Searching the Web: Two parts

Part A: (about 30 minutes)

• Open a Word document and create a table of three columns by 10 rows. Label Column 1 URLs and column 2 Description and column 3 search methods.
• Go to Explorer and begin to locate resources that you might use in your webquest. Try to use different methods for searching and keep a record of your search methods.

Part B: (About 90 minutes)

A second lesson plan that each class member will develop in several weeks is aimed at teaching K-12 students to effectively, efficiently and safely use the Internet. This involves teaching K-12 students search techniques, understanding different search engines and evaluating websites. (This lesson may or may not be part of your Webquest: if you give them all of the sites, this will be a separate lesson at some other time of the year. If you want them to search for information other than the sites you provide, then this lesson may be part of the Webquest.)

In order to develop this next lesson, in class we will go through a series of exercises to shore up our own skills, examine ways other teachers have introduced these skills and develop "scaffolding" techniques (activities) to support students through these steps. You will be sharing what you develop with the rest of the class next week.

• Assumptions:
  • Students do not have access to computers all of the time (limited time and access).
  • The time they spend at the computer must be efficient.
  • They must do some work before sitting at the computer so they can use all of their computer time efficiently and effectively
  • They must keep a record so they know what they have already accomplished and can easily pick up where they left off.

The problem: How will you develop materials that will help students find resources on the Internet?

(Form a small group of 2-4 people).

A. Decide the grade level(s) (primary grades, upper elementary, middle school, high school) you will have as the target for these exercises. Each group should discuss the following items, and research different sections below. (You may decide to use some resources as is, or to modify some resources or not use the resource at all.) You may also locate other resources on the Internet that you like better than the ones listed below). You should develop specific resources that can be attached to a lesson plan that will help K-12 students search the web effectively, efficiently and safely. You may decide to work at one computer and then send a copy of what you develop to each group member through Taskstream email. (Also check out this resource: http://yahooligans.yahoo.com/Computers__Games__and_Online/World_Wide_Web/

Step zero: This is an example of what to do before searching, before someone is at the computer:

• Try to fill out the steps for searching for your own unit/webquest for this class. How does this work for you? Does it need modifying? Redesigning?
• Describe how your students might use this? How might you modify it?
• Create a document that would actually use with K-12 (target) students.

Step one: What to do first at the computer.

• Use the worksheet to record your answers. (Open it on the computer and fill it out by toggling back and forth.) How does this work for you? Does it need modifying? Redesigning?
• Describe how your students might use this? How might you modify it?
• Create a document that would actually use with K-12 (target) students.

Step two: Specialized Search Engines and Directories

• Everyone will look a some aspect of this category: Literature in the public domain
1. On line Book page
2. Search ebooks
3. Bartleby Library
4. Are these useful resources for you, for your topic, for your grade level, for your discipline area?
• Although your final product will represent your whole group, individuals should spend about 10 minutes on a personal search and then meet with your group to discuss, compare and make recommendations of what to share with the students in the other two groups.
• Then have one member of the group go to Taskstream message center and using email send everyone in our class a brief description and something valuable you found in your search.
• Given your unit topic, investigate at least 3 other selections. So that we have a variety, once you have chosen the selections, write your name on the board with the selections.
• Create a document that will help you keep track of what you visitied and what you found to be useful.
• Describe how your students might use this? How might you modify it?
• Create a document that would actually use with K-12 (target) students.

Step three: How do you teach students to "read" the web? (Your group may choose to use division of labor for the last three steps.)

• Children are taught at a young age to hold a book, turn the pages, read from left to right. Later they are taught to find the title page, the table of contents, chapters and an index. Later a glossary and other elements may be introduced.
• Given this information, describe how to teach students to "read" a webpage? Consider developmental levels.
• Create a document that would actually use with K-12 (target) students.

Step four: Reading Web Addresses and visual literacy.

• Read the Story of Zack. See also http://www.anovember.com/ choose "resources" and then "information literacy". (Also check out Alan's favorite sites.)
• What would a teaching strategy be to teach about web addresses? Consider developmental levels.
• Create a document that would actually use with K-12 (target) students.

Step five: What school policies are necessary for internet use?

• How might you introduce and use this to students and parents?
• Create a document that would actually use with K-12 (target) students.

Decide how you will share what your group developed with the rest of our class.

Return to Week 6 Index page