Internet Research

Getting needed information

Sources on the internet

Objectives: Students will be able to get their needed information on the internet when they wonder words, objects, and situations.

Materials: Computers which can be accessed the internet. (One computer will be used by teacher, and some will be used by students who are divided some groups.)
Blank piece of paper

Steps:

1. Students will be divided some groups. Each group is prepared one computer.

2. Make students think their interests and decide one word each group. They list 10 information about the word.

3. Show students how to access google.com and yahoo.com.

4. Students will choose either google.com or yahoo.com.

5. Search “Nebraska” and show some sites about “Nebraska.” Students will see how to search and get information about it.

6. Finally, each group has other 10 information from one word by using the internet.

Result: Students should list 10 information they got on the internet. They compare first 10 information with next 10 information. And, they choose which is better.

Aki Kato
September 4, 2007

Writing a Bibliography Is Hard…

Is This True?

Objective: The students will give an informative speech. They need to use at least one book, one periodical source, and one Internet source to create their speech. They also need to submit an outline of the speech. Following MLA format, they will practice writing bibliographies of a book, periodical sources, and Internet source, and the exercises will help them complete their bibliography in their outline.

Materials:
➢ A handout will be provided. The handout includes information regarding how to write a MLA bibliography of a book, periodical source, Internet source, and other kinds of sources.
➢ The students bring their sources: one book, one periodical source, and one Internet source.

Steps:

1. Working with a Partner

The students will work with partners during this class. They find partners at the beginning and sit down together.
2. The Introduction of the Class

A. The teacher asks a question to the students, “What is a bibliography?”

B. After the students answer the question, the teacher explains the definition of a bibliography again.

C. The teacher explains the exercise.

3. The First Exercise: A Bibliography of a Book

A. The teacher tells the students to find a name of an author, date of publication, title, publisher, and so on.
(The teacher writes down these pieces of information on a blackboard.)

B. The teacher also tells the order of arranging these parts to the students. (The teacher writes down these pieces of information on a blackboard.)

C. The students individually write a book bibliography. Each student exchange his/her work with his/her partner, and they make sure their bibliography is fine.
(The teacher walks around the classroom and helps the students.)

4. The Second Exercise: A Bibliography of a Periodical Source

A. After making sure the student finishes the first exercise, the teacher explains how to write a bibliography of a periodical source like Step 3-A&B.

B. The students do the second exercise like Step 3-C.

5. The Third Exercise: A Bibliography of the Internet Source

A. After making sure the student finishes the second exercise, the teacher explains how to write a bibliography of the Internet source like Step 3-A&B.

B. The students do the third exercise like Step 3-C.

6. The End of the Class

A. After making sure every student has finished working, the teacher tells the
students to alphabetically arrange their sources by the last name of the author or by the title of printed materials if the author is not specified. The teacher stresses this information.

B. The teacher accepts questions from the students.

C. Homework Assignment: Complete a bibliography and submit it in the next class.

D. If there is no question, the teacher distributes the handouts.

E. The class is dismissed.

F. The teacher stays the classroom and still accepts questions from the students.

Result: The students have learned the steps of writing a MLA bibliography.

Emi Nishimoto

Sources on the internet

Objective: At the conclusion of this activity the student will be able to seek and identify
internet resources that are suitable for using in research activities.

Materials: Take students to computer lab. Worksheet outlining what a credible internet
source is.

Steps:

1. Place each student at a computer work station. If there aren’t enough for each
student to have his own, then pair them up.

2. Ask students to choose a topic that they are very familiar with.

3. Ask students to search with their favorite search engine and identify non
credible internet sources for the topic that they chose. Ask them to detail why
they may not be credible.

4. Ask student to search their favorite search engine for credible internet sources,
and ask them to detail what makes that site credible for the topic that they
chose.

Remarks: Students will be required to use credible internet sources in their research from
this point forward.

Patti Bomgaars
09/08/2007

www.crediblesources.com

Oh, The Places You’ll Go

Using the Internet to Research a Topic

Objective: Students will be able to access various types of internet sources and determine their credibility in research

Materials: Computer access for all students

Steps:
1. Divide the class into equal groups. Assign a random geographical location (Paris, China, the Indian Ocean, Utah) to each group.

2. Have the students find as much information on the location that they can in three minutes.

3. After three minutes, it is likely that they would have gone to wikipedia.org, or used some other online encyclopedia via a search engine. Explain to the students that the information found in this first three minutes is OK when trying to get a feel for a topic. However, it should only be used to start research, not act as a primary source.

4. Assign a new geographical location to each group. Instruct the group that in 20 minutes, they need to find sources with web links that end in only .gov, .org, or .net and compare that information to the information found in the quick search.

5. On the board, choose one group’s examples and compare in front of the class. Be sure to emphasize the importance of expert opinions and peer-reviewed journals. They will most likely be found in this second search.

6. After the comparison, have the students look for citation materials (date of last update, authors, host) on their quick search and advanced searched topics. Compare the presence of this material found in the sites. Be sure to hit on the importance of this information when citing the source.

Results: Give students another take-home topic and have them bring four credible internet sources back to school with them.

Grant Campbell
6/5/07

According to the Owl…

TOPIC: Internet Sources

OBJECTIVE: Given several internet websites, students will be able to distinguish reliable verses

unreliable websites.

MATERIALS: Computers for each student or pair of students. Pencil and paper. Handout attached.

STEPS:

1. Explain how a website can be reliable or not, going along with the handout.
2. Using a topic for a future speech, have students go to a computer.
3. Students will find two websites that are reliable and two websites that are not reliable.
4. Students will write information as to why the websites are or are not reliable.
5. They will then explain as a class why they are or are not reliable sources.

RESULUTS: Students will then use their handout to help them find reliable sources for their future speeches.

The CARS Checklist for Research Source Evaluation

The Owl at Purdue: http://owl.english.purdue.edu/owl/resource/738/01/
This site has several credible websites listed. Use these as possible sources for your speeches.

Amanda Davidson
September 23, 2009