Subject: Instructional Technology
1. Topic-
Web Evaluation; Noodletools; Moodle
 
2. Content-
Synthesizing information from notes to authorship of Moodle "Encyclopedia" entry.

Standards addressed:
NETS-S
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology
3. Research and Information: Students apply digital tools to gather, evaluate, and use information
4. Critical Thinking, Problem-Solving & Decision-Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.

Massachusetts Technology Standards

G6-8: 1.24 Create a multimedia presentation using various media as appropriate
G6-8: 1.25 Use a variety of technology tools to maximize accuracy of work
G6-8: 3.1 Explain and demonstrate effective searching and browsing strategies
G6-8: 3.2 Collect, organize, and analyze digital information from a variety of sources, with attribution
G6-8: 3.6 Develop and use guidelines to evaluate the content, organization, design, use of citations, and presentation of technologically enhanced projects.

Vocabulary:
Synthesis
Summary
Paraphrasing
Original Content
 
3. Goals: Aims/Outcomes-
1. Students will use the template provided on moodle to create a glossary entry (Encyclopedia page) for their endangered animal.

2. Students will synthesize the paraphrased notes (in the paraphrase boxes) they created in Noodletools into informational paragraphs of their own words for each category: description, habitat, diet, why endangered, how we can help - using word processing application of their choice.

3. Students will copy/paste the final draft of each paragraph into their animal template on moodle

4. Students will insert a picture of their animal into the moodle entry;

5. Students will insert live links to their websites into the moodle entry
 
4. Objectives-
1. Students will increase their competencies and comfort level working with Noodletools as they see how all of the organizational pieces fit together.

2. Students will be proud of their efforts as they see their work come together in a published form on the moodle, and as they understand that their work will be shared with all sections of 6th grade.

3. Students will continue to use NoodleTools to reinforce the elements of a R.E.A.L. website evaluation.

4. Students will understand the importance of linking sources to their notecards as they progress more deeply into this research process.
 
5. Materials and Aids-
Projector/Activeboard/ActivInspire
Laptops or desktop computers
Internet
Moodle
Noodletools
 
6. Procedures/Methods-

A. Introduction-

1.Instructions on the ActiveBoard (Flipchart page): Students are to log into Moodle and Noodletools, then gather at the ActiveBoard.

2. Since this class meets once/week, review what the previous tasks were, leading up to this class: 3 websites; citations; note cards.

3. Show shared list of Noodletool project list - help students understand how we can see their work.

4. Explain the format of today's class: first half of class (direct instruction) at the board with lesson on synthesizing information; second half will provide time to work on project.
 

B. Development-

1. Open Noodletools bibliography-use live links to websites to open each in a new tab. "Getting resources ready" for research.

2. Using flip chart, show students the analogy between our "virtual desktop" (noodletools) and a physical desk - with note card clutter.

3. Show piling of actual notecards (index cards) to model piling - organizing notecards by topic.

4. Using a combination of flipchart, presentation pages and an actual Noodletools note card: model the writing of a brief paragraph, using the notes from the paraphrasing box; write paragraph draft on word document. Ask for questions.

5. Model the same process, using two notecards. Ask for questions.

6. Model the process of accessing the "Encyclopedia" on moodle; finding the template; copy/paste template into a new entry.

7. Illustrate the flow of information: website
-> direct quotation box -> paraphrase box
-> synthesis paragraph -> moodle
 

C. Practice-

1. Students move to computers.

2. Students follow the same process, using the notes/notecards they have created in previous classes.

3. Teachers circulate; informal check in with each student to ensure understanding
 

D. Independent Practice-

1. Students will have the next class period to continue synthesizing their research into the moodle encyclopedia; inserting picture and links to websites; formatting their entry so it is visually appealing.

2. Students who have not completed all notecards at this point are asked to continue working at home
 

E. Accommodations (Differentiated Instruction)-

Students on IEP's have a modified assignment, as needed: fewer websites required; fewer categories on encyclopedia

 

F. Checking for understanding-

1. Formative assessments are conducted throughout this unit. Noodletool work is shared through dropboxes; work is checked and commented on by teacher throughout the project.

2. Informal check ins during guided practice time

3. Rubric is provided to students at this point in the project so they can self assess the satisfactory completion of all components of the project
 

G. Closure-

1. Wrap up of this lesson - last 4 minutes of class, bring students together to debrief: problems encountered? Breakthroughs? Suggestions for other classmates?

2. Closure for the unit is conducted during the last class period, when students create an "animal wall" on padlet; a list of questions about the animals is distributed to all students and they are asked to look for answers to the questions by accessing the moodle encyclopedia.
 
7. Evaluation-
1. Informal student rubric to self-evaluate
2. Formal project rubric for teacher assessment
 
8. Teacher Reflection-
This lesson required more time than anticipated. There are many components to the research project: web evaluation; source citation; note-taking; moodle submission (with formatting); There is a big learning curve with noodletools, and it is worth taking the extra time necessary for students to gain a comfort level with the necessary skills to make this a productive tool for research.

It was very helpful to have two teachers during the guided practice time. Many students needed some individual help. It was also helpful to call upon some of the more proficient students to help their peers. This not only helped keep all students moving forward; it also validated the students who had mastery of these skills, by calling upon them to share their mastery.
 

This Lesson Plan is available at (www.teacherjet.com)