Shanika+Mack+&+Kathleen+Holland

Compelling Question for Our Inquiry Project: How can we incorporate technology to motivate struggling readers? More specifically, How can we use trailfire to help students to critically evaluate online information related to the novel Hoot?

Topics to be discussed in reference to the Novel: 1. Burrowing owls (conservation issues) 2. Habitats 3. Current Events 4. Owls (characteristics, behaviors, habitats)



District 214 HS Libraries: "Avoiding Fake Web Sites": statements against common sense; nonsensical, made-up words; altered images; irony/satire in text; exaggeration in text; sites that look official but aren't zapatopi.net/treeoctopus [|www.sudftw.com/jackcon.htm] Jackalope conspiracy www.thedogsisland.com What are questions students should ask themselves to determine reliability of a source?

Conservation/endangered species NC Wildlife Federation--proposed Titan Cement plant outside of Wilmington

US Fish and Wildlife Service--list of endangered species

Endangeredspecie.com--lists 35 animals in NC

Defenders of Wildlife website ([|www.defenders.org]) : issues in NC--piping plover vs. off-road vehicle use; Hatteras Beach driving

Wild Earth Guardians: litigation lists of current environmental cases in the western US

Julia Hill--lived in a Redwood tree for 738 days as a protest against Pacific Lumber Co.

UC-Berkely tree protest outside the football stadium

10/6/09 Maybe we could use ideas from Julie Coiro's Online Reading Resource Page: Challenge 3 about verifying information online and cross-checking data. Looks like Challenges 5 (critically evaluating level 2) and 7 (developing a healthy skepticism) will work, too. I'll bring printed out info to class next Monday.
 * Shanika~

Kathleen--- I think that will be great to focus on the bias and reliability of websites. What I think we could do is give students about 5 websites to examine and ask them a set of questions referring to the validity of each site. Then we could give them a check list of what we would want them to look for when evaluating websites. Here is a website dedicated to identifying and evaluating fake websites :[].

I guess when we meet this Monday we need to decide what questions are we going to ask the students about identifying bias and validity of websites. We can then plan to when we want to start modeling and teaching the lesson. Then I think we could give them about two websites to evaluate with a partner and film that process and how students progress through this new skill.

10/20 Shanika~ I really like your ideas and looked through the website you suggested for ideas. I'm e-mailing you a draft of a Trailfire activity and a few other possibilities.

Kathleen---

I just had an idea about the end product for our students. SInce we are changing our focus from the novel hoot to teaching students how to critically evaluate sites is it impossible if we could have maybe groups of students no more than 4 per group create their own websites about certain topic that we give them to display their ability to use their critical evaluation skills to make fake websites for their peers? Then in turn let their peers evaluate why their websites are not credible by answering the questions that we have taught students to address when viewing websites? I have looked over your trail and it is great. I created one myself and wanted to post a website that helps to add to our criteria for evaluating websites. []

10/28 Plan for ILP project ILP question: How can Trailfire facilitate student understanding of how to critically evaluate the accuracy of online information?

1) Prior to filming, students will construct Venn diagrams based on what they know now that asks them to identify traits of both believable and unbelievable websites. 2) During the class period which will be filmed: a. Using the LCD projector/computer as well as computers for pairs of students, Shanika will lead the students through identifying features of a reliable website (one on Mazatlan--relates to a short story they are reading this week)--info found in the URL address, how to locate the authors, if the information makes sense, the pictures do not appear altered, etc. b. Students will then look at the Tree Octopus website (zapatopi.net/treeoctopus) and have the opportunity to take notes about anything that looks suspicious to them on a hard copy of this information. c. Students will then work in partners to answer the following Trailfire questions about evaluating the reliability of website information on a handout.

Trailfire Questions “My Travels by Derek”
 * What do you notice about Derek’s appearance in every picture? What does this suggest?

Which parts of the URL might get your attention? || “The Jackalope Conspiracy”
 * Is this information believable? Why or why not?

Is there an easy way to contact the author/sponsor of this site? || “In Search of Giant Squid”
 * Is there really such a thing as a Giant Squid? What other resources could you use to find out?

Look at the URL for this page. Who sponsors this site? Does that make the information seem more or less reliable to you? || “Dog Island Free Forever”
 * Would you feel comfortable sending your dog or a dog you know to Dog Island? Explain why or why not.

What important information does the disclaimer at the very bottom of the page provide? || “Facts about…Beluga Whales”
 * What is the scientific name for the Beluga whale?

Where do they live (their habitat)?

What is their life expectancy?

What is the size of their population and their status? || “Beluga Whales”
 * What is the scientific classification (name) for the Beluga whale?

Where do they live (habitat)?

What is their life expectancy (longevity)?

What is the size of their population (distribution) and conservation status?

d) Teacher and students will then review and discuss their answers.
 * Which of these two websites about Beluga whales is more reliable? How do you know? ||

3) In order to answer the ILP question and to demonstrate that the use of Trailfire has helped students to learn strategies they can use to assess the reliability of websites, students will use Animoto to create short messages/words of advice for fellow students. As students begin work on a major research project later in the year, these Animoto shorts can be used to help students review how to judge the reliability and accuracy of website information.

NOV.2 - FROM HILLER SPIRES KATHLEEN AND SHANIKA--I THINK THIS LOOKS LIKE A GOOD "DOABLE" PLAN FOR YOUR ILP. THE ONLY CONCERN WOULD BE--WILL STUDENTS HAVE ENOUGH TIME TO SHARE THEIR MESSAGE THOUROUGHLY ON ANIMOTO? IF SO, YOU'RE GOOD TO GO. IF YOU THINK THERE IS NOT ENOUGH TIME TO BE THOROUGH THEN YOU MIGHT THINK ABOUT ANOTHER WAY FOR STUDENTS TO DEMONSTRATE THEIR KNOWLEDGE AND UNDERSTANDING. I LIKE THE IDEA OF THE STUDENTS CREATING SOMETHING WITH WHAT THEY HAVE LEAREDED.