Use content clues to evaluate online information.
ESSENTIAL QUESTION
What is the evidence?
OVERVIEW
In this lesson, the students will start with a warm-up activity with a video clip to assess its credibility based on the evidence presented. Then, the teacher will go through the concepts of evaluating content credibility. Lastly, students will have the opportunity to practice by reading and assessing some articles’ credibility and sharing their findings.
LEARNING OUTCOMES
By the end of this lesson, students will be able to:
- Recognize why it is important to challenge the evidence of a claim.
- Apply different practices to evaluate content relevancy and credibility.
- Integrate information evaluation across the three tiers: context, source and content.
KEY TERMS
Credibility, relevancy, corroboration, argumentation
BROAD AREAS OF LEARNING
Health and Well-Being
Personal and Career Planning
Environmental Awareness and Consumer
Rights and Responsibilities
Citizenship and Community Life
CROSS-CURRICULAR COMPETENCIES
Intellectual Competencies
- Uses information
- Exercises critical judgment
- Uses creativity
Methodological Competencies
- Adopts effective work methods
- Uses information & communications technologies
Personal and Social Competencies
- Achieves his/her potential
- Cooperates with others
Communication-related Competencies
- Communicates appropriately
ESL COMPETENCIES
C1 Interacts orally in English
C2 Reinvests understanding of texts
C3 Writes and produces texts
WARM-UP – HOW CAN WE TELL IF THE CONTENT OF A WEBSITE IS NOT CREDIBLE? (3 MINUTES)
In the Warm-Up, teachers ask students, “How can we tell if the content of a website is not credible?”
PART 1 EVALUATING THE CREDIBILITY OF THE CONTENT (8 MINUTES)
Introduce topic: Evaluating relevance and credibility of the content within the context of the CORE framework. In this part of the lesson, the students learn why it is important to challenge the evidence of a claim. There are questions that they can ask themselves about relevancy and credibility that can help them in this respect.
PART 2 TAKING A CRITICAL STANCE (25 MINUTES)
In this part of the lesson, the objective of the guided practice is to provide the opportunity to students to practice new concepts. In groups, the students will select and read an article from the compiled articles during Lesson 2 and reflect upon their opinions. Each group then selects one leader to respond to the questions in their RD Lesson 5 Guided Practice and present to the whole class. The teacher can view the results in RD Lesson 5 Guided Practice Results. Finally, they will be given articles to look at before Lesson 6.
PART 3 EVALUATING THE RESOURCES FOR YOUR TOWN HALL (15-20 MINUTES APPROXIMATELY)
In this part of the lesson, the teacher will explain the objective of the guided practice: providing the opportunity to students to practice new concepts while providing teachers guidance. The students will select and read an article from the compiled articles during Lesson 2 and reflect upon their opinions.
Accommodations to come.
FACT CHECKING WITH SNOPES (5 MINUTES)
The teacher may want to click into the Snopes fact checking website and navigate the students through how Snopes debunked the claim.
(OPTIONAL) CORE GOOGLE SHEETS TOOL (10 MINUTES)
The Critical Online Resource Evaluation —CORE— Tool is designed to be used by the students as they go through the evaluation process. It allows the students to interrogate and triangulate evidence within and across tiers and resources.