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Engagement
 

Day 1: Begin with showing students two different websites that are clearly biased. Students will hold up a pinch card to indicate whether they believe the website is targeted towards boys or girls.

 

 

 

After looking at each website, stop and ask students, "Why do you think this? Turn and talk with your shoulder buddy."

 

Then, have a class discussion about why students think the authors of the websites did this.

Exploration
 

Day 1: Independently, students will spend some time exploring the content on different websites assigned by the teacher.  These websites will be directed towards people who do support the use of wind turbines and those who do not support the use of wind turbines. The websites will be clearly biased or will have a mix of information.

 

While researching, students will write down a few ideas on a padlet organizer that indicates how people feel about using wind turbines from each website.

 

 

Discussion: Ask students, "Why do you believe these websites are/are not good websites to use in your research?"

*In previous lessons, students have been learning about different types of energy. This lesson would follow the day in which students learn about wind turbines as a source of energy. 

Explanation
 

Day 1: Discuss the previous websites and explain that strategic readers determine the main idea, determine the author’s point of view about the topic, and then look for bias. Also, discuss with students that during research, they should use credible sources with non-biased information. As students research, they should also ask themselves, “Does the article present both sides—the good and the bad (the positive and the negative) aspects of a topic or event?”

 

Then, the teacher will introduce the checklist to the students. Students will then be broken up into groups with a given website (from the list above) to evaluate. While they are in their groups, students should be navigating and reading through the site in order to evaluate the information. After evaluating with their groups, students will come back together as a whole class to present their findings on each website.  

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After students present their findings, as a class, we will compile a list of the credible websites in order to answer the essential question, "Do you agree or disagree with the use of wind turbines as a source of energy?" As we do this, we will eliminate the websites that are non-credible. 

 

Day 2: Using the list of credible websites from the previous day, students will collect research about wind turbines. As they research, they should list the pros and cons of wind turbines in order for them to make an informed opinion.

 

As they research independently, students will complete the note-taking process with a T-Chart, listing the pros and cons.

 

After researching and taking notes, students should identify their opinion based on what they have learned about wind turbines.

Extension
 

Debate: Since students have chosen their side based on their research, they will get into corresponding teams. Students will be given time to discuss their opinions and the information they gathered. Once time is up, they will hold a debate about whether they agree or disagree with the use of wind turbines. They should include not only information they learned, but discuss the sites from which they got their information as well.

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*This activity could be used after day 2 or day 3 depending on how the teacher sees fit.

Evaluation
 

Day 3: Students will be given the opportunty to create a final product to present their opinion stating whether they agree or disagree with the use of wind turbines as a source of energy.  Students should include several key details from their research supporting their response. They will be able to choose from the following:

  • Brochure 

  • PSA

  • Essay

  • PowerPoint

  • Wixie 

  • VoiceThread 

 

Once completed, students will share final products in small groups.

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