Activities

1. Make a short book that explains how to select a credible website.
   
   
2. Given a topic, make a concept web that shows where information on the topic might be found.

3. Given a topic and screen shots of multiple websites, sort the screen shot pictures into credible and suspect categories.  Explain why screen shot picture is under each category.
   
   
4. Given multiple documents, determine if the documents are primary source documents or secondary source documents. 

5. Using two or more sources, research a specific topic.  Make notes for research on note cards.
   
   
6. Write a two-page research paper using two sources for information.  Answer the question, “How has technology improved the world?” 

Answer Key/Rubric

1. Student makes a short book that explains how to select a credible website.  Book is correct and contains multiple ideas such as:

• Websites with .edu and .gov domains are more likely to be credible.  Student understands that .edu is reserved for educational institutions and .gov is reserved for government entities.  These entities usually have a reputation they wish to uphold, although, the domain is only one factor in the credibility of the website.
• Be extra-careful of .com, .org and .net because these sites can be purchased by anyone. 
• An author who has contact information and/or credentials that indicate he/she is knowledgeable or has expertise in this area is more likely to be credible.
• Websites with primary source documents or secondary source documents with book, journal or scholarly article citations are more likely to be credible.
• Websites should have current information and dates indicating when information was published.
• Website information should be free from bias.  Website might be bias if it has emotional pleas, opinions stated as facts, exaggerations or information left out on purpose.  Determine the author’s purpose when deciding if the information is credible. 
• Website should be professional in appearance and free from grammatical and spelling errors.

2. Given a topic, student makes a concept web that shows where information on the topic might be found.  Student correctly makes concept web.  Student has adequate number of ideas of where to find information on the topic.  For example, if the topic is the digestive system, student might look for information in the following places:

• science textbook
• magazine
• library book
• print encyclopedia
• online database or online encyclopedia
• .edu website
• .gov website
• webmd.com
• kidshealth.org

3. Given a topic and screen shots of multiple websites, student sorts the screen shot pictures into credible and suspect categories.  Student correctly sorts screen shot pictures into credible and suspect categories.  Student explains reason for placement of each screenshot under credible or suspect.  Student understands and applies the following knowledge when evaluating webpages:

• Websites with .edu and .gov domains are more likely to be credible.  Student understands that .edu is reserved for educational institutions and .gov is reserved for government entities.  These entities usually have a reputation they wish to uphold, although, the domain is only one factor in the credibility of the website.
• Be extra-careful of .com, .org and .net because these sites can be purchased by anyone. 
• An author who has contact information and/or credentials that indicate he/she is knowledgeable or has expertise in this area is more likely to be credible.
• Websites with primary source documents or secondary source documents with book, journal or scholarly article citations are more likely to be credible.
• Websites should have current information and dates indicating when information was published.
• Website information should be free from bias.  Website might be bias if it has emotional pleas, opinions stated as facts, exaggerations or information left out on purpose.  Determine the author’s purpose when deciding if the information is credible. 
• Website should be professional in appearance and free from grammatical and spelling errors.

4. Given multiple documents, student determines if the documents are primary source documents or secondary source documents.   

• Student understands that primary source documents are original documents that were written or created during the time period being study.  They offer a first-hand view of the person involved or a witness to the event.  Copies of these documents are acceptable.  This includes journals, photographs, speeches, letters, interviews, news film, autobiographies, and official records.   
• Secondary source documents are information from someone who did not directly see an event or participate in the event directly.  A secondary source might be a commentary on a speech, the review of a book, a social studies textbook presentation of a historical event.   They are not the original document but someone’s retelling or explanation of the original event or document.

5. Using two or more sources, research a topic.  Student makes notes for his/her research on note cards. 

• Student looks for research articles.  Student looks for print resources using the library catalog.  Student understands how to search the catalog using keywords, title, or author.  Student knows how to find online articles at the library as well. 
• Student chooses credible information.  Student understands credible information comes from a person or organization with authority or expertise, is current and without bias.  If student uses online resources, he/she understands an educational database is more likely to be credible.  He/she understands that .edu and .gov webpages are more likely to be credible because they belong to educational institutions or the government and these entities usually have a reputation they wish to uphold.  Student knows they should be extra-careful of .com, .org and .net because these sites can be purchased by anyone.  Student knows an author who has contact information online is more likely to be credible.  Student knows websites with primary source documents or secondary source documents with book, journal or scholarly article citations are more likely to be credible. Student understands the website should be professional in appearance and free from grammatical and spelling errors. 
• Student closely reads articles to determine which articles answer the question.  Student rejects articles that do not answer the question, refocuses his/her searching and continues to search for credible, appropriate articles. 
• Student highlights key information from articles. 
• Student paraphrases information from the article and puts one idea on each note card, along with the source of information.  If student uses direct quotes, he/she copies quotes down in verbatim form and uses quotation marks.   Student may wish to use colored index cards to indicate the source of information.  For example, all purple cards are from one article or source. 
• After student is finished gathering information and putting it on index cards, he/she sorts the cards by the question being answered.  He/she continues to sort the cards and put them in an order that would make sense in a paragraph.  The order is logical.  The information in each set of sorted cards will support a paragraph and the paragraph’s topic sentence.
• As student begins to write his body paragraphs, he/she gives adequate facts, examples, quotes and other information to fully develop the paragraphs.   Student’s facts, examples, quotes and other information back up the main idea of the paper and the paragraphs they are in.  The reader of the paragraph is not left with unanswered questions.  Student does not include irrelevant facts, examples, quotes or other information that does not fit the main idea or paragraph. 
• Student writes his introduction.  Introduction includes a hook, background information on the topic and the questions being addressed. 
• Student writes his/her conclusion.  Conclusion includes his/her restating the questions posed, a summary of main points and leaves the reader with something to think about. 
• Student ensures in-text citations are included within paper.  Student creates a works cited using an online research tool that helps correctly cite sources, such as Noodletools.

6. Student writes a two-page research paper using two sources for information.  Student answers the question, “How has technology improved the world?” 

• Student plans writing by determining what is being asked, why he/she is writing this and who he/she is writing for.  Student uses this information to help determine organization and the topic of each paragraph.
• Student looks for research articles.  Student looks for print resources using the library catalog.  Student understands how to search the catalog using keywords, title, or author.  Student knows how to find online articles at the library as well. 
• Student searches for credible print and on-line articles.  Student uses sources that are credible.  Student understands credible information comes from a person or organization with authority or expertise, is current and without bias.  If student uses online resources, he/she understands an educational database is more likely to be credible.  He/she understands that .edu and .gov webpages are more likely to be credible because they belong to educational institutions or the government and these entities usually have a reputation they wish to uphold.  Student knows they should be extra-careful of .com, .org and .net because these sites can be purchased by anyone.  Student knows an author who has contact information online is more likely to be credible.  Student knows websites with primary source documents or secondary source documents with book, journal or scholarly article citations are more likely to be credible. Student understands the website should be professional in appearance and free from grammatical and spelling errors.
• Student closely reads each source of information.  Student ensures both sources can help answer the question posed and gives needed information for each paragraph.  If sources do not have the information needed to answer the question, student refocuses research and continues searching for suitable articles. 
• Student highlights key information from articles. 
• Student paraphrases information from the article and puts information on note chart.  If student uses direct quotes, he/she copies quotes down verbatim and uses quotation marks.  Student records the information on a note chart under the source the information came from. 
• Student develops the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.  Student may use a note chart similar to the following:

• Student correctly records information under the appropriate body paragraph. 
• Student writes an appropriate topic sentence for each paragraph. 
• Student studies information from each column and numbers all the information in the row to indicate the sequence he plans on writing the sentences in.  Student constructs paragraphs by using the information in each row in the order selected.  The order is logical and makes sense.  The information in the paragraph supports the paragraph’s topic sentence. 
• Student gives adequate facts, examples, quotes and other information to fully develop the paragraph.   Student’s facts, examples, quotes and other information back up the main idea of the paper and the paragraph they are in.  The reader of the paragraph is not left with unanswered questions.  Student does not include irrelevant facts, examples, quotes or other information that does not fit the main idea or paragraph. 
• Student writes an introduction.  Introduction includes a hook, background information on the topic and a claim. 
• Student writes a conclusion.  Conclusion includes his restated claim, a summary of main points and leaves the reader something to think about. 
• Student ensures in-text citations are included within paper.  Student creates a works cited using an online research tool that helps correctly cite sources, such as Noodletools.