Summary

This is a resource to stimulate and structure discussion in a key stage 2 class about the internet and its use as an information source. The windows and screens follow a logical progression in order to develop the debate and to inform in bite-sized chunks. Teachers should follow the screens through by clicking on "forward", pausing to expand or invite comments along the way. The final activity draws together the key points of the lesson and could be shared by a whole class or used by individual pupils.

Suitable for

Year 5/6. (Can be adapted for lower KS2 pupils.)

Using a non-interactive whiteboard

The information is intended to be presented in digital format and could be projected onto a large screen with a data projector or shown on a television or large monitor screen.

A print out version of the information is included in worksheet 2. Pupils could use this as a reference sheet when working on the computer on some of the subsequent activities.

Prior learning required

Some familiarity with the internet and its use as an information source. Some previous experience of evaluating the usefulness of information, eg scanning non-fiction books to find the answer to a question.

Aims and objectives

• to search the internet, taking care when framing questions
• to understand when the information is valid and what may indicate bias or inaccuracy
• to check the plausibility of information on the internet and make choices about which resources would best suit a need

Timings

Allow time for pausing on each of the screens and discussing the points made. Individuals or groups could use the final activity after the main input and their feedback could provide a plenary for the lesson.

Suggestions for group activities

• Pupils could try out different search engines ensuring that they have a filter activated or choose ones specially created for children. Print out the information sheet and experiment with the + , - and OR functions. What difference do they make to the results of the search?
  
• Use the search techniques discussed for finding information about an area of interest, eg the pupils' current history or geography topic. Note down the evaluation points on worksheet 1 and decide whether a search engine is reliable and useful to your research.
  
• NB: Google has not been added to the list of suitable search engines for children on the worksheet, although it can be a very useful resource. Schools should ensure they have an approved filtering system and should ideally set the search preferences on each machine to use this site. To do this, go to www.google.co.uk, click on the preferences link on the page that opens, scroll down and select "Use strict filtering" in the SafeSearch section.
  
• Find examples of websites that do not fulfil the criteria using a safe search engine. Present your findings to the class explaining what the author needs to do in order to increase the credibility and usefulness of the site.
  
• Look at information on the same subject from different viewpoints. Identify and discuss bias on the internet.
  

Suggestions for differentiation

Allow pupils to consolidate learning by working through the interactive lesson independently or with support.

When using the activity in a browser enlarge text by going to "view", "text-size" and choosing "largest".

Provide a prepared list of websites for pupils to compare. The websites should demonstrate the key points of the lesson most clearly, eg find a "home-made" website that contains a limited amount of information about the subject, an academic one that is inaccessible to most pupils and another example that facilitates the research process.

Further activities

Use the internet to find out more about search engines and searches.

Compare search engines with internet directories. Decide when directories are the best choice and when search engines are.

Try out a number of safe search engines and write reviews for other pupils to read. How helpful were they to you in your research? What are your criteria for a good search "result"?

Curriculum links

Wales NC IT

Pupils should be given opportunities to: interpret, analyse and check the plausibility of information held on ICT systems, and select the elements required for particular purposes, considering the consequences of any errors, eg searching the internet or a CD-rom for information to support an investigation and make predictions, for example, the impact of pollution and population growth.