D-Quadrant Backward Planning

Lesson Title: Website Evaluation
What is it you Want Students to Know and Be Able to Do? – Content Standards
Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. (AASL Standards for the 21st Century 1.1.5)

21st Century Skills (ISTE NETS) What will you assess, specifically?
Student ability to assess websites for validity, reliability and accuracy.

Transfer: Students will be able to independently use their knowledge, understandings, and skills acquired to _evaluate websites for validity, reliability and accuracy.
Essential Question Big, broad open question not subject specific
How do you know if you can (believe) depend on information found on a particular website?

Enduring Understanding: What do you hope students to remember 10 years from now?
The importance of taking nothing at face value - questioning information, considering source bias, and determining reliability.

Unit Questions: Open questions – subject specific
How do you determine if a website's information is valid, reliable and accurate?

Content/Guiding Questions: Closed questions – fact finding
1. What is the domain type?
2. What is the purpose of the site?
3. Who is the author/creator?
4. What are the author's credentials?
5. When was information last updated?
6. How do you find this information? (eg. Disclaimer, Home, About this Site)
7. Are there errors on the page(s)?

How will you know they know it? Formative & Summative Assessment Strategies of content and skills
Formative Assessments:
1. Guided website evalution; teacher-led discussion on one website, using evaluation tool.
2. Partner discussion and evaluation; two per site, site chosen randomly; use of evaluation tool.
Summative Assessments:
Student chooses website, completes evaluation tool, presents findings to class using projector to demonstrate their thinking.

Performance Assessment Task – G.R.A.S.P.S.__

Goal: The “hook”Your task is…an engaging introduction that kids can connect with – the “real world” situation
Sharing examples of shockingly corrupted, incorrect information found on the internet; this will help explain the overall goal of the unit: why evaluating websites for accuracy, reliability and validity is essential.

The Role - Who does this kind of work or problem solving in the “real world?”
Any critical consumer of internet informtion.

The Audience – Who will you present your product to (other than the teacher)?
The fellow class members.

The Situation – More details on the goalStudent(s) will be able to critical evaluate a given website for accuracy, reliability and validity.

The productWhat would you turn in to your boss?
Students will complete an independently completed evaluation tool of a chosen website. They will then present their evaluation with an explanation of their rationale and thinking process to an audience of their peers.

Standards & Criteria for Success – Rubric criteria – what is expected? Should align with learning goals
Students will be able to locate and identify: domain type, purpose of site, author and credentials, last updated information, and successfully defend their evaluation of the site to an audience of their peers.