Guiding+Activity+(Kelly+Shelp)

=Guiding Activity: Kelly Shelp=

Students will learn strategies to increase the accuracy of their keyword searches. They compare the number and kinds of sites obtained and make inferences about the effectiveness of the strategies.
 * __ PURPOSE __**

**__GUIDING QUESTIONS__** Why are keywords important when searching for information? How can we help our environments survive? What characteristics does an organism need to survive?

**__OBJECTIVES/ACTIVITIES__** Students will experiment with at least 4 different keyword searches and compare their results. Students will refine their searches by using multiple words, synonyms, and alternative words and phrases. Students will draw inferences to explain their search results.

1. Place an item (such as an apple, a book, a toy, etc.) in a box in the front of the classroom. Have one student come to the front of the classroom and attempt to describe the item without saying the name of it to the class. Have the class try to guess what is in the box. 2. Repeat this activity with different items 2-3 times. Afterwards ask students what they learned from the activity. 3. Introduce the word “keywords” and have a discussion based on what students think they are. 4. Explain to students that when they complete an internet search they need to choose their words carefully and be clear and exact with the words they use. Explain to students that by adding more keywords it can help narrow their search. By using a single word, they may come up with pages of sites that display their key word on their site. By adding more words fewer sites will be displayed for what you need. Tell students that they can also put words that belong together (such as a phrase, a full name, or lyrics of a song) in quotation marks. The results displayed will show sites that only has these words lumped together. 5. Students will work in pairs to conduct an experiment that involves finding information by using more and more keywords on the search engine Google. 6. Each student will get a [|handout] and be given one question to search. (Make sure that at least 2 groups have the same question so results could be compared at the end.) The following are the questions that will appear on the handout: 7. As students begin their search, guide them through their search as they find the answers to their question. 8. After all groups have had a chance to complete their search, pair up groups who had the same questions. Have the groups compare and contrast the keywords that they used and they sites where they found their answers. Explain to students that answers may vary as there are more than one correct answer to each question. 9. Assess student’s understanding of the lesson by asking students to explain what keywords are. Ask them if it is better to use more than one keyword in a search? Why or Why Not?
 * __ Lesson __**
 * What do plants need in order to survive?
 * What are five animals that are endangered species?
 * What are three things you can do to stay safe and survive a tornado?
 * What are three things you need to know in order to survive in the wilderness?
 * What are three things you could do to help Earth survive?
 * Have students search for the answer using a single keyword (plant, tornado, wilderness, etc.)
 * Have them record the number of sites that they found using a single word. Then repeat the same search using 2 words, 3 words, and more than 3 words. Students will also record the number or results they found and if they were able to find the answer in the top 3 results.
 * Students will also record (with tally marks) how many times they complete a search to find their answer.

**__ EXTENSION ACTIVITIES __** S

1. Have students think of a few words to a song that they remember. Explain to them that search engines can also help them fill in the missing words they can not remember. Have them type the words they remember from a song into a search engine. Have them find the song lyrics in the top five results. Have them use different phrases and quotation marks and compare the results of their search.

2. Students can complete an activity in which they will be able to judge which websites are best to use. As a class, create a rubric which will judge the website. The teacher can start the lesson by guiding students to think about if the website can be trusted? Students may want to add onto their rubric if an author can be found, is the author an expert, can you contact the author, are their spelling mistakes, the date of the website, easy navigation, etc. Students will then complete a search of web sites and complete a rating scale to identify if the website is of good quality in regards to research information.

3. Students can learn the difference between a fact and an opinion, particularly with regard to the Internet. They will understand that some websites contain facts, some contain opinions and some contain both. They will watch a video [|Fact or Opinion] and complete an internet search to find facts and opinions about survival.

**__WEBSITES__** [|Learn with Professor Garfield (used in extension activity)] [|Google Document Handout for Keyword Activity]