Animal Research With Pebble Go (Part 1)

Learning Resource Type

Learning Activity

Subject Area

Digital Literacy and Computer Science

Grade(s)

2

Overview

This activity will introduce students to researching using basic keyword searches with digital tools. The students will research animals on Pebble Go accessed through the Alabama Virtual Library. Throughout the activity, the teacher will model DLCS 2.12 - Conduct basic keyword searches to gather information.

This learning activity was created as a result of the ALEX - Alabama Virtual Library (AVL) Resource Development Summit.

Phase

Before/Engage
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.12

Conduct basic keyword searches to gather information.

UP:DLCS18.2.12

Vocabulary

  • search engine
  • quotation marks

Knowledge

Students know:
  • a search engine searches exactly what you type.
  • a search engine may only produce search results for one or some of your keywords.
  • using a plus (+) sign between words tells the search engine to search for all of the words and using a minus (-) sign before a word will exclude that word from your search.
  • putting quotation marks around a set of words or a phrase tells the search engine to keep those words together in a search.

Skills

Students are able to:
  • state important key words that pertain to a topic
  • use the plus (+) sign to tell the search engine to search for both words in a resource and use a minus (-) sign before a word to remove it from your search.
  • use quotation marks around a phrase to communicate to the search engine that they want that phrase to be found with the words in that order.

Understanding

Students understand that:
  • search engines have to be told exactly what to search.
  • a search engine will search each word separately unless it is told it to search for a phrase or multiple words or to exclude words.

Learning Objectives

Students will investigate using basic keyword searches to gather information about an animal.

Activity Details

  1. Ask students to turn and talk with a partner about what they know about polar bears. Allow a few students to share their answers.
  2. Tell students, “We are going to learn even more about polar bears today. And we are going to learn something else too! We are going to learn about using keyword searches to get information about an animal.”
  3. Read the lesson objective and discuss unfamiliar words (keyword, search, investigate…).
  4. Tell the students “We are going to use an awesome website to find information about polar bears. It’s called Pebble Go.”  
  5. Model how to navigate to the animal section of Pebble Go (follow the instructions found here).
  6. To conduct the keyword search for polar bears, first search for “bears” and ask the students if that took us to the article on polar bears. Wait for answers then say “Yes, it did, but there is a better way to search for it. Who knows of a different way to search that might take us right where we want to go?”
  7. Model typing in "polar bears" in the search engine and show how the keyword search found an article about polar bears.
  8. Read through the article with the students and identify facts about polar bears.
  9. Tell students they will get to research their own special animal. Say, "Let’s find out which animal you will be learning about.”
  10. Using whatever method you choose, assign animals to the students from the animal list.
  11. Have the student vote with their feet on their understanding of performing keyword searches. You will divide the room into 3 sections - “I totally understand,” “I understand but could use more practice,” and “I need some help with this.” Students will walk to the section that best describes their feelings about searching for their animal.

Assessment Strategies

Have the student vote with their feet on their understanding of performing keyword searches. You will divide the room into 3 sections - “I totally understand,” “I understand but could use more practice,” and “I need some help with this.” Students will walk to the section that best describes their feelings about searching for their animal.

After students have made their choices, note students needing extra help and determine the next steps for them. 

Acceleration

Pair these students with a struggling student to help them understand the content.

Intervention

For those students that indicated that they needed help with this (during the vote with your feet) teachers may work with that group of students to model again. These students may also be paired with a higher student to increase understanding.

Background / Preparation

The teacher will need to be familiar with navigating through the Animal articles on Pebble Go. They will also need to have performed a search in Pebble Go for "bears" and then another for "polar bears" In addition, they will need to be familiar with using Google Docs in order to edit and/or print out the animal list. The teacher will need to select a method to assign students an animal to research. Ideas are listed on the first page of the animal list Google Doc. Second-grade students need no prerequisite knowledge for this learning activity.

Learning Activity (Before)

Animal Research With Pebble Go (Part 1)

Total Duration

16 to 30 Minutes

Learning Activity (During)

Animal Research With Pebble Go (Part 2)

Learning Activity (After)

Animal Research With Pebble Go (Part 3)

Materials and Resources

  • Pebble Go (accessed through Alabama Virtual Library - Click on “Elementary School'' Click on “Pebble Go” Click on “Animals” then search for your animal. (Picture instructions found here)
  • Animal List
  • Internet Capable Device (teacher)
  • Interactive whiteboard or projector
  • Your school librarian (could be a great co-teacher for this lesson)
Pebble Go accessed through Alabama Virtual Library (AVL) - Click on “Elementary…
https://www.avl.lib.al.us/

Approved Date

Owner (Author)

Abbey Thomas
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