1. Lesson Title: Search Engines
  1. Grade/Age Level: 9-12
  1. Subject Area: English/Writing Workshop
  1. Time allotted for the lesson:One class meeting (47 minutes).
  1. Short description of lesson:
  2. In this lesson, the learners will use search engines, locate sources related to an environmental issue, and describe the relative strength or limitation of each search tool.
  1. Connecticut Curriculum Standards met in this lesson:

Common Core Standards for English Language Arts

Writing Standards, 9-10

8. Gather relevant information from multiple authoritative print and digitalsources, using advanced searches effectively; assess the usefulness of eachsource in answering the research question; integrate information into the textselectively to maintain the flow of ideas, avoiding plagiarism and following astandard format for citation.

  1. Instructional Objectives:Given a writing topic and access to laptop computers, students will:
  2. Select and use the best search engine for conducting online research
  3. Locate sources using Boolean terms
  4. Use filter and sorttools to manage “hits”
  5. Use Google Docs to create a working bibliography.
  1. Instructional Procedures
  2. Lesson Set (How will you open the lesson to motivate the learners?)
  3. Students answer a series of questions displayed on a SMART Board, and based on answers, draw a conclusion about search tools.
  4. To search the universe, astronomers use a ______.
  5. Telescope
  6. To search inside cells, biologists use a ______.
  7. Microscope
  8. To search your lungs and heart, your doctor uses a ______.
  9. Stethoscope
  10. To search the surface of the seas, a submariner uses a ______.
  11. Periscope
  12. Based on your answers, what can you conclude about why professionals use different search tools?
  13. Building on your conclusion, why should scholars use a variety of search engines when conducting online research?
  1. Techniques and activities
  2. Initiation (teacher-led lesson set as described above)
  3. After drawing a conclusion about why professionals use different search tools, students use induction to make a conclusion about using search tools for conducting online research: e.g., one search engine isn’t the best tool to use for every job.
  4. Teacher displays Search Engines image available at unit web site as an introduction to scholarly search engines. Discuss.
  5. Students describe how they use search terms to query Google or Yahoo.
  6. Teacher introduces “Boolean” searches and students view brief video, “Boolean Operators” ( which is also embedded on the unit web site.
  7. Teacher uses SMART Board to demonstrate a Boolean search, as well as sort and filter, in iConn.
  8. Given a topic and purpose, students use laptop computers or visit a computer lab to access search engines introduced in image, use Boolean operators to locate three current and credible sources of information.
  9. Students use Google Docs to start a new document in which they list their three best sources. Share with teacher.
  1. Lesson Closure (How will the lesson come to a close? The content should be summarized and related to future lessons, and actively involve the learners)
  2. Students use SMART board to showcase their working bibliography and demonstrate how they used Boolean operators to conduct searches and locate information that will be the basis for their first research paper.
  1. Adaptations for special learners (How will you adapt the learning/equipment for learners with special needs?)
  2. Screen reader
  3. Alternative keyboard
  1. Supplemental Activities: Extension and remediation (Extensions are additional activities to expand learning on the lesson content. Remediation activities include methods to re-teach the learning for learners who need more instruction/practice.)
  2. Extension
  3. Students in UConn ECE classes may use JSTOR to expand their searches
  4. Students annotate their working bibliography
  5. Students post links to sources on a class wiki
  6. Students conduct searches to find information that presents an alternative point of view.
  7. Remediation
  8. Teacher or student coaches students through the process of conducting a simple search with Google.
  9. Teacher or student coaches students through the application of Boolean operators to expand or restrict a search in Google.
  10. Teacher or student coaches students through the process of simple and Boolean searches with other search tools.
  1. Assessment/Evaluation:
  2. 100 percent of students will correctly use Boolean operators and scholarly search engines to locate a minimum of three timely and credible sources of information related to their research topic.
  3. Students will be assessed informally through the teacher’s monitoring of student progress, through questioning and discussion, through students sharing/exhibiting their working bibliographies in Google Docs.
  4. Performance levels:
  5. Mastery: three timely and credible sources are listed in a shared working bibliography
  6. Proficient: two timely and credible sources are listed in a shared working bibliography.
  7. Basic: one source has been located and may or may not be included in a working bibliography.
  8. Feedback: Teacher observes students while they conduct searches, redirecting attention, coaching, and providing encouragement. Teacher includes brief comment on students’ working bibliographies.
  1. Learner Products
  2. By the end of class, students will use Google Docs to create a working bibliography that includes three sources of information related to their research topic.
  3. Over the long term, students will write a short research paper that draws evidence from these sources.

* Note for learners: This lesson plan template is adapted from the model that is recommended in the book Preparing to Use Technology: A Practical Guide for Technology Integration.