Website Reliability

Date: March 21 or 22
Subject: Social - Alt. Ed. Grade: 9 & 10
Topic: Essential Question (from unit, if applicable):
How do we know if a website is credible/reliable?

Materials:
Laptops/iPads
Slideshow on google slides

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will understand what a reliable website is. They will know the steps they must
take in determining if it is or not.

Broad Areas of Learning:

Lifelong Learners: this experience will help the students in all subjects for when they
have to do research on the internet. It will also help them with day-to-day life skills
because it will help them understand what is real and what is fake.
Engaged Citizens: this lesson will teach the students what not to believe and what to
believe that they see other people posting on social media etc. Through this experience
they will feel more engaged in society because they know which information is credible
and which is not.

Cross-Curricular Competencies:
Develop thinking: contextually, critically
Develop Literacies: understand and interpret the world
Develop Social Responsibilities: moral reasoning, social action

Outcome(s):
This lesson was based on the students Individual Education Programs

PGP Goals:
4.3 the capacity to engage in program planning to shape lived curriculum that brings
learner needs, subject matter, and contextual variables together in developmentally
appropriate, culturally responsive and meaningful ways
2.2 proficiency in the Language of Instruction
2.4 ability to use technologies readily, strategically and appropriately

Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
Through group discussion I will be able to tell if the students are understanding the next
steps to take to determine if a website is credible or not.

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.
At the end of the lesson we will be evaluating sites together and they will vote if they
think it is credible/reliable or not.

Stage 3- Procedures:

Motivational/Anticipatory Set (introducing topic while engaging the students)

I will begin by telling them about a place I found on the internet called dog island. Dog
island is a fabulous place for dogs to go and have all the space they want to run and
play and be on vacation! http://www.thedogisland.com/index.html show them the
website. The students will have time to look at the website themselves because I am
not really sure about it, and feel like I need to know more information about it. With a
partner, discuss what you find.

Main Procedures/Strategies:
How do we know if we can trust a site?
These key pieces of information can help us: (https://docs.google.com/presentation/d/1P-
bT3QswswMfA9-X4sfgxR_qdZQ_uat173EmHUkbZJc/edit?usp=sharing)
Authority
Currency
Content/purpose
Audience
Structure/Workability
Make sure they understand bias
Have students go to Google and type in linkto: http://www.thedogisland.com/index.html
These results will show which websites are linked to dogisland
Discuss these results: what do you notice? All links are internet (site linking to
itself) or websites telling people its fake

How did the author sell this site as real?

Talk about what aspects of the site make it seem real

you cant judge a book by its cover why are there fake websites? (author gets
paid when you click on ads etc.)

Closing of lesson:
The students will determine if 3 sites I give them are real or fake:
http://www.fvza.org/ Federal Zombie Agency (fake)
http://www.deadlysins.com/guinea-worm Save the Guinea Worm (fake)
http://www.guineafarm.com/ (real)

Lesson adapted from http://www.thethinkingstick.com/3rd-5th-grade-search-lesson-2/

Personal Reflection:

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)