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Module 4 CT

This document outlines a lesson plan for teaching students how to evaluate the credibility of information sources. The lesson involves having students work in groups to use a CRAAP (Currency, Relevance, Authority, Accuracy, Purpose) form to analyze the credibility of various websites. After evaluating the sites, the groups discuss their findings. The goal is for students to understand what makes a source credible and why evaluating sources is important. Students then set personal goals for evaluating sources. The teacher provides feedback on students' goals and CRAAP form responses to help guide further instruction.

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152 views7 pages

Module 4 CT

This document outlines a lesson plan for teaching students how to evaluate the credibility of information sources. The lesson involves having students work in groups to use a CRAAP (Currency, Relevance, Authority, Accuracy, Purpose) form to analyze the credibility of various websites. After evaluating the sites, the groups discuss their findings. The goal is for students to understand what makes a source credible and why evaluating sources is important. Students then set personal goals for evaluating sources. The teacher provides feedback on students' goals and CRAAP form responses to help guide further instruction.

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Running head: VERIFYING YOUR SOURCES1

Verifying Your Sources


Joshua Stoneking
OTL504 Social, Ethical, and Legal Issues in 21st Century Learning
Colorado State University Global Campus
Michael Miller, PhD
December 6, 2015

VERIFYING YOUR SOURCES

Stage 1 Desired Results


Content Standard:

ISTE Standard 3: Research and Information Fluency.


Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior (ISTE, 2007).
Unpacked Standard:
Essential Questions:

Plan strategies to guide research.


Locate, organize, analyze, evaluate, synthesize,
and ethically use information from a variety of
media.

Evaluate and select information sources and


digital tools based on the appropriateness of a
specific task.

Process data and report results (ISTE, 2007).


Students will set their own personal goals by:

Why is it important to use information from


credible sources?
What makes a good research strategy?
What are some of the resources we can use to
optimize our time when researching?

Writing down 3 I will statements. For example:

I will talk to the librarian to help me find at least 3 sources on my next research project.
I will try to find the information that I need from urls that end in .gov, .org, and .edu before trying to find
information from .com urls.
I will consult the Currency, Relevance, Authority, Accuracy, and Purpose (CRAAP Form) form to ensure I
know that the source I am using is credible.

Progress on students' personalized goals will be monitored by:

Passing out the CRAAP form, explaining what it is, and how to use it.
Following up with students to see if they met their goals. This can be done informally with a poll or
formally by making it mandatory for students to turn in CRAAP forms, librarian signatures, and not
accepting sources from .com urls. The degree of student autonomy varies from class to class and the
implementation of a formal or informal follow up is at the discretion of the teacher.

Stage 2 Assessment Evidence Directly Aligned to Content Standard

VERIFYING YOUR SOURCES

Pre-AssessmentClass Discussion:
1. Designate a predetermined list of websites that you can project for the entire class to see.
2. As a class, discuss what attributes make each site credible or not. ASK WHY!
For this, the teacher needs to really be directing the flow of the discussion. The reason why teacher involvement
is so important in this topic is that many people do not understand how to discern credible sources from ones
that are garbage. Following the pre-assessment and prior to beginning the lesson, ask the students what
resources they have available to them to help them figure out where to find credible sources. Make sure that
they understand that librarians are great resources for student to use, whether they are looking for hardcopy or
digital sources. Encourage them to seek a librarians help on their next research project.

VERIFYING YOUR SOURCES

Rubric:

Student
comments or
asks a
question
more than
twice.

Student
comments or
asks a
question at
least twice
during the
discussion.

Student only
comments or
ask a question
once.

Student is not
engaged in the
discussion at all.

Student is an
expert on
what a
credible
source is.
Provides
multiple
examples of
credible
sources and
where they
would be
best used
appropriately
.

Student has a
good grasp on
what a
credible
source is.
Provides at
least 2
examples of
credible
sources and
where they
would be best
used
appropriately.

Student has a
fair
understanding
of what a
credible source
is.
Provides only 1
example of
what a credible
source is, but
doesnt know
where it would
be appropriate.

Student does not


understand what
a credible
source is.
Needs further
instruction to
determine a
sources
credibility.

Class
participation

Understanding
of the character
of a credible
source.

VERIFYING YOUR SOURCES

Stage 3 Learning Plan Directly Aligned to Content Standard AND Assessments


Learning Activities:
Catch and Release:
1. Group students so that every group is about the same size. No fewer than 3 students per group.
2. Hand out CRAAP form.
3. List out 4 websites for the students to evaluate and give students approximately 5 minutes to complete the
evaluation for each individual site.
4. When the time is up, have each group discuss their findings and how credible each site is. Spend about 5
minutes doing this.
5. At the end of the activity, discuss why it is students think knowing whether their sources are credible or not
is important.
Websites that can be used:
http://www.theonion.com/
http://www.cnn.com/
http://www.theblaze.com/
http://www.fulkerson.org/ancestors/buyanancestor.html
http://www.senate.gov/reference/index_sub_items/Archives_vrd.htm

VERIFYING YOUR SOURCES

VERIFYING YOUR SOURCES

Stage 4 Feedback Strategies, including Timeliness

Following the class activity, have students write down their goals as described in the Students will set their own
personal goals by section. These goals, along with the CRAAP forms from each group are the students ticket
out of class. Looking over the goals as well as the quality of thought demonstrated in the CRAAP forms will help
teachers know whether they need to revisit this lesson again, or move on to individual effort work.
In handing out feedback from the goals, send each student mini-challenges. If a students goal is to be able to be
quicker at deciding the credibility of a source, challenge them to be able to do it in under a minute. Then make it
progressively more challenging. Now be able to decide in 45 seconds, 30 seconds, etc. Or see how many sites you
can get through in 5 minutes.

References
CRAAP Form. Retrieved from
http://legacy.juniata.edu/services/library/instruction/handouts/craap_worksheet.pdf
ISTE. (2007). ISTE standards: Students. International Society for Technology in Education.
Retrieved from http://www.iste.org/standards/ISTE-standards/standards-for-students

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