Lesson MINI

LESSON MINI

Effective Searching

Grade:

6-8

Topic:

Research

Unit:

Ready for Research

Overview

In this lesson mini, students learn to effectively use search terms to locate relevant information from various sources, refining searches as needed.

Ideas for Implementation

Social Studies

Humanities

Library media

Intervention or enrichment

Interdisciplinary collaboration

Key Vocabulary & Definitions

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

database (noun): system, and available for rapid search and retrieval

filters (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 that has not been interpreted or edited by others

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 original documents or firsthand accounts but that is not itself a firsthand account

Authentic Learning Extensions

Authentic learning opportunities for studying online research strategies involve real-world experiences and practical applications that help students understand research concepts meaningfully. Here are some examples:

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. Librarians can assist students by teaching them how to use search engines and databases 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.

Choose Activity

LESSON MINI

Effective Searching

Activity

1:

Digital Research Techniques

By the end of the activity, students will be able to explain the meanings of terms that will help them conduct digital research and distinguish between primary and secondary sources.

20-30

Minutes

Materials and Resources

Materials

School- or district-approved search engine

Whiteboard and display

Resources

Implementation

Tell students that during today’s activity they will learn how to use search engines effectively for research, starting with understanding important vocabulary. List the terms Boolean operator, database, filters, keyword, and search engine on the board, and have students briefly discuss any prior knowledge of these terms with a partner.

Distribute a five-section Vocabulary One-Pager graphic organizer (or have students create their own). Briefly model the process of filling out a section of the one-pager using “search engine” as an example. Show students how to include symbols, pictures, and words that represent the term’s meaning. The following is an example of language that could be used to describe the meaning of “search engine” and what you could draw in the organizer:

We use search engines all the time. I use it whenever I need to find information. It has every possible topic a person could think of. It’s almost like a library that you hold in your hand, so I’m going to draw a bookshelf. I’m also going to draw a search bar with the word “music” in it, as I often like to search for musicians or songs.

Have students label and fill in one section of their own organizer for the term search engine, using whatever words, pictures, or symbols that will best help them remember its meaning.

Direct students to a preapproved search engine to explore the remaining four terms. Remind students to add simple representations (words, symbols, or pictures) for each term in the appropriate section. Encourage quick, concise entries.

Tell students that before they research their topic, they need to understand two types of sources: primary and secondary. Create a simple T-Chart with “Primary Sources” at the top of one column and “Secondary Sources” at the top of the other column. Verbally deliver the definitions of the two types of sources, and give an example of each type of source.

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 that is not itself a firsthand account

Ask students to put the definitions into their own words and share them with the class. Have student volunteers add their definitions to the T-Chart. Then encourage them to help you create a list of examples for both types of sources. Add the examples to the T-Chart. Be sure to include modern-day sources—like social media live-streaming videos or posts at a protest or political campaign event—that students may encounter as they search the Internet. Invite students to draw personal connections while describing these sources, enriching the conversation.

Conclude the activity by having students share with a partner one term they found interesting, challenging, or most useful when conducting research. Briefly discuss as a class how these terms will improve their research skills.

Differentiation and Variations

Complete in Home Language: Encourage students to use their home language to complete the organizer. Adding cognates or words and phrases in their home language helps students make connections between the word and familiar concepts. Studies show that using their first language can improve their understanding and aid in learning new words.

Visual Vocabulary One-Pager: Follow the steps listed above, but ask students to use only visual elements to represent each word’s meaning.

Connected Words One-Pager: Students complete the One-Pager, placing related words next to each other and noting their connections, which helps them understand and reinforce the relationships between vocabulary.

Collaborative Vocabulary One-Pager: Organize students into groups of three, and assign each group one vocabulary word. Provide a large sheet of paper for them to create a visual representation of their word using symbols, drawings, and other relevant words. Display the finished work on the classroom wall to create a shared visual glossary for the class to reference.

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.

Introduction: Both teachers simultaneously introduce the activity to their respective halves of the class. Each teacher explains the purpose of learning search engine vocabulary and lists the words on a whiteboard or other display for their group. Teachers guide their respective groups in brief partner discussions about prior knowledge of these terms.

Vocabulary One-Pager: Both teachers simultaneously lead this portion with their respective halves of the class. They each distribute or have students create a five-section Vocabulary One-Pager, explaining that each section will contain one of the words: Boolean operator, database, filters, keyword, and search engine. Both teachers model the process using search engine as an example, showing how to include symbols, pictures, and words representing the term’s meaning. They then share verbally or on a display the meanings of the remaining four terms, and direct the students in their groups to use pictures, symbols, and words to fill in their one-pager for each term. As students work, both teachers circulate within their groups, supporting student understanding and helping them create representations for each term.

Activity Wrap-Up: Both teachers concurrently conclude the activity with their respective halves of the class. They each have students share one term they found interesting or challenging with a partner within their group. 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.

Effective Searching

Activity

2:

Generating Keywords

By the end of the activity, students will be able to generate effective keywords to refine their search queries.

30-40

Minutes

Materials and Resources

Materials

School- or district-approved search engine

Whiteboard or display

Resources

Implementation

Tell students that during today’s activity they will practic generating keywords for Internet searches and refining them as needed during active research. Begin by performing a basic search for “Famous Artists” on a school- or district-approved search engine. Point out the number of results that your search generated. Ask students if it is realistic to look through all of these search results to find what they are specifically looking for. Then ask students what they can do to make it easier to narrow their search.

Introduce or review the concept of “keywords,” and discuss how using specific terms can help them find the information they are looking for. Quickly brainstorm a few ways to make the original search more refined (e.g., “impressionist artists,” “famous female artists,” “Italian artists of the Renaissance period,” or “contemporary artists”).

Explain to students that they will be doing a basic search on “Famous Musicians.”

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 them to write the topic in the middle circle. In the outside circles, students should brainstorm subtopics related to the original topic (e.g., “Billboard top 100,” “popular teen pop stars,” ”Grammy-nominated hip-hop artists,” or “musicians currently in concert”).

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

Direct students to a school- or district-approved 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.

Allow students time for individual practice. During this time, they should choose a topic of personal interest and apply the search strategies they’ve learned to find relevant information. Encourage them to note which strategies were most effective for their chosen topic.

To wrap up the activity, ask students to write down and share the following:

Two new things they learned about effective searching

One strategy they found most useful

One area they still feel unsure about or would like to practice more

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 practices search skills but 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 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.

Introduction: One teacher introduces the concept of search results and keywords, while the other maintains student focus and assists with the 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 “Famous Musicians” search activity, helping with keyword generation and bubble web creation. 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 on the approved search engine, both teachers circulate the room, offering support and guidance on refining searches. This hands-on approach allows teachers to address individual student challenges in real time and demonstrate different search techniques as needed.

Individual Practice: Teachers continue to move around the classroom, assisting students as they apply search strategies to topics of personal interest. This individual attention helps reinforce the concepts learned and allows teachers to provide differentiated support based on each student’s chosen topic and skill level.

Activity Wrap-Up: One teacher leads the discussion on search result differences and facilitates the reflection activity, while the other ensures all students participate and helps collect feedback. This collaborative wrap-up allows for a comprehensive review of the activity, with one teacher able to focus on content while the other manages class participation and time.

Effective Searching

Activity

3:

Using Advanced Search Techniques to Find Sources

By the end of the activity, students will be able to use a variety of advanced online search techniques to refine their search queries.

20-30

Minutes

Materials and Resources

Materials

School- or district-approved search engine with search filters (e.g., images, videos, shopping, news)

Whiteboard and display

Implementation

Tell students that during today’s activity they will be exploring ways to make their search engine and database searches more effective, using keywords, Boolean operators, and filters. If these terms were previously covered, review them. Otherwise, they will be defined as they come up.

Ask students to work in pairs to create a list of three search engines and three databases. If students are unable to list any databases, consider working with the school librarian to create a list of databases that students have access to, especially any subscription services.

Pull up a school- or district-approved search engine. Tell students that you want to look up information about music. Ask students to guide you through the process. If possible, show the class the number of search results that came up.

Tell students that there are too many results, and you want to narrow your search.

Brainstorm ways that this can be done, focusing on adding more keywords and creating a list of possibilities.

Assign one related keyword to pairs of students, and ask them to complete a quick Internet search, combining the keyword with the word music. Have them list three results of their search, such as website names or quick facts.

Bring the class back together to report their findings and discuss how adding a second keyword changed the search results.

Explain and define Boolean (boo-lee-uhn) operators using the following examples:

AND: narrows the search, as all results will have both terms (“music AND bands”)

OR: broadens the search, as results could have either or both terms (“music OR bands”)

NOT: limits the search by excluding results with certain terms (“music NOT bands”)

Split pairs of students into three groups, assigning each group one of the above searches using the keywords music and bands. Ask students to again search and list three results of their search. Bring the class back together, and lead a discussion comparing the results of these searches, emphasizing how changing a single word can significantly change the results.

Display the search engine’s filters. Type the word music in again, and this time, cycle through the available filters (e.g., photos, videos, shopping, news). Discuss how using the filters narrowed the search to specific types of results.

To wrap up the discussion, explain to students that you would like to do an Internet search to see if there are any recent cat food recalls. Ask students how they can use keywords, Boolean operators, and search filters to craft an effective search query (e.g., type “cat AND food recall” into the search engine and click on the “news” filter). Have students conduct the search and see what comes up.

For individual practice, ask students to choose a topic of personal interest and create three different search queries using the techniques learned (keywords, Boolean operators, and filters). Have them note which query produced the most relevant results and why.

Have students write down and share the following:

One new search technique they learned today

How they might use Boolean operators in their next research project

One question they still have about effective searching

Briefly discuss the importance of evaluating search results, asking students the following question:

Now that we can find more specific information, how do we know if it’s reliable?

Brainstorm a few quick tips for evaluating online sources (e.g., investigate the source, trace secondary information to the original source, consider the reputation of the source).

Differentiation and Variations

Tech Connection: Consider running these searches yourself on a smartboard using a split screen so that students can directly compare two searches. This makes it easier for students to see the similarities and differences between the searches.

Leveling Up: For students more comfortable with these concepts, consider using a more difficult topic related to your curriculum to demonstrate how keywords, Boolean operators, and search filters can be applied to it. This will not only challenge students but also keep the activity relevant to their ongoing learning.

Gradual Release of Responsibility: Consider repeating this activity in small groups with students investigating a second topic of their group’s choosing.

Collaborative Teaching

One Teaching, One Observing: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Observing strategy. In this model, one teacher provides direct instruction to the entire class while the other observes student behavior and engagement to gather evidence of learning. This approach allows for detailed observation and assessment, helping identify students who need additional support or intervention. By focusing on student responses and participation, the observing teacher can ensure that the learning needs of all students are addressed and met in the activity. Research shows that targeted observation can lead to more effective intervention strategies, improving student performance.

Activity Introduction: Teacher A opens the activity, introducing the concepts of effective searching and explaining the activity objectives, while teacher B maintains student focus, monitors for understanding, and notes any students who seem confused or disengaged.

Search Engine Exploration: Teacher A works through the material, demonstrating searches and explaining concepts while teacher B circulates frequently, providing one-on-one assistance to students who encounter technological issues. Teacher B also ensures students are searching for appropriate content and notes any common difficulties or misconceptions.

Boolean operators: Teacher A explains and demonstrates Boolean operators and search filters, while teacher B observes student reactions, identifying those who might need additional explanation. Teacher B also prepares to provide examples or clarifications if needed.

Practice and Application: Teacher A guides the class through practice searches and discussions while teacher B monitors small group work, offering support and noting successful strategies. Teacher B also identifies students who could benefit from extension activities or additional challenges.

Activity Wrap-Up: Teacher B wraps up the activity, summarizing key points and facilitating the sharing of new techniques learned, while teacher A maintains student focus and notes any lingering questions or areas of confusion for future follow-up.

Effective Searching

Activity

4:

Search Term Scavenger Hunt

By the end of the activity, students will be able to identify and use effective search terms and techniques for online research.

20-30

Minutes

Materials and Resources

Materials

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

School- or district-approved search engine

Timer

Whiteboard or display

Implementation

Tell students that during today’s activity they will be participating in a Search Term Scavenger Hunt to practice using specific search terms and strategies to quickly find information online. Explain that effective searching is about using the right words to find exactly what you’re looking for quickly.

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. Remind students that choosing strong keywords is a good online research strategy. For example, a search with the words “healthy fast food” may yield information about different foods at fast-food restaurants, while a search with the words “healthy quick food” may yield information about recipes for making healthy food at home in a short amount of time.

Review, or 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.

To prepare for the scavenger hunt game, write these rules on the board, or display them on a screen:

Students will be given a series of facts to find online.

They must use effective search terms to find the answer as quickly as possible.

The first student to find each fact raises their hand and shares their search terms.

Before starting, ensure that all students have access to a device with Internet connectivity. If devices are limited, consider pairing students. Explain the rules of the scavenger hunt. Direct students to use a school- or district-approved search engine for this activity, ensuring all students are able to properly navigate to this search engine.

To begin, set a timer. Read each item to be searched, one at a time, and then say “Go!” and start the timer. When a student raises their hand, stop the timer and the search. After each item is found, briefly discuss the effective search terms the student used, and record the “time to beat” on the board. Update the time to the fastest time if students work faster for subsequent items. Sample items:

What year was the first iPhone released?

Who wrote the book (insert title of book)?

What’s the capital of New Zealand?

How tall is the Eiffel Tower, in feet?

What’s the scientific name for a house cat?

Conduct a second search following the same procedure in step 6. For this search, encourage students to use their keyword, Boolean operator, and/or filtering skills. Sample items:

Find a famous Baroque composer other than J.S. Bach.

What popular novel was written by two famous authors, Neil Gaiman and Terry Pratchett?

What class of mollusk is found in saltwater, freshwater, and terrestrial habitats?

Find an image comparing a real African elephant and a real Asian elephant.

Name two venomous snakes other than rattlesnakes that live in either Mexico or the United States.

After the scavenger hunt, lead a class discussion. Use these questions to guide the discussion:

What made certain search terms, or keywords, more effective than others?

How did adding specific details to your search help?

Were any Boolean operators or filters helpful?

What strategies will you use for future searches?

For individual practice, ask students to choose a topic of personal interest and create three different search queries using the techniques practiced during the scavenger hunt. Have students write down their queries and results.

To wrap up, remind students of the importance of evaluating search results. Finding results fast is helpful, but it’s most important to make sure the information found is reliable. 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).

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 level.

Collaborative Hunt: Introduce a collaborative team-based approach instead of individual competition. Students would work in small groups to formulate search strategies, find information, and explain their process to the class.

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.

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. Teacher A reviews or introduces how Boolean operators can be used, and Teacher B reminds students how search filters can be used.

Scavenger Hunt Game: Teacher A displays and explains the rules of the scavenger hunt game. Teacher B reads the first scavenger hunt item, while Teacher A keeps time and then leads the discussion about effective search strategies. Teachers alternate roles for each item.

Individual Practice: Teacher A explains the individual practice task. Teacher B circulates among students, offering guidance and encouraging creative approaches to search queries.

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.

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