Summary
In this lesson students learn the key elements for critically evaluating sources to determine if they are real or fake. The terms "source," "reliable" and "unreliable," "expertise," "credibility," and "verified" are introduced, defined, and reinforced. Students work with a group and then individually to evaluate a mix of printed and internet sources.
Essential Question(s)
How do I know if what I read is true? How can I tell the difference between a reliable and an unreliable source?
Snapshot
Engage
Students listen to a story and discuss which source is true. They watch a short video about verifying information.
Explore
Students, in small groups, make decisions about the validity of a mix of printed and digital sources (some reliable, some not).
Explain
Students are introduced to important concepts about types of sources, unreliable and reliable sources, and criteria for evaluating sources, followed by a Card Sort on the basic terms of evaluation.
Extend
Students use an evaluation handout with clear criteria for evaluating a short list of sources.
Evaluate
Students’ individual handouts serve as an assessment of their understanding of how to determine what is real or true.
Materials
Lesson Slides
Short Story: Is This for Real? (attached; for teacher’s use)
List of Sources (for groups to evaluate) (attached; one per group)
Group Findings Template (attached; one per group)
Card Sort (attached; one set per group)
Short List of Sources (for individuals to evaluate) (attached; one of 3 per student)
Criteria for Evaluation (attached; one per student)
Chart paper
Markers
Pens or pencils
Internet access for supervised search
Engage
20 Minute(s)
Read aloud Is This for Real? (attached), a short story about children who heard different reports about a bicycle wreck. Using slide 5, ask the students what they think really happened and what version of the story they would believe.
Introduce the concept that not everything we read or hear is always true or reliable, then go to the quote on slide 6.
Move to slide 7 and show the video Fact vs. Fake.
Explore
20 Minute(s)
Go to slide 8. Divide students into 6 small groups. Give each group the List of Sources (attached). Each group will work to decide if these sources present real information or not. Give a Group Findings Template (attached) to each group as a guide to share their findings on chart paper. It should take about 20 minutes for the students to discuss and record their ideas on their chart paper. Each group will choose a spokesperson to share out their findings with the class.
Explain
50 Minute(s)
Move to slide 9. Ask students to answer the following questions and use an Anchor Chart, on the board or on chart paper, to record students’ answers to each of the questions. Keep this chart available and visible for your students throughout the rest of the lesson.
What is a source?
What is an expert? What examples can you think of?
What do you think is reliable?
What is unreliable?
What is verified?
Go to slide 10 and explain the following types of sources to students:
Reliable sources: Often written by experts, checked for accuracy, and provide trustworthy information (e.g., textbooks, educational websites, news from known outlets)
Unreliable sources: Might include opinions, false information, or errors (e.g., blogs without citations, some social media posts)
Review the video Fact vs. Fake on slide 11.
Move to slide 12 and have students do a Card Sort in groups of two or three. Have these small groups sort the cards into categories.
Display slide 13, guiding a discussion about the results of the Card Sort. Ask the following questions:
How did you sort your cards?
Which words went together?
Were there any cards that you weren’t sure about?
Where did people fit into your sorting?
Were there any cards that overlapped?
After the Card Sort, go to slide 14. As a class, discuss some of the ways to evaluate a source (deciding if it is real or true) by using one of the sources from the List of Sources for groups and sharing with students the following questions:
Author: Who wrote it? Where can I find that information? Are they an expert? How can I find out?
Date: When was it published? Where is that shown? Is it recent and up-to-date?
Publisher: Is it from a trusted organization? How do I know?
Purpose: Why was it written? To inform, persuade, entertain, or sell something? How can I tell?
Evidence: Is it reliable or unreliable? Why?
Show slide 15 and use the graphic to help students know where to look for important information about a source.
Move to slide 16 to introduce the Criteria for Evaluation.
Extend
30 Minute(s)
Move to slide 17. Give each student one of the three Short List of Sources (attached) and a Criteria for Evaluation handout (attached) with which to evaluate the sources, using the criteria discussed in the Explain section.
Conclude with slide 18, a reminder for students to always verify their sources.
Evaluate
20 Minute(s)
Take up students’ individual handouts and assess their understanding of how to determine what is real or true, or have students bring back to the next class one source they think is reliable and one source they think is unreliable. Take a few minutes for students to explain why they made this distinction based on the criteria they learned.
Opportunities for Advanced and Gifted Learners
Students create a comic book version of the criteria for evaluation, showing a variety of reliable and unreliable sources and informing readers of the importance of verifying information.
Resources
CBC Kids. (2022, October 24). Fact vs. fake: A quick lesson in media literacy [Video]. YouTube. https://www.youtube.com/watch?v=9MJFRr7mY-Y
Grant, J. (2022). Can You Believe It? How to Spot Fake News and Find the Facts. Kids Can Press.
K20 Center. (n.d.). Anchor chart. https://learn.k20center.ou.edu/strategy/58
K20 Center. (n.d.). Card sort. https://learn.k20center.ou.edu/strategy/147