Web Awareness: Authentication of Internet Information

References:

Beck, S. E. (2009, April 27). Evaluation Criteria. Retrieved October 23, 2010, from Media Awareness Network: http://lib.nmsu.edu/instruction/evalcrit.html

Media Awareness Network. (n.d.). Authenticating Online Information. Retrieved October 23, 2010, from Media Awareness Network: http://www.media-awareness.ca/english/teachers/wa_teachers/fact_or_folly_teachers/index.cfm

Media Awareness Network. (n.d.). Deconstructing Web Pages. Retrieved October 23, 2010, from Media Awareness Network: http://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_shared/tipsheets/deconstructing_webpages.cfm

Media Awareness Network. (n.d.). Evaluating Internet Research Sources. Retrieved October 23, 2010, from Media Awareness Network: http://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_teachers/backgrounders/harris_evaluating.cfm

Media Awareness Network. (n.d.). How To Discourage Plagiarism. Retrieved October 23, 2010, from Media Awareness Network: http://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_teachers/tipsheets/discourage_plagiarism.cfm

Media Awareness Network. (n.d.). Knowing What's What and What's Not the 5 W's (and 1 "H") of Cyberspace. Retrieved October 23, 2010, from Media Awareness Network: http://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_shared/tipsheets/5Ws_of_cyberspace.cfm

Technology Lesson

Title of activity: Probability of a Spinner

Grade level: 6

Reference to URL of online resource:
The Shodor Education Foundation. (n.d.). Spinner. Retrieved October 11, 2010, from Interactivate: http://shodor.org/interactivate/activities/BasicSpinner/

Brief description of activity:
Students will be given a worksheet to direct their learning. They will visit the given URL and use the interactive spinner applet in the manner instructed on the worksheet. Students will record the information on a table and then convert that information into a bar graph. They will be asked the meaning of the experimental and theoretical probabilities listed in the applet, and they will be expected to calculate the experimental probability of a colour on a given spinner.

General learner outcomes (GLOs):
Use experimental or theoretical probabilities to represent and solve problems involving uncertainty.

Specific learner outcomes (SLOs):
Demonstrate an understanding of probability by:

• identifying all possible outcomes of a probability experiment
  
• differentiating between experimental and theoretical probability
  
• determining the theoretical probability of outcomes in a probability experiment
  
• determining the experimental probability of outcomes in a probability experiment
  
• comparing experimental results with the theoretical probability for an experiment.
  

Graph collected data, and analyze the graph to solve problems.

List of relevant ICT outcomes:
C6-2.2: Use data gathered from a variety of sources to address identified problems.
C1-2.2: organize information gathered from the Internet, or an electronic source, by selecting and recording the data in logical files or categories; and by communicating effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes.

Brief rationale for computer integration: For this particular activity, the electronic source is useful for a variety of reasons. The spinner in this activity can be changed at any time to increase or decrease the number of colours on the spinner. At the same time, when the number of colours on the spinner changes, the theoretical probability of landing on any one of the colours is updated instantly. The colours, experimental data, and experimental probability are all updated with each spin in a well organized table. For students struggling to understand probability, or how to organize statistical data, this tool is invaluble. As well, for a student having difficulty understanding the difference between experimental and theoretical probability, the chart can lead to a better understanding.