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Kristin Bugnitz SLIS graduate student, Kent State University Columbus, OH kbugnitz@kent.edu 10/28/2014

Ebola: Creating a Smore Web Guide

Ebola has made international news in recent months, resulting in a great deal of confusion, uncertainty and in some cases, panic in the general public. After practicing research skills and dispelling some of the myths surrounding the disease, students will create Smore web sites to share important information about Ebola with the general public. Information Literacy/Inquiry Objectives: (AASL Standards for the 21

st-Century

Learner, 2007) 1.1.1. Follow an inquiry-based process in seeking knowledge in curricular subjects, and make

the real-world connection for using this process in own life. 1.1.2. Use prior and background knowledge as context for new learning. 1.1.5. Evaluate information found in selected sources on the basis of accuracy, validity,

appropriateness for needs, importance, and social and cultural context. 1.1.7. Make sense of information gathered from diverse sources by identifying

misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

2.1.2. Organize knowledge so that it is useful. 2.1.4 Use technology and other information tools to analyze and organize information. 2.3.1 Connect understanding to the real world. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and

reflecting on the learning. 3.1.4 Use technology and other information tools to organize and display knowledge and

understanding in ways that others can view, use, and assess. Curriculum (subject area) Objectives: This lesson is suitable for a variety of curriculum areas where web-based research is

conducted, including Science, Social Studies, and Health. Grade Levels:

9-11

Resources: (books, videos, online resources, websites, etc.) Sue Subels Google vs. Databases; https://www.smore.com/pqdzy PBS Ebola Digital Student Guide; http://www.pbs.org/newshour/extra/lessons_plans/ebola-

outbreak-mission-instructions-and-resources-digital-student-guide/ Excerpt from The Hot Zone by Richard Preston, available from

http://newshour-tc.pbs.org/newshour/extra/wp-content/uploads/sites/2/2014/09/ Excerpt-from-The-Hot-Zone-for-PBS-NewsHour-Education-Random-House-Publisher.pdf

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Newsela for leveled current event articles; https://newsela.com/ CDCs Ebola resource page http://www.cdc.gov/vhf/ebola/ Learning from Disaster: Exploring the Ebola Epidemic; http://learning.blogs.nytimes.com/2014/10/01/learning-from-disaster-exploring -the-ebola-epidemic/?_php=true&_type=blogs&_r=0 - going2 Smore, a web tool for creating informative mini websites; https://www.smore.com/

Instructional Roles: The school librarian and teacher will co-teach the lesson. The teacher will introduce the

lesson and the overarching project. The school librarian will provide direct instruction in search strategies and help students identify resources. The school librarian and the teacher will both answer student questions and assist students in completing the project.

Procedures for Completion (what you did)Addressing Inquiry (connect to prior

knowledge, demonstrate/model a concept/idea; provide guided practice): Day 1 The teacher will activate prior student knowledge by leading the class in the creation of an Ebola concept map. Students will be asked to share what they know or what they have heard about Ebola. This concept web will serve as a point of reference for the classs examination of Ebola. The teacher will then read an excerpt from The Hot Zone, by Richard Preston, a true account of an Ebola outbreak in the 1980s. Students will compare the story to the concept map and discuss any similarities to or differences from their previous knowledge. The teacher will then introduce the assignment: a research exploration of Ebola and creation of a Smore site sharing information with the general public.

Day 2-3 The librarian will help students get started in their research by delivering a short presentation on resource selection, inspired by Sue Subels Google vs. Database Smore site. The librarian will walk students through effective and ineffective example searches and how to identify credible sources. The librarian will also direct students to start with a few credible sources, such as PBS News Hours Ebola Digital Student Guide, a New York Times learning guide, and CDC resources. Students will receive the project handout to help guide them in developing their Smore sites. The librarian will remind students how to use Evernote to save their notes and sources to use later. Before leaving, students will reflect on the previous days concept map and complete an exit slip that compares or contrasts one item with the research they found.

Day 4 Given student research completion and assignment planning, the teacher will demonstrate how to use Smore to create an informative mini website. Students will use their research and assignment plans to create their own Smore sites sharing what they have found.

Day 5 Students will finish up work on the Smore sites. After creating an Ebola site using Smore, students will review and evaluate the sites of 4 of their peers using the Assignment Rubric. Students may then revise their sites based on the reviews before final submission to the teacher.

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Student Assessment/Reflection: (describe and provide supporting materials used to

assess student learning and guide students in self-assessment (e.g., rubrics, checklists, exit slips, etc.)

The attached handout will explain the assignment and help students plan their Smore sites (See Attachment 1). The attached exit slip encourages students to reflect on their research by reexamining the class concept map. (See Attachment 2). Both the teacher and students completing peer evaluations will use the attached rubric

(See Attachment 3). Professional Reflection: (self-assessment and instructional assessment)

This project allows students to explore a high interest topic while practicing research skills vital to success in high school, college, and beyond. Additionally, the resource exploration allows them to think critically about the way the misinformation and the unchecked media influence the way people understand sensitive issues. This site allows for students to play the role of the expert and share what they have learned using Web 2.0 tools.

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Attachment 1-Assignment Guide Sheet Ebola Smore Site Guide Sheet

This handout will help you research Ebola and plan for your Smore site.

Brainstorming: What do you think are the most important things people need to know about Ebola? 1. 2. 3. 4. 5. Keeping these ideas in mind, how do you want to organize your site? Some examples are FAQs, Myth vs. Fact, Guide to, and Top 10 Lists. Use your imagination and feel free to run your ideas past your teacher. Will your site have pictures? Video clips? Audio clips? Where will you find them?

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Attachment 1-Assignment Guide Sheet Assignment Requirements Use this checklist to make sure your site has all the necessary parts. _____Introduction to the Sitea brief summary of what the site is about. _____Contentthe meat of your site, your site should have at least 3 subheadings organizing

your information. _____Mediasites with visuals are much more appeals than plain, old text. Be sure to include

at least 3 media components (ex. Video clips, photos) and where you found them. _____Additional Informationa listing of at least 4 sites the reader can visit for more

information on your topic. _____ReferencesBe sure to cite all your direct quotations in the body of the site and any other

references in a Reference section at the bottom of the page. Use the Assignment Rubric Sheet to help you understand the assignment expectations and how your site will be graded. ____________________________________________________________________________

Attachment 2-Exit Slip: Concept Map Revisit Now that you have completed your research, reflect again on the concept map the class made at the start of the project. Instructions: Choose 1 circle of the concept map and write 2 sentences comparing or contrasting it to the new information you learned.

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Attachment 3-Assignment Rubric: Ebola Smore Site Name___________________ This rubric will be used by both your teacher and your peers to evaluate your Smore site.

CATEGORY 4 3 2 1 Content The site has a

well-stated clear purpose and theme that is carried out

throughout the site.

The site has a clearly stated purpose and

theme, but may have one or two elements that do not seem to be

related to it.

The purpose and theme of the site

is somewhat muddy or vague.

The site lacks a purpose and

theme.

Content Accuracy

All information provided by the student on the

Web site is accurate and all the requirements of the assignment

have been met.

Almost all the information

provided by the student on the

Web site is accurate and all requirements of the assignment have been met.

Almost all of the information

provided by the student on the

Web site is accurate and

almost all of the requirements

have been met.

There are several inaccuracies in

the content provided by the

students OR many of the requirements were not met.

Layout The Web site has an exceptionally

attractive and usable layout. It is easy to locate

all important elements. White space, graphic

elements and/or alignment are

used effectively to organize material.

The Web site has an attractive and usable layout. It is easy to locate

all important elements.

The Web site has a usable layout, but may features appear busy or

boring. It is easy to locate most of

the important elements.

The Web page is cluttered looking or confusing. It is often difficult to locate important

elements.

Links (Content) All links point to high quality, up-to-date, credible

sites.

Almost all links point to high

quality, up-to-date, credible

sites.

Most links point to high quality,

up-to-date, credible sites.

Less than 3/4 of the links point to high quality, up-to-date, credible sites.

Spelling and Grammar

There are no errors in spelling,

punctuation or grammar in the final draft of the

Web site.

There are 1-3 errors in spelling,

punctuation or grammar in the final draft of the

Web site.

There are 4-5 errors in spelling,

punctuation or grammar in the final draft of the

Web site.

There are more than 5 errors in

spelling, punctuation or grammar in the final draft of the

Web site. Comments: Total: _________________