Internet “How-to” Guide

Helping students locate, evaluate, and use information from multiple online

resources

1. Preparing Students: Teaching Digital Citizenship Before students engage in any type of Internet

research, they should assess their current technology use, as well as, be able to analyze technology use in terms of appropriateness.

Teachers should review the nine elements of digital citizenship with their students.

Teachers can then select digital citizenship activities to suit the needs of their classes and/or the ability of their students.

Reviewing the Nine Elements: http://www.digitalcitizenship.net/Nine_Elements.ht

ml Recommended Activities:

1. 21st Century Digital Compass 2. Digital Drivers License PDF downloads for these activities are available

at: http://www.digitalcitizenship.net/uploads/FoundAct2.pdf

2. Locating Appropriate Sites Student competency at locating appropriate

Internet sites varies greatly. If a student has limited experience locating

appropriate sites, teachers may want to choose the sites for them. Sites should be relevant and up-to-date Visual appeal and ease of navigation should be

considered Sites should be at an appropriate reading level for

the students Sites should be bookmarked for easy retrieval

If the student is more seasoned at “surfing” the Internet, the teacher may want to focus the research using educational search engines. Examples:

Nettrekker.com Power Library

3. Designing a research activity After the content-specific sites have been

chosen, the teacher designs an activity specific to the goals of the unit.

The activity can take on a particular focus, such as: Teaching navigational strategies Acquiring background knowledge Gaining content-specific knowledge Developing the ability to critical evaluate information

4. Student Completion of Activity At this point, students will follow a step-by-

step process as the teacher guides them through a research activity. Based on the ability level of the students, the

teacher may want to model the process using a Promethean or Smart Board.

Students can also work in partners or small groups to complete the activity.

(See “Student Activity Example” on Slide 10)

5. Using information from the Internet After students have

located and evaluated information from the Internet, they should use or share the information in some way to appreciate its value.

Students usually gain a deeper understanding of content when they use, share, or publish their work.

Depending on the nature of the assignment, students can share with their peers or collaborate with students from other classes or schools.

Students can see how their work changes and improves as they continually post, revise, and reflect upon their performance.

Ways for students to use or share information: Conduct classroom discussions or debates Create classroom blogs or wikis

Online journaling Respond or reflect on each others’ work Publish work: digital stories, movies, PowerPoint,

Photostory Creation of podcasts/vodcasts

Student Activity Example

Title:

Marine Ecosystems & Gulf Coast Oil Spill

Internet Workshop

Objectives:

Acquire background and content knowledge

Evaluate information from multiple sources

Step 1: Locate InformationGeneral Marine EcosystemsGo to the bookmarks set for the

following Websites: http://www.mbgnet.net/salt/coral/ind

exfr.htm http://www.ucmp.berkeley.edu/exhib

its/biomes/aquatic.php http://www.gomr.mms.gov/homepg/r

egulate/environ/chemo/chemo.html http://oceanworld.tamu.edu/resource

s/oceanography-book/marinefoodwebs.htm

http://www.brighthub.com/environment/science-environmental/articles/63526.aspx

http://marinebio.org/Oceans/Deep/

Explore the information on marine ecosystems, specifically the Gulf Coast region.

Answer the following questions: What is a producer? Describe 2

different types of marine producers. List at least 3 specific examples of Gulf Coast producers.

List, in order, the next 3 trophic levels above producer in a food chain. List at least 2 examples of each level specific to the Gulf Coast region.

What is an abiotic factor? List at least 5 abiotic factors in a marine ecosystem.

Step 1: Locate Information ContinuedEffects of BP oil spill Go to the bookmarks set for the following

Websites: http://www.epa.gov/bpspill/qanda.html http://www.nfwf.org/AM/Template.cfm?Se

ction=NFWF_Gulf_Response

_________________________________

http://www.nytimes.com/interactive/2010/04/28/us/20100428-spill-map.html

http://www.thedailygreen.com/environmental-news/latest/gulf-oil-spill-impacts-460610

http://www.washingtonpost.com/wp-dyn/content/article/2010/04/30/AR2010043001788.html

http://www.csmonitor.com/USA/2010/0510/Gulf-oil-spill-s-environmental-impact-How-long-to-recover

Explore the information on the effects of the BP Gulf Coast oil spill on marine ecosystems.

After exploring the websites, formulate 3 specific questions you have regarding the effects of the BP oil spill on the biotic components of the ecosystem AND 3 questions relating to the abiotic components of the ecosystem.

The questions you formulate can not be answered with a simple “yes” or “no.”

Step 2: Evaluate Information

Were there any discrepancies in the information you researched on the “general ecosystem” websites? Explain.

Were there any differences in how the EPA and NFWF websites presented their information versus the news-related websites? Explain.

Go back to the “effects of BP oil spill” websites and record information about the authors of each website. What helped you locate this information? What strategies did you use to find this information? What website do you feel was the most valid, reliable

source? The least? Explain.

Step 3: Use/Share Information A. You will now use the knowledge

you have gained to create a Gulf Coast food web. Please refer to the “Gulf Coast Food

Web” rubric

B. After completing your food webs, you will post them on the class wiki for each other and our partner students at FWBHS to review and critique.

C. Next, You will post your “Effects of the BP oil spill ecosystems” research questions on the class wiki Please refer to the “wiki posting

guidelines” rubric Student groups will provide feedback

to each other FWBHS will provide feedback Each group will choose 4 questions

to continue researching

D. Lastly, each group will choose a presentation method to publish their food webs and research Refer to the “Gulf Coast Multimedia”

rubric

Resources

http://www.digitalcitizenship.net/Resources.html

Frye, E., Trathen, W., & Koppenhaver, D. (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. The Social Studies, 101, 46-53.

Google images www.scss.tcd.ie/.../portfolio/images/compass.jpg nhokanson.wordpress.com dir.coolclips.com jeffstanger.net Gpuapcd.org Editgrid.com Washingtontimes.com Industry.bnet.com