Running head: SOCIAL/ETHICAL LESSON: SAFE AND EFFECTIVE WEB SEAR 1

Social/Ethical Lesson: Safe and Effective Web Searching

Jessica Sunderland

OTL504 – Social, Ethical, and Legal Issues in 21st Century Learning

Colorado State University – Global Campus

Dr. Gastrid Harrigan

June 9, 2019
SOCIAL/ETHICAL LESSON: SAFE AND EFFECTIVE WEB SEAR 2

Social/Ethical Lesson: Safe and Effective Web Searching

This week we learned that it is important for students to develop safe and effective

internet search practices. According to Brooke Donald, students “had a hard time distinguishing

advertisements from news articles or identifying where information came from” (Donald, 2016).

This week we were tasked with creating a Just-in-time mini lesson on safe and effecting web

searching. This lesson is geared toward high school social studies students. All sources used can

be found in the reference page at the end of the document.

The Google Slide Show of what the students will see is here:

https://docs.google.com/presentation/d/1d6kQgPMR1bseEpc-yhUy6eAaR9W3-

a8Rs_rBf0XLCgw/edit?usp=sharing

The Infographic can be found here:

https://infograph.venngage.com/ps/DrR5jnWXKS4/evaluating-web-resources

The Lesson plan and culturally responsive strategies is written in greater detail below
 Desired Results and Standards
Content Standard(s):
ITSE Standard 3: Students critically curate a variety of resources using digital tools to
SOCIAL/ETHICAL LESSON: SAFE AND EFFECTIVE WEB SEAR 3
construct knowledge, produce creative artifacts and make meaningful learning experiences
for themselves and others.
a. Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
b. Students evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
c. Students curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful connections or
conclusions.

Understandings: Essential Questions:

Students will…  Why do I need to use reliable sources in my

 Know what the acronym
C.R.A.A.P. stands for.
 Understand how identify a
credible source safely based on the
CRAAP Test
 Know why all parts of the CRAAP
Test are critical for determining
source reliability and credibility.
 Discern good sites from bad sites
collaboratively
research?
 How does the CRAAP Test help me
determine whether a source is reliable or
credible?
Students will build relationships in a culturally
responsive manner by…
 Working together to look up sources that
meet the CRAAP Test.
 Working together determine whether or not
a source meets the CRAAP Test.
 Discuss results with the class entirely as to
whether a source meets the CRAAP Test
until the whole class agrees

Tasks and Goals

Performance Task(s):

 The purpose of this lesson is to let students know what platforms we will be working
on during the school year, how to communicate with me and how I communicate with
them. Information on alternative search engines to Google, Yahoo, Bing, etc. Know
what the .com .org domains mean. And finally, help students learn what CRAAP stands
for by helping them learn and understand how to apply the CRAAP Test, and help them
determine whether a source online meets the CRAAP Test.

Learning Plan

 Hook – Students will begin class with a warmup answering the following questions:
1. How do you search for information online? 2. Can you tell the source is credible?
Accurate? Biased? 3. Do you have a method of determining which websites are safe
and effective for your everyday use?
 Introduction to the mini lesson, learning objectives, and essential questions (go over
outloud)
 Students will be introduced to their online toolkit. This will show them how I will be
communicating with them throughout the year and that they will be doing most of their
work on the Google platform.
 Next: Students will be introduced to alternative search engines to Google, Yahoo, etc
 Students will be given information on domain names (.com, .org, .edu)
 CRAAP Test
SOCIAL/ETHICAL LESSON: SAFE AND EFFECTIVE WEB SEAR 4

References:

Donald, B. (2016, November 22). Stanford researchers find students have trouble judging the

credibility of information online. Retrieved from https://ed.stanford.edu/news/stanford-

researchers-find-students-have-trouble-judging-credibility-information-online

ISTE Standards for Students. (n.d.). Retrieved June 1, 2019, from

https://www.iste.org/standards/for-students

Libncsu. (2015, June 09). Evaluating Sources for Credibility. Retrieved June 9, 2019, from

https://www.youtube.com/watch?v=PLTOVoHbH5c

Library, H. U. (2016, December 12). How to Use the CRAAP Test. Retrieved June 9, 2019, from

https://www.youtube.com/watch?v=tVqnamWs91I

The CRAAP Test [PDF]. (2017). Westshore. https://www.westshore.edu/wp-

content/uploads/2017/10/CRAAP-Test-Worksheet.pdf

Wall Street Journal. (2016, November 22). Study: Most Students Cannot Distinguish Fake and

Real News. Retrieved June 9, 2019, from

https://www.youtube.com/watch?time_continue=2&v=UYc-hd1QSwA

UCSD Preuss School. (n.d.). CRAAP Website Evaluation. Retrieved June 9, 2019, from

https://ucsd.libguides.com/preuss/webeval