Lesson plan for 6th grade students on how to improve keyword searching skills in Google.
created and taught for LBSC 742

SUPER SUFER LESSON PLAN SUPPORTING DOCUMENTS

Created by: Elisa Burggraf

School/Location: Gov. Thomas Johnson Middle School (Frederick County Public Schools, MD)

Grade: 6

Library Context:

Fixed  Flexible  Combination  Individualized Instruction

Lesson Context: (check one)

Stand-alone lesson  Lesson in a unit
Multiple lessons in a unit – Indicate lesson order

Collaboration Continuum: (check one)

None  Cooperation  Coordination  Collaboration

Content/Unit:This lesson is designed to help students effectively find information on the Internet using
Google. They learn how to use keywords to conduct an effective Internet search (and how to refine a
keyword search to yield more relevant results, if time permits; it not this can be done in another lesson).
After a modeling the process of developing keywords for a search query and executing different
versions of the query, students will apply the search strategies presented in the lesson to develop
search queries and find answers to questions.

Estimated Lesson time: 1 class period, 47 minutes

Learner Characteristics & Implication to Lesson:

3rd period Lab 21: no students with IEPs, no ELL students, no special education students; one student
with 504 (medical). All students read on grade level (most students are merit students, maybe a few
honors students in this class). Students will work in pairs. A student who needs more help should be
paired with a student will greater

skill.

Instructional Objectives:

At the end of the lesson, students will be able to:

Correctly demonstrate the process of choosing keywords when conducting an online search.

Correctly construct search queries using multiple words, synonyms, and/or alternative words that
will yield useful information.

Standards for the 21st-Century Learner:

S1 1-1 __1__2_X_3_X_4__5__6__7__8_X_ 9_X_ (1.1.2, 1.1.3, 1.1.8, 1.1.9)

S1 1-2 __1__2__3__4_X_5_X_6_X_7__ (1.2.4, 1.2.5, 1.2.6)

S1 1-3 __1__2__3__4__5__

S1 1-4 __1_X_2_X_3__4_X_ (1.4.1, 1.4.2, 1.4.4)

S2 1-1 __1__2__3__4__5__6__

S2 1-2 __1__2__3__4__

S2 1-3 __1__2__3__

S2 1-4 __1__2__3__4__

S3 1-1 __1__2__3__4__5__6__

S3 1-2 __1__2__3__

S3 1-3 __1__2__3__4__5__6__7__

S3 1-4 __1__2__3__

S4 1-1 __1__2__3__4__5__6__7__8__

S4 1-2 __1__2__3__

Connection to local, state standards, other national standards:

(List here relevant content, information literacy, and technology standards)

Maryland Library Media State Curriculum – Grades 6-8
Standard 1.0: Define and Redefine Problem or Question: Students will be able to follow an inquiry
     process to define a problem, formulate questions, and refine either or both to meet a personal and/
     or assigned information need.
          3. Formulate and refine questions to meet an information need.

a. Use prior knowledge to individually formulate and refine questions to meet an information
need.

b. Use background information to refine researchable questions.

Standard 2.0. Locate and Evaluate Resources and Sources: Students will be able to follow an inquiry
process to identify, locate, evaluate, and select resources and sources in a wide variety of formats to
meet the information need in an ethical manner. (AASL 21st 1)

1. Identify resources to meet the information need.

c. With guidance, refine or revise researchable questions based on access to and availability
of resources

Standard 3.0. Find, Generate, Record, and Organize Data/Information: Students will be able to follow
an inquiry process to find, generate, record, and organize information relevant to the information
need in an ethical manner. (AASL 21st 1)

1. Record data/information in a variety of appropriate formats.
d. Use keywords to identify relevant information.

Maryland Technology Literacy Standards for Students – Grade 6

Standard 2.0. Digital Citizenship: Demonstrate an understanding of the history of technology and its
     impact on society,and practice ethical, legal, and responsible use of technology to assure safety.
          1. Practice responsible and appropriate use of technology systems, software, and information
               b) Work cooperatively and collaboratively with others when using technology

Standard 5.0. Technology for Information Use and Management: Use technology to locate, evaluate,
gather, and organize information and data.
A. Locate, Evaluate, and Gather Information

          1. Select and use information resources available through technology
               e) Refine search strategies for Web search engines/directories
Standard 6.0. Technology for Problem-Solving and Decision Making: Demonstrate ability to use
     technology and develop strategies to solve problems and make informed decisions.
          2. Devise a Plan
               • Use technology to help formulate a research question about a problem/situation that requires
     further study

Maryland Common Core State Curriculum Framework English Language Arts – Grades 6-8

RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
     connotative, and technical meanings
SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
   led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and
     expressing their own clearly.
W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing
   the inquiry when appropriate.
          • Follow an inquiry process. (See MD SLM. 6-8. 1A1.)
          • Define a problem, formulate questions, and refine a problem and/or
            question. (See MD SLM. 6-8. 1B1, 1B2, 1B3.)
          • Locate and evaluate resources. (See MD SLM. 6-8. 2A1, 2B1, 2B2.)

Common Core English Language Arts

CC.6.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text,
     including figurative, connotative, and technical meanings.
CC.6.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions
     (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
   issues, building on others’ ideas and expressing their own clearly.

CC.6.W.7 Research to Build and Present Knowledge: Conduct short research projects to answer a
question, drawing on several sources and refocusing the inquiry when appropriate

NCTE/IRA National Standards For The English Language Arts

Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and
   appreciate texts. They draw on their prior experience, their interactions with other readers and
     writers, their knowledge of word meaning and of other texts, their word identification strategies, and
     their understanding of textual features (e.g., sound–letter correspondence, sentence structure,
   context, graphics).

Standard 7. Students conduct research on issues and interests by generating ideas and questions and
   by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g.,
     print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their
     purpose and audience.

ISTE Standards-Students

Standard 3. Research and information fluency. Students apply digital tools to gather, evaluate, and
use information.

a. Plan strategies to guide inquiry

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media

c. Evaluate and select information sources and digital tools based on the appropriateness to
specific tasks

d. Process data and report results

Standard 4. Critical thinking, problem solving, and decision making. Students use critical thinking skills
to plan and conduct research, manage projects, solve problems, and make informed decisions
using appropriate digital tools and resources.
b. Plan and manage activities to develop a solution or complete a project

c. Collect and analyze data to identify solutions and/or make informed decisions

Lesson

I. Introduction (10 minutes)

ASK/DISCUSSION: What do you know about surfing? (guide students toward surfing in the ocean and
Internet surfing).
ASK/DISCUSSION: How are they similar? (help students understand that both require skill and practive).
ASK/DISCUSSION: What are your experiences surfing on the Internet?

EXPLAIN: Goal of lesson
DEFINE: Keywords
ACTIVITY: Guess the Object (describe an object to students, have them guess what it is; give students
   the opportunity to be the person coming up with and giving the clues)
EXPLAIN: this activity relates to search queries because search engines find information based on how
  you describe your information need. The better your description, the better the search engine (like
   your fellow students) is at finding what you need.

EXPLAIN: Basic tips for searching google.

II. Teach 1: Strategy 1: Parsing a Question (15 minutes)
EXPLAIN: the steps of this strategy (parsing a question)
GUIDED PRACTICE/MODELING: Work through the steps of developing a search query to find the
     answer to this question: “What food does Tyson like best?”
STUDENT PRACTICE: Each student should enter the following queries into Google. Have students look
     at the number of hits generated by each query and the content on the first page or two of hits that
     each query has generated.

[What food does Tyson like best?]

[food Tyson favorite Percy Jackson]
[favorite food Tyson Percy Jackson]

DISCUSSION: What were the differences between the queries. Which query work best and why?

STUDENT PRACTICE: Working in pairs, have students select a work sheet and create search queries
for the first two questions.

REVIEW: possible search queries for the first two questions on student work sheets

III. Teach 2: Strategy 2: Build Webs or Lists (5 minutes)
EXPLAIN: In what situation building keyword webs or lists of keywords might be helpful.
MODEL: an example of creating a keyword web using “community helpers” as subject.

Teach 3: Extra Information (if time permits)
EXPLAIN: strategies to refine a query, such as phrase searching and Boolean operators

DISTRIBUTE: Google Searching Job Aid (show students Creative Commons License and show the URL
for the original infographic).

IV. Practice
STUDENT PRACTICE: Have students continue to work in pairs on work sheet. (if time is limited, have
students finish worksheet in class the next day).

Justification for choice of Instructional Strategies and Research Models (if used)
When teachers take into account a student’s preferred learning style (Gardner’s Multiple Intelligences),
students have a more positive educational experience (Brewer, 2005) and they perform better
academically (Fose). Thus, a variety of activities in this lesson plan provides access for verbal-
linguistic (lecture and discussion), visual-spatial (teacher modeling of process), bodily-kinesthetic
(students develop and execute search strategies), and interpersonal leaners (students work as a group
and in pairs). Furthermore, according to Small, Arnone, Stripling & Berger (2012), motivation is also a
necessary element for students to be successful learners. Teachers who thoughtfully and carefully
select and use various teaching strategies help keep students motivated and engaged in the learning
process. Thus, I use several teaching strategies in this lesson: chunking and questioning aloud,
discussion, gaming, cooperative learning, hands-on practice, teacher modeling/demonstration and
using visuals.

Brewer, S. (2005). Tapping into multiple intelligences to teach information literacy skills. School Library
Media Activites Monthly, 21(9), 19-21. Retrieved from http://search.proquest.com/docview/
237132653?accountid=458

Fose, L. (n.d.). Exploring technology to address student multiple intelligences & learning styles.
Retrieved from http://www.calpoly.edu/~lfose/articles/Exploring_Technology.pdf

Small, R. V., Arnone, M. P., Stripling, B. K., & Berger, P. (2012). Teaching for inquiry: Engaging the
learner within. New York, NY: Neal-Schuman Publishers, Inc.

Resources for Students (check all that apply)

 Online subscription database(s)  Web sites  Books

 Reference  Nonprint  Periodicals/newspapers

Other: Chromebooks  Other: Work Sheets  Other: Job Aid (Searching Google) 
Other: Job Aid (Developing Keywords for Search Queries)

List of resources/materials used in this lesson
PowerPoint Lesson
ChromebooksInternet (Google)
Student Work Sheets
Job Aids: 1) Google Searching, 2) Developing Keywords for Search Queries

Lesson based on:
Picking the Right Search Terms lesson plan from Google (https://docs.google.com/document/d/
1l4pS26nZLUok_- rx2_w5qu5aYy40p5gXX58l6dgE4_c/edit)

Strategic Searching lesson plan from Common Sense Media (https://d2e111jq13me73.cloudfront.net/sites/default/files/uploads/classroom_curriculum/6-8-unit1-
strategicsearching.pdf)

Choosing the Right Search Terms lesson plan
(http://hackhealth.umd.edu/wp-content/uploads/2014/09/Pod-Two.pdf)

Keywords: Learning to Focus Internet Searching lesson plan from ReadWriteThink

(http://www.readwritethink.org/classroom-resources/lesson-plans/keywords-learning-focus-internet-
1122.html)

Improving Research Skills with Effective Keywords from Teaching Channel
(https://www.teachingchannel.org/videos/teaching-strategies-internet-research)

Justification for Selection of Materials and Resources:
Chromebooks – this is what is available at Gov. Thomas Johnson Middle School
Google – students use this search engine frequently for school assignments and personal interests.

PowerPoint – presentation technology most familiar to student instructor.

Assessment:

Formative Assessments: