Instructions:
1. Introduce Activity 3 “Model of Brain” in Inquiry #2 The Brain.
2. Tell students that you will let them choose a web site to help them make their model accurately.
3. Advise students that not all web sites contain information that is accurate or usable.
For example, ask them to look at the Mankato, Minn. Home Page as an example.<http://www.lme.mankato.msus.edu/mankato/ mankato.html>
(This is a spoof page with grossly erroneous information.) If students do not have access to computers, you can project the image from one computer onto a screen or monitor big enough for all to see. Discuss the information on the page and the web maker’s possible purpose in creating this page.
4. Ask students what kinds of things would let them know that a web page is a good source of information. You can brainstorm and put all responses on the board, then discuss each and cross some ideas out after discussion.
5. Pass out copies of the Web Evaluation Tool. Have students check to see how the measures on this tool compare with their responses in step 4 above. (Extension activity: Instead of using the tool provided, have students create their own evaluation tool using the results of their brainstorming and discussion.)
6. Students will need computers for this: Give them access to the the links for the web sites chosen for comparison and have them begin to evaluate each site using the tool. They will need an evaluation sheet for each site.
7. Upon completing their evaluations, show them how they can compare the web sites easily by using a spreadsheet or chart to record and analyze scores from their evaluations. Question #4 is so important, however, that if they recorded a 1 (disagree) on this question for any of the sites, the site should be eliminated as a possible source. Discuss why this question is the most critical.Have them determine which web sites might be the most useful.
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