Lesson Plan on Website Evaluation
Scenario: The high school teacher is having her students to research how the model of the
atom has changed over time. The print collection in the media center is outdated and very
limited. The teacher would like her students to use the Internet to find the information
that they need. She has asked the media specialist to teach the students how to 1). Search
for information on the Internet in a more efficient way, 2). Evaluate the websites that they
find, 3). Cite the sources that they use. Teaching these three concepts would take
approximately two weeks to teach. The following lesson is one I would use to teach
website evaluation. The teacher would be available to help troubleshoot computer
problems, and to help students of lower ability level. I think website evaluation is an
important skill that students need to have. Especially since a majority of high school
students use the Internet as their primary source of information. Many of these students
consider the information they find to be accurate and reliable, regardless of the source.
(Used With Permission From LessonPlansPage.com)
Title: How to Sight a Good Site
Concept/Topic to Teach: How to evaluate websites for content.
Grade Level: High School (9th)
Time: Approximately 1 to 2 class periods
Standards Addressed:
 Literacy Standard 2- Students evaluate information critically and competently.
 ISTE Standard 5- students use technology to locate, evaluate and collect
information.
 Grade 9 State Library Benchmark C Indicator 3- Select and evaluate
appropriateness of information from a variety of resources.
 Grade 9 State Library Benchmark A Indicator 4- Establish a criteria for evaluating
the information retrieved through Internet searching.
 Grade 9 State Physical Science Indicator 4- Explain how support of ethical
practices in science are required to reduce bias.
Goals: Students will locate and evaluate the websites they will use for research.
Objectives: Students will be able to
 Use a checklist to evaluate a website.
 List three or more criteria that a website should meet to be considered reliable,
and explain why these things are important.
Materials:
 PowerPoint notes
 Dihydrogen monoxide note sheet
 Website evaluation sheet (each student/group will need at least two sheets)

Internet connect and computers. Students can work individually or in pairs.
Anticipatory Set:
 Introduce dihydrogen monoxide to students.
 Tell them that it is a chemical compound that some consider it to be a silent killer.
Every year it causes thousands of deaths and millions of dollars in damage to the
environment every year. Some consider it to be essential to life. Without it most
living organisms would die and life would cease to exist. What is the truth?
 Instruct students that their goal is going to be to determine the truth. Is this
compound a friend or killer?
** Dihydrogen monoxide is good to use with a science class. Kathy Schrock has a list
of other topics that can be used for this lesson. They are listed on
<http://school.discovery.com/schrockguide/eval.html>.
Step-by-Step Procedures:
 Have students access the website http://www.dhmo.org/
 Give the students 10 to 15 minutes to read through the page and collect
information about dihydrogen monoxide. They should take notes on the
dihydrogen monoxide note sheet.
 When they are finished make a class list about the “facts” they collected about
dihydrogen monoxide.
 Have the class vote by a show of hands to determine if whether or not they think
the compound is safe or not. Because the information from the website is bias,
students should vote that it is a silent killer.
 Reveal to the class that dihydrogen monoxide is actual the chemical name for
water.
 Go back to their list and review the “facts” the website presented. Determine if
each one is true about water. They should find that the facts are true but
bias/slanted. For example, the site says that dihydrogen monoxide is a major
component of acid rain. Which is true, but they don’t tell you that it is the rain
itself.
 Discuss the problems with this website with students and the importance of
website evaluation. Have students brainstorm a list of criteria that could be used
to evaluate websites.
 Show the students the PowerPoint program that outlines the key points of website
evaluation and compare it to the list the students compiled. *This is based on the
article “The ABC’s of Web Site Evaluation.” Refer to the article for
background/additional information.
 Pass out the website evaluation form. Review the form and any terms that are
unfamiliar with the students. Go through the form with them and explain how to
use it. Have them use the form to evaluate the dihydrogen monoxide website.
 When they have finished their evaluations go over it with them. Discuss any
questions/problems students may have using the evaluation form.
 Have students find a website that they might consider using for their science
project.



Once they have found a page, have them evaluate it using the evaluation form.
When they are finished ask the class how many of them found sites that would not
be acceptable to use, and discuss their reasoning. Discuss any questions/problems
students may have using the form or finding sites.
Allow students time to search and evaluate websites that they may consider using
for their project.
Closure:
 Randomly call of students to review the criteria for website evaluation, and to
explain why these steps are important.
 Review with students the importance of website evaluation.
Assessment and Classroom Management: Assessment will be checked throughout the
lesson through questioning. After each step is completed students will be randomly asked
what they did, what they learned from that step, and if they have any questions or
concerns. The classroom teacher and the media specialist should walk around during the
lesson to assist students with any computer difficulties or any questions they have with
the handouts. By walking around the room it is easier to make sure the students are on
task, and to identify any students having difficulties.
How Students Will be Assessed Based on Objectives:
 Have students turn in the first evaluation sheet they completed. On the back have
students write down things they liked about the evaluation sheet, and things they
felt were too confusing. *This can be used to revise the evaluation sheet.
 Verbal assessment. During the closing discussion randomly call on students and
have them name three or more criteria that a website should meet to be considered
reliable. Call on another student to explain why these things are important.
o Questions to be asked:
 What is the title of the website?
 Does the title indicated what the website is about?
 Is the title important to consider when evaluating a website?
Explain your reasoning.
 Are there links to other sites, and are they useful?
 What is the importance of having links to other sites and/or
bibliography?
 When was the site last updated?
 Why is it important to have current information?
 Does the information on the site contradict what you have learned
somewhere else? Why is this important to consider?
 Where can you find information about the author on the page?
 Why should you be concerned about website evaluation?
 Should all websites be considered accurate and reliable? Explain
your reasoning.
Adaptations:
 Pair students in varying ability levels.

Make a list of terms that students do not know from the evaluation sheet or notetaking sheet. Write the term and definition on the board, or on poster paper. This
will allow the students to refer to it if they have any questions.
Extensions:
 Have students evaluate the website “DHMO: Your All Natural Friend.” Have
them do a comparison to the website evaluated in the lesson.
 Have the students design a website that would be considered an acceptable source
of information (One that presents all the facts of DHMO).
 Have student find other websites that would not be considered reliable sources of
information. When they have found the site have them write a short explanation
of why the site is not reliable. If students have difficulty finding sites there is a list
on Kathy Schrock’s website
<http://school.discovery.com/schrockguide/eval.html>.
Connections to Other Subjects:
Related to physical science area of history and nature of science indicator 4. This
says that student should be about to evaluate material for bias.
Student Handout:
Name ___________________________
Dihydrogen Monoxide Note Sheet
Description of dihydrogen monoxide, DHMO-
Describe the uses of DHMO-
Find the risks and benefits of DHMO, and record them in the data table.
Benefits of DHMO
Risks of DHMO
In the space below write a short paragraph to explain if DHMO is safe or not, and explain
your reasoning.
Resources:
American Association of School Librarians and Association of Educational
Communications and Technology. Information Power: Building Partnerships of
Learning. Chicago: American Library Association, 1998.
Dihydrogen Monoxide Research Division. Ed. Tom Way. 5 Apr. 2006. 5 Apr. 2006
<http://www.dhmo.org/>.
Identifying High-Quality Sites. 2006. The CyberSmart Education Company. 5 Apr. 2006
<http://www.cybersmartcurriculum.org/lesson_plans/68_18.asp>.
Kathy Schrock’s Guide for Educators. 2006. Discovery Education. 5 Apr. 2006
<http://school.discovery.com/schrockguide/eval.html>.
-“The ABC’s of Web Site Evaluation.” Classroom Connect. Dec. 98/Jan. 99.
Kathy Schrock’s Guide for Educators. 2006. Discovery Education. 5 Apr.
2006 <http://school.discovery.com/schrockguide/eval.html>.
Ohio Department of Education. Academic Content Standards: K-12 Guidelines for
Library. Columbus: Ohio Department of Education, 2004.
-Academic Content Standards: K-12 Science. Columbus: Ohio Department of
Education, 2003.
Technology Foundation Standards for All Students. 2005. ISTE NETS Project. 27 Mar.
2006 < http://cnets.iste.org/students/s_stands.html>.