Inquiry+&+Research

__3 Minute Pause__ Summary: There are thousands of websites established that look educational, but are not. We, as teachers, need to educate ourselves and students how to evaluate the sites and check for validity.

Thoughts: When teachers are given useful and insightful lessons to teach students about the internet, such as website#1 & #2, it will make the lesson hit home. When assigning a research project it's important to point the students toward established websites with primary sources.

Questions: It's easy to see the connections of valid websites to my daily lessons and weekly objectives. My question is whether the sites I take time to research will be at the level of my 6th graders, whether the sites will be blocked by the technology department, and how to implement all the research when many of my students do not have access to computers at home.

__//Addition after essential readings://__ Summary: Students are motiviated to answer their own generated questions. When students are self motivated they will be more likely to use the skills and new information in other areas. "Give me a fish, I'll eat for a day. Teach me to fish, I'll eat for a lifetime.

Thoughts: When I Googled inquiry-based learning for my delicious bookmark site I came across both of the required reading sites. I only bookmarked the first site because I felt the second site was confusing. After reading them both a second time I am sticking with my original thought that I like the first site, though lengthy, better than the second site.

Questions: Would it be best to backwards plan for these types of lessons? Geography Alive helps to dictate our objectives and essential questions, so this type of lesson and project goes well with our series. Does this allow for library text research too for those students who do not have daily access to computers and internet?

Internet Researching

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