1. Internet Investigators!
School Librarians: Nicolle Rivera and Emily Ward Date of Lesson: July 5th,
2012
Grade Level: 4th Grade
Purpose: When looking for information on websites, students need to be able to infer that all sites are
not equally reliable. This lesson will help students interpret the quality of web content in order to
productively conduct research by teaching them an easy-to-remember formula for evaluating websites.
Learning Outcomes: By the end of this lesson, students will:
…know the criteria for evaluating websites.
…assess the quality/reliability of websites by asking the 5 W questions.
…have the foundation to begin online research on a topic of their choice.
Standards addressed:
Common Core State Standards:
RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.
AASL Standards for the 21st Century Learner:
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness for needs, importance, and social and cultural context.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
Materials
5 Ws Worksheet
Clue Sheet Bookmark
Instructional Procedures
Focusing Event: “But the Internet says so!”
Share “facts” found on the internet with students.
Cat fur is a flavor of ice cream in China
The saying “fo shizzle my nizzle” was first said by William Shakespeare
Toothpaste is a government conspiracy that actually causes cavities
80% of twins are separated at birth

2. “They have to be true, because the Internet says so!”
Input from Us:
Not all websites are created equal! Some websites are more trustworthy than others, and
before we use internet sources in our research, it’s important to do a little investigation of the
site the information comes from. We will start with the “good website”
[wwf.panda.org/about_our_earth/species] and ask the 5 W Questions to evaluate websites:
WHO wrote it?
Is there a clear author/creator listed?
WHAT is this website about?
Does the website tell its purpose?
WHEN was it made and last updated?
Is the website up-to-date?
WHERE did the website get its information?
Does this information come from a place that we can trust or is reliable?
WHY should I use this website?
Is the website easy to navigate? Does it have a good blend of pictures and text?
Guided Practice:
We will go to the “bad website” [endangeredspecie.com] and, with the worksheet, students will
walk through the website and look for answers to the 5 Ws. If totals are over 14, the website is
worth looking at and may be helpful toward our research.
Closure: We will close with a brief discussion about whether endangeredspecie.com is a trustworthy
site from which to conduct our research.
Assessment: We will go over answers as we move through the worksheet, allowing us to assess whether
students are understanding the concepts, or if more time is needed to grasp a certain issue.
Next Steps: Students are now ready to begin their short research project.