• How can I figure out the right search terms to develop a query?
• How are my search terms interpreted to gather information for me?

• Search terms
• Query
• Methods to assist with developing queries: (1) parsing, (2) web, (3) word list

• Determine key search terms
• Create query for task
• Connect how search tools work to what results come up
• Use academic and domain specific words and phrases

• What unique terms can I use that will help me search effectively?
• What are context terms?
• How can context terms help me target my search for what I need?

• Unique terms
• Context terms

• Classify terms as unique or common
• Generate context terms
• Identify domain appropriate context terms

• What is the difference between firm and soft search terms?
• Why I do need to utilize the deep web? How do I find deep web resources?
• How can context terms help me target my search for what I need?

• Firm and soft search terms
• Deep web vs. visible
• Context terms
• Special subject collections

• Create query
• Determine appropriate context terms
• Discern between deep and visible web
• Search the deep web
• Discover special subject collections

Standards
Common Core (CC) Standards: CCR W 1, CCR W 2, CRR W 7, CRR W 8, CRR L 6, CRR R 4, RI.3.5
AASL: 1.1.2, 1.1.4, 1.1.8
ISTE NETS•S: 3.a, 3.b, 6.a

• What appears on my search screen?
• Are there problems with the results, or are they on target with my task?
• What do I need to know to help me choose the right links?

• Full screen shot elements: search bar, ads, natural results, filters
• Individual search results: title, web address, snippet, bolded words, ellipses
• Homepage
• Researchers carefully look at their results to make educated decisions about where to click.

• Locate parts on a search screen
• Identify main parts on individual search result
• Read and decode web addresses
• Anticipate expected results

• What can search results tell me about the quality of my question?
• What are some strategies effective searchers use to find what they need?

• Researchers carefully look at their results to make educated decisions about the questions they are asking.
• Strategies: Pre-search or plan-to-learn, alternate phrasing, chaining, comparing sources

• Skim full results page
• Assess research need to identify appropriate strategy

• What are some strategies effective searchers use to find what they need?

• Strategies: Pre-search or plan-to-learn, alternate phrasing, chaining, specialization, generalization, comparing sources

• Assess research need to identify appropriate strategy

Standards
Common Core (CC) Standards: CCR W 1, CCR W 2, CRR W 7, CRR W 8, CRR L 6, RI.3.5
AASL: 1.1.2, 1.1.3, 1.1.4, 1.1.5, 1.1.8, 1.2.2, 1.2.3, 1.2.5, 1.2.6, 1.4.1, 2.2.1, 2.2.3, 3.3.3, 3.3.5, 4.4.3
ISTE NETS•S: 3.a, 3.b, 3.c, 4.c, 6.a

• What is the best type of source to use to collect evidence I need?
• What filtering strategies help me find accessible sources from the Web?
• What are operators and how can I use them to narrow my search?

• Filters: sites with images, related searches, dictionary, reading level
• Images search: any size, any color, any type, etc.
• Common factors
• Operators: OR, quotation marks, minus sign

• Apply filtering strategies according to research task
• Employ operators to achieve targeted results
• Identify problems with search results and utilize strategies to correct them

• What filtering strategies help me find accessible sources from the Web?
• How can I use operators to narrow my search?

• Filters: time filtering, translated foreign pages, verbatim
• Operators: OR, quotation marks, site:, minus sign, tilde (~)

• How do I use operators to fix a search gone wrong?

• Advanced search

• Identify problems with search results and utilize strategies to correct them

Standards
Common Core (CC) Standards: CCR W 1, CCR W 2, CRR L 4, RI.3.5, RI.5.7 , W.9-10.8, W.11-12.8
AASL: 1.1.8, 1.2.5, 1.2.6, 1.4.1, 2.2.1, 2.3.2
ISTE NETS•S: 3.b, 6.a, 6.c

• Keenly evaluating search results and thinking creatively lead researchers to make wise decisions in selecting appropriate links that ultimately satisfy the task.
• Search results can direct researchers in new and complementary directions that can enhance the original search.
• The purpose of the task dictates the kind of research one conducts, the technology tool used, and the evidence that is collected and ultimately used.

• What new words have I learned through my search?
• How do I use my search results to help me find new and more information?
• What is evidence?
• How do I find the most appropriate sources and gather evidence for my task?

• Vocabulary development
• Evidence: facts, statistics, data, anecdotes, examples, definitions, quotes
• Stepping stones; iterative search
• Left panel (multi-media sources): images, videos, maps, book
• Sources: letter, journal, article, images, maps, videos, graphs, etc.

• Define unknown words
• Learn and use new terms from search results
• Define and identify types of evidence
• Cite examples of evidence
• Search for new information
• Stay on topic
• Evaluate research
• Select better search terms
• Revise query
• Conduct new searches
• Select best source tool for task

• What are different formats of web pages?
• What evidence do I need to support my task?
• What web pages are best to access evidence I need?

• Formats of web pages (sources): blog, wiki, Q&A sites, discussion lists, scholarly works, search engines, news/article sites, databases/archives, reference sources, documents, informational pages

• Define and identify types of formats
• Determine which formats to use to collect evidence
• Compare and contrast different types of formats and the evidence they contain

• What is Google scholar? How can it help me satisfy my search need?
• What is scoping? What piece of the web am I zeroing in on that will help me satisfy my search need? Where’s my answer going to likely exist? (What’s the forest that’s going to help me find my tree?)

• Google scholar
• Scoping (forest and trees analogy)
• Other Google tools (e.g., google fusion tables, public data finder, google maps, google art project, etc.)
• Stepping stones
• When to stop searching

• Recognize when a search is complete; determine when to stop searching

Standards
Common Core (CC) Standards: CCR.R.4, CCR.R.7, CCR.W.1, CCR.W.2, CRR.W.7, CRR.W.8, CCR.W.9, CRR.L.6
AASL: 1.1.2, 1.1.4, 1.1.6, 1.1.8, 1.2.2., 1.2.3, 1.2.5, 1.2.6, 1.3.4, 1.4.1, 1.4.3, 2.1.2, 2.1.3, 2.1.5, 2.1.6, 2.2.1, 2.2.3, 2.4.3, 3.1.2, 3.1.4, 4.1.4, 4.1.7, 4.2.1, 4.2.2, 4.3.2
ISTE NETS•S: 1.a, 1.c, 1.d, 3.a, 3.b, 3.c, 3.d, 4.c, 4.d, 5.b, 6.a, 6.b

INFORMATIONAL PROJECT: Evaluating and choosing credible sources enables writers to gather relevant information about a topic to convey ideas accurately and clearly.

ARGUMENT WRITING: Evaluating and choosing credible sources enables writers to identify effective reasons and supporting evidence to effectively persuade readers.

• 5A: What do I need to consider about the sources that I use?
• 5B: How do I decide which sources to use for an assignment?
• What is evidence?
• 5C: How might the tone or style of the writing impact its credibility?

• Sources
• If it’s too good to be true, it probably is.
• Don’t believe everything you read.
• Authorship: Who wrote the information? When was it written? Can it be verified?
• Tone and style
• Audience and purpose

• Validate sources
• Examine authorship
• Determine credibility of sources

• How can I recognize bias?
• Why might I use biased information?
• What are indicators of misquotes or falsified images?
• How might I check the facts of a source?

• Authorship: point of view, position, production source (author, organization, company)
• Bias; degree of bias; reason for bias
• Internet sites: which to use to verify accuracy and which to avoid

• Recognize bias
• Identify what triggers skepticism among source credibility
• Verify sources
• Check facts

Standards
Common Core (CC) Standards: CCR W 1, CCR W 2, CRR W 8, RI.3.5, RI.5.7, W.6.1b, W.7.1b, W.8.1b
AASL: 1.1.2, 1.1.4, 1.1.5, 1.1.7, 1.2.4, 1.2.6, 1.2.7, 2.1.1, 2.2.3, 2.3.3., 2.4.1, 4.1.5, 4.2.3, 4.3.2, 4.4.6
ISTE NETS•S: 3.b, 3.c