## Lesson Justification

In this lesson, my students will be using various online resources to find the answer to a random science question. They will eventually be creating a poster with a QR code and presenting these to their peers. When designing the lesson, I used the 5E model to support inquiry learning. I want my students to learn HOW to search the internet by exploring it on their own, sharing ideas with each other, and then reflecting on the process.

To begin this lesson, I will first assess my students' prior knowledge. As Bransford, Brown, and Cocking stated, "There is a good deal of evidence that learning is enhanced when teachers pay attention to the knowledge and beliefs that learners bring to a learning task, use this knowledge as a starting point for new instruction, and monitor students' changing conceptions as instruction proceeds," (Bransford, Brown, and Cocking, pg. 11). To do this I will have my students complete the Tree Octopus Activity. Students will go to a spoof website (that is very convincing) and they will complete an activity where they find out specific information about the Pacific Northwest Tree Octopus. We will discuss what we found and I will be able to see how they read online material as well as how easily they believe information they find on the internet. Once we have completed this students will have a reflection piece and then we will discuss their insights as a class. I believe by completing this opening activity I will be able to assess my students' prior knowledge regarding searching the internet for information.

Once I have accurately gauged my students' level of understanding on how to find information using the internet, I plan to have a discussion and allow the class to come up with an explanation of how to find and use credible websites. Students will then have more practice determining which of two websites is credible or not. I will then do a think aloud and model how I find the answer to a specific question on the internet. I will go through the process of starting with Wikipedia and WikiAnswers and then move onto finding credible websites. I will also model how to focus on the important information that is on a website. I will provide students with a screencast of how to use Sweet Search and allow them to practice using this site as well. Once the correct amount of scaffolding has been provided, students will get in pairs or work alone. They will choose a Random Science question and begin using the internet to find the answer. It's important to allow students sufficient time to explore a new idea and redefine their preconceptions of it. "To develop competence in an area of inquiry, students must have opportunities to learn with understanding," ( Bransford, Brown, and Cocking, pg. 16). By giving my students many opportunities to use the tool we are trying to master (the internet) and by providing support along the way, I hope their understanding is able to improve drastically.

Throughout the project I will also be using formative assessments to make sure my students are on the right track. I have several check-in points throughout the project where my students will answer a few questions regarding their research. I plan to use these as ways to gauge my students' level of understanding. I will then give feedback that should not tell my students what the right answer is, but it should point them in the right direction. Throughout this project we will also hold discussions as a class. Discussions are helpful formative assessments for me specifically because it gives me an idea of where the class is at as a whole.

I believe that in order for students to truly inquire about a topic, they also have to be metacognitive and be aware of their own learning. I will be grading my students not only by assessing their final product (the poster they will create) but I will also look at their participation and various scaffolding activities we have done throughout the project. My students will be given a rubric at the beginning of the project that will show them how they will be graded. At various points throughout the lesson I will ask students to refer back to the rubric and assess themselves. For example, if I have a student who is not fully participating I could ask them "How would you rate yourself right now on the participation scale?". I also plan to have students complete a self-evaluation before the final project is due. This will allow them to ask themselves throughout the project: Where am going? What do I need help with? And how do I get there? I also plan to model metacognition in my think-alouds as I am teaching. I also have a screencast where my students will be able to see the thinking process I have gone through while searching the internet.

The goal of this assignment is to make all students realize what potential they have when given the right resources. The internet is a vast ocean of information but it can be difficult to navigate if you don't know what to look for or how to look for it. In real life my students won't have to look up a Random Science Question but who knows what they will want to know or what they will need to know in the future. The internet is just one way to find that answer. After the assignment we will have a class discussion using WallWisher regarding how this activity has helped them and how they could use what they have learned in the future. I will then create a Wordle and have an in-class discussion on the topic.Hopefully though this experience my students will be able to practice this and learn skills that will help them for many years to come.

To begin this lesson, I will first assess my students' prior knowledge. As Bransford, Brown, and Cocking stated, "There is a good deal of evidence that learning is enhanced when teachers pay attention to the knowledge and beliefs that learners bring to a learning task, use this knowledge as a starting point for new instruction, and monitor students' changing conceptions as instruction proceeds," (Bransford, Brown, and Cocking, pg. 11). To do this I will have my students complete the Tree Octopus Activity. Students will go to a spoof website (that is very convincing) and they will complete an activity where they find out specific information about the Pacific Northwest Tree Octopus. We will discuss what we found and I will be able to see how they read online material as well as how easily they believe information they find on the internet. Once we have completed this students will have a reflection piece and then we will discuss their insights as a class. I believe by completing this opening activity I will be able to assess my students' prior knowledge regarding searching the internet for information.

Once I have accurately gauged my students' level of understanding on how to find information using the internet, I plan to have a discussion and allow the class to come up with an explanation of how to find and use credible websites. Students will then have more practice determining which of two websites is credible or not. I will then do a think aloud and model how I find the answer to a specific question on the internet. I will go through the process of starting with Wikipedia and WikiAnswers and then move onto finding credible websites. I will also model how to focus on the important information that is on a website. I will provide students with a screencast of how to use Sweet Search and allow them to practice using this site as well. Once the correct amount of scaffolding has been provided, students will get in pairs or work alone. They will choose a Random Science question and begin using the internet to find the answer. It's important to allow students sufficient time to explore a new idea and redefine their preconceptions of it. "To develop competence in an area of inquiry, students must have opportunities to learn with understanding," ( Bransford, Brown, and Cocking, pg. 16). By giving my students many opportunities to use the tool we are trying to master (the internet) and by providing support along the way, I hope their understanding is able to improve drastically.

Throughout the project I will also be using formative assessments to make sure my students are on the right track. I have several check-in points throughout the project where my students will answer a few questions regarding their research. I plan to use these as ways to gauge my students' level of understanding. I will then give feedback that should not tell my students what the right answer is, but it should point them in the right direction. Throughout this project we will also hold discussions as a class. Discussions are helpful formative assessments for me specifically because it gives me an idea of where the class is at as a whole.

I believe that in order for students to truly inquire about a topic, they also have to be metacognitive and be aware of their own learning. I will be grading my students not only by assessing their final product (the poster they will create) but I will also look at their participation and various scaffolding activities we have done throughout the project. My students will be given a rubric at the beginning of the project that will show them how they will be graded. At various points throughout the lesson I will ask students to refer back to the rubric and assess themselves. For example, if I have a student who is not fully participating I could ask them "How would you rate yourself right now on the participation scale?". I also plan to have students complete a self-evaluation before the final project is due. This will allow them to ask themselves throughout the project: Where am going? What do I need help with? And how do I get there? I also plan to model metacognition in my think-alouds as I am teaching. I also have a screencast where my students will be able to see the thinking process I have gone through while searching the internet.

The goal of this assignment is to make all students realize what potential they have when given the right resources. The internet is a vast ocean of information but it can be difficult to navigate if you don't know what to look for or how to look for it. In real life my students won't have to look up a Random Science Question but who knows what they will want to know or what they will need to know in the future. The internet is just one way to find that answer. After the assignment we will have a class discussion using WallWisher regarding how this activity has helped them and how they could use what they have learned in the future. I will then create a Wordle and have an in-class discussion on the topic.Hopefully though this experience my students will be able to practice this and learn skills that will help them for many years to come.