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Lesson 3: Credible Sources

Recycling Unit
Lesson 3: Credible Sources.

Objectives:

Learners will be able to identify a variety of sources as credible or not.

GLCE:

P1.2  Analyze point of view, context, and bias to interpret primary and secondary source documents.

R.CM.05.04 Apply significant knowledge from what is read in grade level science and social studies texts.

Materials:

A variety of sources including books, newspaper articles, online sources, editorial cartoons, etc.

Computers

Library

Worksheet to list sources

Procedure:

  1. Teacher Lecture: Ask students to list all of the sources that they have available to them as a class. Discuss the advantages and disadvantages to each source. Explain what makes a credible source? Define how to tell if a source is credible: look up background information on the author, what type of source is it, who funds the source (specifically on the internet” .com vs. .gov or .org). Define primary and secondary sources.
  2. Student Activity: Students will be in groups and given a variety of sources and asked to evaluate how credible they are. Each group has 4 of the same articles and each group also has one Opinion article and one factual article from the Pleaid. As a group we will discuss whether each of the four sources they have in common are credible or ones they would use. Some articles should contain statistics in which you can talk about statistical biases. Each group then presents their final two sources giving a brief description of the article and an argument as to whether or not it is a good source.
  3. Teacher Lecture: As the students go through, the teacher will give them feedback on their sources right and wrong.
  4. Student Activity: Students will go to the library and have to find 3 credible sources about their topic. If possible, one must be book, one internet and one newspaper or some other article. They will then record these sources on their resource sheet so they can easily be found again. Those students who are familiar with the process should be writing these sources down as they would in a bibliography.

Assessment:

I will be able to assess student learning by looking at the sources they found for their projects, as well as their explanations about their sources in the activity.

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