll to the bottom of the page and click on the author Go to his blog and ask students to determine who he is Students should say he write blogs for entertainment and does not have a profession in science so trustworthy author category= N Have students look at the literature tab to determine if the resources used to make the site make sensestudents should read funny and made up books so the sources category in the checklist is NO Last have students look at the bottom of the tree octopus website and see when the website was published. It was published in 2001 which is current, so the checklist for published/updated should be marked with a Y for yes Last think about the audience- who is this website directed towards? Does it provide accurate information for the audience? NO Mark N for audience box on the checklist Critical Thinking Questions: Located throughout the procedure Summary and/or Closing: After all boxes have been checked off and reviewed, ask the students if they think the tree octopus website is credible or reliable? Students should say no and ask them why- listen to responses and remind students to use these same guidelines when they are looking for resources to write their biography paper on their influential person. Accommodations for Individual Needs: Incorporating visual diagrams and making real-world examples build a stronger foundation for students who learn best through visual and so all students can relate to the material I will need to be clear and explicit with my directions to ensure all students can follow along and learn from the lesson I will need to walk around the room and observe students as we read out loud to make sure everyone is following along. (Preciado, Noah, and Savanna) I will need to make sure students do not shout out answers or have side conversation during the reading to ensure an adequate learning environment ( Tyler, Brayden, Savanna) I will need to check up on savanna and Noah to make sure they are able to navigate to the correct places on the website Assessment: As we read and navigate the website, I will walk around the room and assess students ability to observe/ read and make inferences about whether or not the criteria addressed is reliable I will informally listen to student responses to my questions to see if they are understanding why the component of the website is unreliable.