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Overview/Introduction:
This lesson introduces students to a process of evaluating web sites for scientific accuracy and usefulness. Specifically, after learning about various content evaluation criteria and observing a demonstration on evaluating web sites, students will select and evaluate a web site for its content information on a bird of their choice.
Purpose or Objective:
- To assess web sites for content information,
- To use an evaluation form,
- To access information about a specific type of bird, and
- To rate the accuracy and usefulness of an online web site for gathering scientific information.
Time Required: 1 to 2 hours
Materials, Tools, and Resources Needed: Evaluation forms, bird resources (disk or printed encyclopedias, bird field guides, bird books, vets, ornithologists, Audubon pamphlets, etc.) and computers with access to the internet.
Web Sites:
Natural History Museum
Grey Parrot Research Studies
African Greys World
Great Horned Owls- Henson Robinson Zoo
Animal Diversity Web
Peterson Online
USGS Patuxent Wildlife Research Center
Wild Birds Unlimited Ask the Expert
Ask a Curator!
MAD Question
Ask An Ecologist
Hummingbird Society
Greater Road Runner
Bald Eagle, The USA's National Symbol
Yahooligans
Website evaluation sites:
Questionable Websites (high school to adult)
Evaluating Information on the Web
Teacher Preparation:
Before starting this lesson, you may want to review the module sections on student evaluation and web site longevity. Be sure to review the websites listed for grade level appropriateness, language, and content.
Prerequisite Student Knowledge:
Technology: Basic computer skills, e.g., clicking, scrolling, getting online, opening and navigating around web sites.
Procedure:
- Ask the students if they think birds can count, fly faster than 60 mph, dance, or use tools. Take a poll of their answers. Have the students share any amazing information they may have heard about birds and ask how they could find out if that information is correct. Focus on answers such as using valid resources such as books and web sites created by experts or expert organizations.
- Modeling the Web Site Evaluation Process:
Introduce the Natural History Museum site, i.e., project it onto a screen, gather the class around a large monitor, or create a web wacker program for them, etc. Ask the students if a museum would be a good source of bird information. Discuss reasons why it would be a good source and focus on content evaluation criteria such as reliable source, currentness, understandability, and accuracy. Click on Amazing Facts and review the information with the class. Ask how many students are surprised at the bird information.
Now, go through this web site (or one of your choice) pointing out what evaluation criteria are fulfilled and how to determine the accuracy and usefulness of the site. See below for suggestions on how to do this.
Reliable: Demonstrate various ways of finding information on an author or sponsor. For example, look for and click on author, sponsor, more information about this site, and home page links. Or, delete the end of the URL after .org, .com, .gov, or .edu and see where you go. Point out that the lack of information about a web site's source or author means the information must be double-checked or cross-referenced before it can be used. Also, explain the meanings of .org (organization), .com (company), .gov (government), and .edu (education). At this point in time, you may want to have a discussion about bias.
Current: Point out the copyright or revision date usually found at the bottom of the home page. Discuss the timeliness of scientific information. Many discoveries are being made daily, especially in areas such as astronomy, microbiology, and medicine. Discuss what a reasonable copyright or revision date might be for bird information-one year, two years, three years, five years, ten years?
Understandable: Information on a web site should be easy to read, have clear pictures and drawings, use words that students can understand, define science terms, and contain little advertising. Bring up a web site that has a lot of scientific jargon such as African Grey Parrot Research Studies (See the results section of this paper for information on what grey parrots are capable of doing!) and one that has intrusive advertising such as African Greys World. Discuss reasons for jargon and advertising.
Accurate: If the web site is questionable or the facts
seem unbelievable (such as birds have three eyelids, walk on their
toes, or swallow small pebbles), cross reference the information.
You might be surprised at some of the results! To cross reference
material, search for the same information at a reliable web site,
ask an expert online, or look for the information in other resources
such as encyclopedias, bird guides, and local bird experts. As
an example, bring up a site on Great Horned Owls, THE
HIGH DESERT MUSEUM or Henson
Robinson Zoo and as a class select some interesting information.
Demonstrate cross referencing this information at a reliable web
site such as Animal
Diversity Web, Peterson
Online, or USGS Patuxent
Wildlife Research Center. If you can't find the same information
at those sites, go to an Ask an Expert site such as Wild
Birds Unlimited Ask the Expert, Ask
a Curator!, MAD Question,
or Ask An Ecologist and
then send an email from the entire class asking about the unusual
fact. Be sure to check for an answer in a few weeks!
- Pass out the evaluation forms and introduce the Who Says? Activity to the class. You may want to schedule independent computer time for each student if there aren't enough computers available.
- Collect the evaluation forms and review the sites and the reasons for the ratings. You may want to project some of the sites onto a large screen and discuss them. Have the students share any interesting bird information they found and verified.
Student Handouts/ Record Sheets:
- Student Online Activity
- Science Web Site Evaluation Form
Assessment:
Evaluate the student evaluation forms using a checklist for accuracy, completeness and timeliness. Final evaluation should include a review of the evaluation forms, student observations, and student sharing.
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Suggested Grade Levels: 4-12
National Education Technology Standards for Students Addressed:
4. Technology communications tools
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Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. |
5. Technology research tools
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Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks. |
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The Integrating Technology into Science Instruction webpages project is partially funded by grants from The Boeing Company and The Ralph M. Parsons Foundation. Integrating Technology into Instruction is a project of Target Science (target@laep.org) and is displayed on the Los Angeles Educational Partnership Learning Exchange. Target Science is an initiative of the Los Angeles Educational Partnership.