Research+and+Inquiry+High+School

Learning to use the internet quickly and effectively for research is a valuable skill to have in high school. Advanced searches, website evaluation, bookingmarking sites, copyright laws, citing sources and file organizationare some of the topcis that should be explored. The following is a structure of lessons that could be used with students as they use the internet in the classroom.

//__**Learning to Take Jot Notes Effectively During Research**__//

 * [[file:supportingtechnology/Light & Reflection - web quest - Dec 7.doc|Light and Reflection Web Quest]]- shared by Annette Enns-Wind, KCS
 * [[file:supportingtechnology/Web Quest - Atomic Theory Web Quest.docx|Web Quest - Atomic Theory Web Quest ]]- shared by Annette Enns-Wind, KCS
 * [[file:supportingtechnology/Physics 20 Assignment - Wave Webquest.docx|Physics 20 Assignment - Wave Webquest ]]- shared by Annette Enns-Wind, KCS

//__**Evaluating Web Pages - Content, Source, Accuracy**__//

 * **[[file:supportingtechnology/Wikipedia Reliability Worksheet.docx|Evaluating Wikipedia Worksheet]]**- from Jeff Kingwell (Elrose)
 * 21st Century Information Fluency - online tool (scroll down for more information)
 * Evaluating a Webpage for Accuracy - Biology 20 (Kyle Composite) - see lesson below

//__Adva**nced Searching Techniques**__//

 * [[file:supportingtechnology/Internet Searching - Learning to Use Google More Effectively Lisa Padberg.docx|Internet Searching: Learning to Use Google Effectively ]]- lesson with learning activities

//__**Using Google Docs for Group Work**__//

 * Using Google Docs as a Tool for Collaboration During the Research Process - A video tutorial that walks teachers through the process of setting up and using Google Docs in their classroom (shared by Brent Larwood - OHS)

__//**Online Bookmarking**//__
===__//**Digital Ethics -**//__ //Teaching students to use technology appropriately, ethically and responsibly is a huge challenge for educators in the age of instant messaging and social media. For too long, the world wide web has been more like the wild, wild, west where few rules and regulations have existed. These are critical skills if our students are going to effectively navigate the world beyond the classroom.//===
 * [[file:supportingtechnology/Cyber Ethics shared by Lisa Padberg.docx|Cyber Ethics ]]- How It Could Affect You (shared by Lisa Padberg, KCS)
 * [[file:supportingtechnology/How_to_Behave_in_an_Online_Forum from Lisa Padberg KCS.pdf|How to Behave in an Online Forum ]](shared by Lisa Padberg, KCS)
 * Internet Safety - for High School Learners

//__**Social Media**__//

 * [[file:supportingtechnology/Facebook Obsession - Exploring Social Media.docx|The Facebook Obsession ]]- 45 minute documentary and assignment related to the pros and cons of social media

//**21st Century Information Fluency** is an online tool for students to use when evaluating websites:// //Students enter the web address and type in their notes about author, publisher, accuracy, etc. Their notes are then printed as a report on the authenticity of the websit////e.// //This allows students to dig deeper into the online source to ensure the information is believable.// //Click on the link to access the wizard.//

//**[[image:supportingtechnology/video-icon.jpg width="52" height="51" align="left"]]Video Supports for this Topic:**//
[] [] [] (this one is about 7 minutes long – a little more “lecture” but still quite informative – higher grades probably) Have students take some jot notes about the key points to get an idea about the criteria about webpage evaluation. You will have to pause from time to time to get it all down!

//**Evaluating a Webpage for Accuracy**// Course: Biology 20 Content: Unit 3 - Diversity of Life Concept: Classification Lesson: Carolus Linnaeus and Binomial Nomenclature

Through this lesson I was able to teach students the methods involved in evaluating a webpage for accuracy. Before they took down information, they had to determine the authorship of the webpage (identify the source of a webpage), if it contained copyright laws, and when it was created/last updated. We discussed the issues involved in using unreliable resources (the major issue for my students was reading incorrect information from the internet and submitting their assignment with wrong answers).

Carolus Linnaeus Internet Activity - Classification

1. Determine whether each of the following statements about Carolus Linnaeus are true or false. If the statement is false change it to make it true. a) He was a Swedish zoologist.  b) He grouped plants and animals based on their structural likeness. c) He insisted on using the common name for organisms.  d) Many of the names he gave organisms are still used today. e) He gave each organisms a unique name in English.  f) His system consisted of a genus and a species name for an organism. g) In his system genus names can be used for more than one group. 2. List the seven levels of classification from the smallest grouping to the largest.  3. To what kingdom do you belong?   What is your phylum?   To what class do you belong?   What is your order?   To what family do you belong?   What is your genus?   To what species do you belong?  4. What is your scientific name?  5. What is the scientific name for a grizzly bear?  6. How does the number of characteristics shared by all members of a classification level change as you progress from species to kingdom?  7. How does the number of organisms at each level of classification change as you progress from species to kingdom?  8. Why is Latin used for naming organisms?  9. Taxonomy is largely based on structural similarity. However, modern technology has allowed taxonomists to use additional traits to classify organisms. Can you name any of these additional traits?

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