Search Engine Fishbone

 

Fish Bone Diagram for Different types of Search engines.

Objective:

Curriculum Expectations: 

·       Learning about Search Engines, how to use and how to evaluate what comes up.

Specific:

a)     Developing Inductive things and classification ability

b)     Using both Fishbone and PMI (Plus, minuses, and most interesting)

c)     Understand different types of search engines use different techniques for searching

d)    Understand the following concepts:

a.      Some search engines have more sponsors then others.

b.      Some search engines are unique in what they search

c.      Some search engines have bigger databases then others.

d.     Understand how the search engines work

Material Needed:

·      Ask students to get markers or pencil crayons.

·      Large poster paper or large photocopying paper.

·      3 overheads of set up of map, fishbone, and final fishbone or use the PowerPoint presentation.

Procedure:

Collaborate:·      


After completing the assignment “Top 4 search engines” where students got the Mental set, ask students to brainstorm on a mat (large poster paper divided up for the top to be a fishbone, and underneath to be four boxes.  See  diagram below:

 

 

NOTE:  Teacher is assessing your group work together

·      Each bottom pocket is for each one of the search engines they were assigned.  Students are to brainstorm as many things that they can comment as possible of the search engines they had learned.  How well the search engine worked, now many hits you got, how fast it was, how many sponsors, Ask students what else they should put there. 

·      Brainstorm of what they can brainstorm

·      Refresh in students mind that each person should try and do an equal amount of work as their colleagues.  That the work should be all the same.

 

·      When enough time has passed ask students to do a Ghost Walk where they get 60 seconds or so to walk around to look at other Place Mats to find 2 or 3 more ideas that someone else has written down. (equalizes the number of ideas each student will have on their mat.

 

·      Now working in the group – each person shares what is on their mat.

o   Number heads individually in each group.  Teacher picks a number for that one person to begin.

o   That person picks a grouping idea from their mat; the group then discusses it.  For example:  these search engines are faster, these ones have tons of sponsors

o   They then code that group – by color, by shape (they go through all the ideas they have written on the brain storm and try to group them in a semblance of order.)  Each person now searches their list for ones that would fit with that one grouping.

o   Now you go to the next number and do it again (repeat the process) until you have grouped most of your brainstorming ideas on your mat.

 

·      Now you are to create the fishbone in the blank spot of the mat.  Using each bone of the fish for the new grouping (according to your coding). 

 

 

·      Do 

as many

Bones as you need to complete the fishbone.  Each line a grouping and from one grouping putting your data.  Like the first bone.

 

·      When fished, do a One Stay, Rest Stay – randomly call on one person to share the First Bone Diagram their group created with another group.  NOTE:  you do not tell who will be doing this so that all prepare to share with the other group.

 

Assessment of Group work

Complete the Group Assessment Form.  Note

FINAL  ASSESSMENT:

 2 options – students choose which project they wish to do.

 

1)   Verbal/Linguistic Intelligence:  Write a paragraph or one page essay (double space) on their results of each search engine.  Must do 4 search engines.  Students must state what they have learnt about each search engine (at least 6 things per search engine) Not in point form.  They need to explain how they came up with this induction and give examples or refer to how they came up this is idea.

a.     See rubric at the end of this assignment

 

2)   Visual learner:  Create an individual fishbone on 4 different search engines listing 3 Pros and 3 Cons of each search engine as well as the most interesting thing you have learnt.

·      bone of the fish for the new grouping (according to your coding). 

·      Listing of 6 things they found out about search engines.

·      See end of this Lesson Plan to see the Assessment/Rubic.

 

 

 

 

Learning

1)   _______________________________________________________________________________________

2)   _______________________________________________________________________________________

3)   _______________________________________________________________________________________

4)   _______________________________________________________________________________________

5)   _______________________________________________________________________________________

6)   _______________________________________________________________________________________


Assessment:   Name:  _________________________________________________             /20

 

Choice 1 – Writeup

Fish Bone Diagram Rubric Assessment

Criteria

Level 1

Level 2

Level 3

Level 4

Ability to think inductively and organize information in a paper.

Did not classify information in proper sequence.  Write up is all over the place.

Some items are not classified under proper search engine but it’s unorganized.

For the most part the data is listed in correct search engines.  Organiza-tion of write up makes sense.

 

All information is accurate and under the proper search engines.

Selecting the correct number of key ideas to classify related to the topic

 

Insufficient number of key ideas selected

Some key ideas selected

Most key ideas selected

4 search engines – 3 pros and 3 cons

Deductive Thinking

No suppositions for their project

A few suppositions showing little learning with search engines (only 2 items mentioned)

Student shows some inductive thinking with their opinion on the different search engines (only 4 items)

 

Student shows all  6 points of interested and has articulated it well on their fishbone.

Backing of their reasoning/inductive thinking

No backing or explanation of what they learnt

Some of the deductive thinking above is explained but not all

The deductive thinking is explained but not in great detail.

 

All suppositions are explained clearly and precisely.

Presentation of Report followed directions.

Report is in point form.

Report is single spaced, no paragraphs, just one long statements.

Report is double spaced, with paragraphs but no title page.

Report is double spaced, with paragraphs and a title page.

 

 

 

Assessment:   Name:  _________________________________________________              /16

 

Choice 2 – Fishbone

Fish Bone Diagram Rubric Assessment

Criteria

Level 1

Level 2

Level 3

Level 4

Ability to think inductively and construct fish Bone in proper grouping

 

 

Did not classify information in proper sequence

Some items are not classified in proper grouping

For the most part the data is listed in correct area

All information is accurate and in the proper placement

Selecting the correct number of key ideas to classify related to the topic

 

Insufficient number of key ideas selected

Some key ideas selected

Most key ideas selected

4 search engines – 3 pros and 3 cons

Deductive Thinking

No suppositions for their project

A few suppositions showing little learning with search engines (only 2 items mentioned)

Student shows some inductive thinking with their opinion on the different search engines (only 4 items)

 

 

Student shows all  6 points of interested and has articulated it well on their fishbone.

Neatness and Clarity of Fishbone.

Fishbone is quickly done and not clear, with no color or effort.

Fishbone is somewhat clear but some areas are still not neat.

Fishbone is clear but not neat, and some effort for presentation is made.

Fishbone clear, effort was made to keep it neat, presentable.

 

 


 


Overhead

 

 


Overhead

 

 

 

 

 

 

 

 


Overhead