Lesson MINI

LESSON MINI

Smart Searching

Grade:

9-12

Topic:

Research

Unit:

Research Fundamentals

Overview

In this lesson mini, students develop comprehensive digital research skills. They begin by learning essential vocabulary related to online searching and understanding the difference between primary and secondary sources. Students then practice generating effective keywords to refine their search queries, applying these skills to research historical figures. Finally, they conduct in-depth online research using advanced search techniques, evaluate source reliability, and present their findings in a digital format. Throughout the lesson, students apply their new skills to write essays and create presentations, enhancing their ability to gather, synthesize, and communicate information effectively in the digital age.

Ideas for Implementation

Social Studies

English

Humanities

Writing labs

Interdisciplinary collaboration

Key Vocabulary & Definitions

boolean operator (noun): a word (such as AND, OR, or NOT) that can be used in search engines to combine or exclude keywords for more precise and targeted search results

database (noun): a collection of information, or data, usually organized and stored digitally, as in a computer system, and available for rapid search and retrieval

filters (plural noun): options in a search engine to refine and narrow down results further by other factors such as date or source type (e.g., news, images, videos)

keyword (noun): a significant word or phrase used in searching for information online

primary source (noun): an original document or firsthand account created during the time period being studied that has not been interpreted or edited by others

reliable source (noun): a source that is credible and trustworthy

scholarly article (noun): a peer-reviewed article written by experts in the field

search engine (noun): a program used to search for and identify items in a database, especially on the Internet, that correspond to keywords or other criteria specified by the user

secondary source (noun): an article, a report, or another reference work that discusses, analyzes, or interprets primary sources or firsthand accounts but is not itself a firsthand account

unreliable source (noun): a source that is not trustworthy due to factors such as bias, outdated information, lack of author expertise, or absence of evidence to support claims

Authentic Learning Extensions

Authentic learning opportunities for smart searching involve real-world experiences and practical applications that help high school students understand research concepts meaningfully. Here are some examples:

Collaborative Research Project: Assign students to small groups and task them with planning a hypothetical school event or community service project. They must use their research skills to gather information on costs, logistics, potential sponsors, and relevant regulations.

Digital Literacy Workshop: Have students create and lead a workshop for younger students or community members on effective online research techniques and identifying reliable sources.

Library Exploration Sessions: Schedule a visit to the school library or local library, where students can explore the search engines and databases available specifically to your student body. In addition, libraries give students opportunities to explore non digital sources, such as maps and books. Librarians can assist students by teaching them how to research using different sources effectively.

Real-World Connection: Create a list of ways students can use this information in their everyday lives. Examples can include finding song lyrics, researching hobbies, or finding information about their favorite celebrities. Choosing a topic with real-life relevance increases engagement and motivation. Expand this concept by challenging students to (a) research a local community issue and prepare a presentation for a city council meeting, (b) investigate career paths and create a detailed report on educational requirements, job prospects, and industry trends, or (c) develop a fact-checking project in which students research and verify claims made in social media or news articles.

Choose Activity

LESSON MINI

Smart Searching

Activity

1:

Digital Research Vocabulary

By the end of the activity, students will be able to explain the meanings of terms related to digital research, distinguish between primary and secondary sources, and demonstrate basic skills in summarizing information from primary sources.

>40

Minutes

Materials and Resources

Materials

Whiteboard and display

Writing utensils

Resources

Implementation

Prepare for the Activity: Divide the class into groups of three or four students and assign each group to watch a different video interview from Britannica School related to the current unit of study (see example in the Resources section). Then write the terms Boolean operator, database, filters, keyword, reliable source, scholarly article, search engine, and unreliable source on the board.

Tell students that during today’s activity they will learn how to use search engines effectively and distinguish between primary and secondary sources.

Begin by introducing the vocabulary terms written on the board. Distribute the Mini Glossary graphic organizer to each student.

Model how to use the graphic organizer with the term search engine:

Vocabulary Word: search engine

Definition: A program that searches for and identifies items in a database that correspond to keywords specified by users

Word Associations: Google, website, search bar, browse, information

Sentence: I use search engines all the time because they have every possible topic a person could think of.

Drawing: [Draw a magnifying glass.]

Have students work in pairs to complete the graphic organizer for the remaining terms. After completion, ask for volunteers to share their work with the class.

Tell students that before they research a topic, they need to understand different types of sources. Introduce the concepts of primary and secondary sources. Create a simple T-chart on the board, or use the T-Chart graphic organizer, with “Primary Sources” and “Secondary Sources” as column headers. Provide definitions for each:

primary source (noun): an original document or firsthand account that has not been interpreted or edited by others

secondary source (noun): an article, a report, or another reference work that discusses, analyzes, or interprets original documents or firsthand accounts but is not itself a firsthand account

Ask students to rephrase the definitions in their own words and share them with the class. As they share, add the definitions to the T-chart. Guide students in creating a list of examples for both types of sources and add them to the T-chart.

Distribute a copy of the Summarization Note-Taking graphic organizer to each student.

Have the students gather into groups based on the video interviews they were assigned to watch before the activity. Have each group analyze and summarize their assigned video, using the graphic organizer for support. Consider giving students the option to rewatch their assigned videos before analyzing and summarizing the content.

Have each group present their summaries to the class. Facilitate a discussion of how information in secondary sources (such as summaries) differs from information in primary sources (such as video interviews).

Invite students to participate in a small-group discussion, using the following guiding questions:

What is an example of a primary source?

What is an example of a secondary source?

What are peer-reviewed articles written by experts in the field?

What is an example of an unreliable source? A reliable source?

How do you define bias?

Why are video interviews considered primary sources?

What are some key factors one needs to consider when embarking on a research project?

Conclude the activity by having students pair up and share one term they found interesting, challenging, or most useful for conducting research. Facilitate a brief class discussion on how these terms will improve their research skills.

Differentiation and Variations

Video Viewing: For the preparation step, provide students with the opportunity to watch the video twice in order to increase comprehension and engagement with the content presented. Consider asking students to first watch the video without taking notes and then watch the video a second time and answer the guiding questions. This approach benefits student learning by accommodating different processing speeds and allowing for deeper engagement with the material.

Primary and Secondary Sources: Ask students to pick a firsthand account of an important historical event and write a report on it. This benefits student learning as it promotes critical and analytical thinking.

Vocabulary One-Pager: Instead of using the Mini Glossary graphic organizer to practice important vocabulary from the activity, use the Vocabulary One-Pager graphic organizer. This differentiation supports student learning as it helps students build vocabulary by allowing them to create their own definitions by combining symbols, pictures, and phrases.

Collaborative Teaching

Parallel Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Parallel Teaching strategy. In this model, the class is divided into two groups, and each teacher delivers the same activity simultaneously to their group. This reduces the student-teacher ratio, allowing for more interaction and individualized attention. With smaller groups, students are more likely to participate actively and receive immediate feedback, which fosters a deeper understanding of the content and promotes a more engaging learning experience. Evidence suggests that small-group instruction leads to increased student engagement and improved academic outcomes.

Activity Introduction: Both teachers simultaneously introduce the activity to their respective halves of the class. Each teacher explains that students will learn how to use search engines effectively and to distinguish between primary and secondary sources. They list the vocabulary terms on a whiteboard or other display for their group.

Mini Glossary: Both teachers simultaneously lead this portion of the activity with their respective halves of the class. They each distribute the Mini Glossary graphic organizer. Both teachers model the process using the term search engine as an example, showing how to include the definition, word association, sentence, and drawing representing the term’s meaning. Students then work in pairs to complete the graphic organizer for the remaining terms. As students work, both teachers circulate within their groups, supporting student understanding and helping them create representations for each term.

Primary and Secondary Sources: Both teachers lead a discussion of primary and secondary resources and guide students to complete the T-chart activity. They introduce definitions for both types of sources, ask students to rephrase them, and create lists of examples for each. Then both teachers distribute the Summarization Note-Taking graphic organizer, divide students into small groups, and instruct them to analyze a video interview (assigned before the activity) and create a summary to present to the rest of their half of the class.

Activity Wrap-Up: Both teachers concurrently conclude the activity with their respective halves of the class. Both teachers then facilitate brief group discussions about how these terms will improve research skills. If time allows, they may bring both groups together for a quick whole-class share-out of key takeaways, synthesizing the learning from both halves of the class.

Smart Searching

Activity

2:

Generating Keywords

By the end of the activity, students will be able to generate effective keywords to refine their search queries for historical figures and use the information gathered to write a well-structured five-paragraph essay.

>40

Minutes

Materials and Resources

Materials

Devices (e.g., Chromebook, tablet, other approved) (one per student)

Search engine

Whiteboard and display

Writing utensils

Resources

Implementation

Tell students that during today’s activity they will practice generating and refining keywords for effective Internet searches.

Demonstrate a basic search for the phrase “historical figures” using a search engine. Highlight the number of results generated. Ask students:

Is it realistic to look through all of these search results to find what you are specifically looking for?

What can you do to make it easier to narrow a search?

Introduce or review the concept of keywords, and discuss how using specific terms can help students find the information they are looking for. Ask students:

How could we add detail to our search?

What keywords could we use to refine our original search?

Quickly brainstorm with the class a few ways to refine the original search (e.g., “American historical figures,” “historical figures from the 20th century,” “historical figures of the Renaissance period,” or “African historical figures”).

Divide students into small groups and distribute a Bubble Web graphic organizer to each group, or ask them to make their own on a piece of paper. Direct students to write “Historical Figures” in the middle circle. In the outside circles, students should brainstorm subtopics related to the original topic (e.g., “historical figures from WWII,” “female historical figures,” or ”historical figures of the civil rights movement”).

Ask students to draw lines from each topic they listed and write synonyms, or other keywords, that could support their search. After they have done so, explain that the bubble web they created has generated a variety of keywords they can use to refine their searches to yield more specific and usable results.

Direct students to a search engine, and have them try their keywords to see what results come up. Encourage them to refine their searches as needed, possibly combining keywords or using the Advanced Search tool to get better search results.

Instruct students to choose a historical figure of personal interest and apply the search strategies they’ve learned to find relevant information. Ask them to note which strategies were most effective for their chosen topics and to take notes on their findings.

After the search activity, facilitate a class discussion. Ask students:

How did you decide which keywords to search for?

What tips do you have for choosing good keywords?

Do you have any questions about how to select the best keywords?

Introduce the essay assignment: Students will write a five-paragraph essay on their chosen historical figure, focusing on the person’s key accomplishments and long-lasting impact. Emphasize the importance of using information gathered through their refined keyword searches.

Review the structure of a five-paragraph essay with the class. Remind students to do the following:

Use a hook, a strong thesis statement, and an overview in their introduction.

Use one topic sentence and supporting evidence from their research per body paragraph.

Support and analyze their ideas with information from their refined research.

Paraphrase their thesis statement and wrap up their ideas in the concluding paragraph.

Guide students through the essay writing process:

Encourage additional research using refined keywords if needed.

Provide a five-paragraph graphic organizer for brainstorming and organizing ideas.

Allow time for students to begin drafting their essays.

Offer support and feedback as students work on their essays.

After students have completed their essays, organize a peer-review session. Have students exchange their essays with a partner and provide constructive feedback, focusing on the effective use of information gathered through keyword searches.

Allow time for students to revise their essays based on peer feedback and their own reflections.

Facilitate a whole-class discussion on the keyword search process and its impact on students’ research and writing. Ask students:

How did using refined keywords affect the quality of information you found?

What challenges did you face in your research, and how did you overcome them?

How might you apply these search strategies to future assignments or personal research?

As a final reflection, ask students to share their thinking, aloud or in writing, about this question: “How has this activity changed the way you’ll approach online research in the future?”

Conclude the activity by summarizing the key learnings about effective keyword use in online searches and its importance in academic research. Encourage students to apply these skills in their future studies across all subjects.

Differentiation and Variations

Guided Practice: Instead of having students fill in all the circles themselves, brainstorm a few examples for students before allowing them to fill in the rest of their own keywords. Then, using the same words, come up with synonyms before releasing students to work on their half of the words. This makes sure that students fully grasp the concept before coming up with their own keywords independently.

Leveling Up: Instead of giving students a topic to search, consider allowing students to come up with their own topics. This helps students take ownership of their learning and allows groups to compare and contrast their findings in the activity wrap-up discussion.

Interdisciplinary Research: Consider assigning students interdisciplinary research topics. This approach encourages students to apply their search skills across different subject areas, reinforcing the versatility of effective keyword use. For example, students could research topics that combine science and history, such as “famous scientists of the Industrial Revolution” or “environmental impact of ancient civilizations.” This variation not only allows students to practice search skills, but it also promotes critical thinking about connections between different fields of study.

Collaborative Teaching

Team Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Team Teaching strategy. In this model, both teachers deliver instruction together, often alternating or integrating their teaching styles seamlessly, sometimes referred to as “tag team teaching.” This collaborative approach provides students with multiple perspectives and teaching styles, enriching their learning experience. By modeling effective teamwork and communication, this approach demonstrates how different viewpoints can enhance understanding, inspire higher-level thinking, and create a dynamic and interactive classroom environment. Evidence indicates that team teaching can enhance student engagement and provide a richer, more diverse educational experience.

Activity Introduction: One teacher demonstrates the basic search for “Historical Figures” and leads the initial discussion on search results, while the other maintains student focus and assists with the keyword brainstorming activity. This dual approach allows for a more interactive introduction, with one teacher able to respond to student questions while the other keeps the activity moving forward.

Group Activity: Teachers divide the class into two sections, each overseeing half the groups. They guide students through the Bubble Web graphic organizer activity, helping with subtopic generation and keyword refinement for historical figures. This division allows for more personalized attention and enables teachers to tailor their guidance to the specific needs of each group.

Search Practice: As students test their keywords in the search engine, both teachers circulate the room, offering support and guidance on refining searches related to historical figures. This hands-on approach allows teachers to address individual student challenges in real time and demonstrate different search techniques as needed.

Individual Research: Teachers continue to move around the classroom, assisting students as they research their chosen historical figures using refined keywords. This individual attention helps reinforce the concepts learned and allows teachers to provide differentiated support based on each student’s chosen historical figure and skill level.

Essay Writing Guidance: One teacher reviews the five-paragraph essay structure and provides writing tips, while the other distributes graphic organizers and assists students in organizing their research findings. This collaborative approach ensures students receive comprehensive support in both research and writing skills.

Activity Wrap-Up: One teacher leads the discussion on the keyword search process and its impact on research, while the other facilitates the final reflection activity and helps collect feedback.

Smart Searching

Activity

3:

Research Project

By the end of the activity, students will be able to conduct efficient and effective online research using advanced search techniques, evaluate source reliability, and present their findings in a digital format.

>40

Minutes

Materials and Resources

Materials

Devices (e.g., Chromebook, tablet, other approved) (one per student)

Search engine

Whiteboard and display

Writing utensils

Resources

Implementation

Tell students that today’s activity will focus on effective online search skills. Emphasize that the goal is to learn how to use specific search terms and strategies to quickly find accurate information online.

Begin with a quick warm-up by asking students to brainstorm synonyms for the word fast (e.g., quick, speedy, rapid). Explain that using different keywords in an online search can lead to different search results. Write these synonyms on the board to visually reinforce the concept.

Using a search engine, demonstrate how strong keywords affect search results. Use the examples “healthy fast food” and “healthy quick food” to show how slight variations in terms can yield different types of information. Encourage students to think critically about their keyword choices.

Briefly introduce the following strategies for conducting research using a search engine or an online database:

Boolean operators: Using the word AND between keywords narrows a search; using the word OR between keywords broadens a search; using the word NOT before a word limits a search by excluding certain results.

Search filters: Clicking on search filters, such as “images,” “news,” and “videos,” in a search engine narrows the search results to the type of media you are looking for.

Provide a brief demonstration of each strategy using a projected display.

Divide the class into small groups of three or four students. Assign each group a different fast food restaurant chain to research or allow them to choose one, ensuring there’s no duplication.

Provide a structured Research Guide handout for students to record the information they find:

The founders of the restaurant

The history of the restaurant

The type of food this restaurant serves

The restaurant’s target customer

The restaurant’s marketing strategy and online brand

The restaurant’s impact on society

A reflection on the types of healthy choices and variety of food offered

Instruct each group to create a short presentation on their chosen fast food chain using a digital design tool.

Facilitate group presentations, allocating about five minutes per group. Encourage students to ask questions after each presentation. Invite each group to share their different search queries and reflect on how this helped them find the correct information.

To wrap up, lead a class discussion on the importance of evaluating search results. Emphasize that while finding results quickly is helpful, ensuring the information is reliable is crucial. As a class, brainstorm a few quick tips for evaluating online sources. As students share, list their suggestions on the board, adding any key points they may miss (e.g., checking the author’s credentials, looking for recent publication dates, verifying information across multiple sources).

Conclude the activity by having students write or share aloud a brief reflection (two or three sentences) on what they learned about effective online searching and how they can apply these skills in future research tasks.

Differentiation and Variations

Varied Search Challenges: Introduce advanced search challenges for high-performing students, such as using Boolean operators in more complex strings of keywords, using quotation marks around phrases to ensure the keywords are next to each other in search results, or finding news articles from specific time periods. For students needing additional support, provide a list of suggested search terms or allow them to work in pairs. Visual aids or sentence starters can be used to help structure their search queries, ensuring all students can engage meaningfully with the activity regardless of their current skill levels.

Research Task: Instead of assigning students to work in small groups, give them the choice to work on their research projects independently. Then have them create a written report rather than an oral presentation on a topic of interest. This benefits student learning as it fosters autonomous study skills and gives students the opportunity to self-assess as they research different topics.

Collaborative Teaching

Introduction and Warm-Up: Teacher A introduces the concept of effective search terms and leads the synonym brainstorming activity. Teacher B records student responses on the board and highlights how different terms can yield different results. Both teachers then collaborate to demonstrate a live search using the brainstormed synonyms, showing in real time how results differ.

Research Task: Teacher A displays and explains the research task, while Teacher B divides the class into small groups. Teacher A then provides a brief demonstration of how to use the digital design tool selected for presentations. Both teachers circulate the room and offer support as needed as students work on their presentations.

Group Presentations: Teacher A calls on each group to present their findings, while Teacher B ensures that audience members stay on task and ask thoughtful questions. After each presentation, Teacher A and B alternate in providing constructive feedback, modeling how to give and receive critiques professionally.

Summary and Closure: Teacher A summarizes the key learning points from the activity. Teacher B provides real-world examples of how these skills apply to academic research and everyday life, reinforcing the practical value of effective searching and leading the discussion about the importance of evaluating search results.

Smart Searching

Activity

4:

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Materials and Resources

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Implementation

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Differentiation and Variations

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Collaborative Teaching

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Smart Searching

Activity

5:

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Implementation

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Differentiation and Variations

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Collaborative Teaching

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Lesson MINI

LESSON MINI

Smart Searching

Overview

Choose Activity

LESSON MINI

Activity

1:

Digital Research Vocabulary

By the end of the activity, students will be able to explain the meanings of terms related to digital research, distinguish between primary and secondary sources, and demonstrate basic skills in summarizing information from primary sources.

>40

Materials

Resources

Activity

2:

Generating Keywords

By the end of the activity, students will be able to generate effective keywords to refine their search queries for historical figures and use the information gathered to write a well-structured five-paragraph essay.

>40

Materials

Resources

Activity

3:

Research Project

By the end of the activity, students will be able to conduct efficient and effective online research using advanced search techniques, evaluate source reliability, and present their findings in a digital format.

>40

Materials

Resources

Activity

4:

Materials

Resources

Activity

5:

Materials

Resources

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