Credibility of Sources

Overview

In this 45-minute session, students will explore the concept of media source credibility as part of the Ontario Language Curriculum unit Exploring Media Messages. They will learn to evaluate different media sources by identifying criteria for credibility and comparing two sources. This lesson supports students in developing critical thinking and media literacy skills aligned with the Ontario English Language Arts Curriculum expectations for Grade 6.

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Curriculum Connections

Overall Expectations:

• Reading:
  • 1. Identify and explain the purpose and audience of a variety of media texts
  • 2. Use a variety of comprehension strategies to interpret, analyse, and evaluate texts
• Media Literacy:
  • 1. Identify some simple media forms and explain how the conventions and techniques used in them influence audience response
  • 2. Recognize how media texts reflect different viewpoints and purposes

Specific Expectations:

• 1.1 Locate specific ideas and information in texts using a variety of strategies and/or tools
• 2.5 Identify the purpose and audience for a variety of media texts and explain how these affect the form, content, and style of the texts
• 2.6 Demonstrate understanding of a variety of media texts by summarizing important ideas and citing supporting details
• 3.4 Evaluate the credibility and reliability of media messages

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Learning Goals

I Can Statements

• I can list at least three criteria to determine if a source is credible.
• I can compare two sources and explain which is more reliable and why.

Success Criteria

• I have named three clear criteria for credible sources (e.g., author expertise, evidence-based, current information).
• I have compared two different media sources and justified which one I trust more using my criteria.

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Materials Needed

• Whiteboard and markers
• Printed/simplified articles (dyslexia-friendly) - one from a credible source, one from a questionable source
• Fact-checking checklist handouts (with visual icons)
• Projector or smartboard for short video clip (optional)
• Sticky notes and pens
• Differentiated templates for recording comparisons
• Timer

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Lesson Outline

1. Activate & Connect (10 minutes)

• Begin with a brief discussion about news and information:
  • Ask: "When you hear something on TV, online, or from a friend, how do you know it’s true?"
  • Record responses on the board.
• Introduce the term “credibility” in simple language: “Credibility means something is believable and trustworthy.”
• State the learning goal: “Today we will learn how to decide if a source is credible.”
• Pre-teach vocabulary with visuals: credible, source, bias, evidence, fact-checking.

2. Explore Criteria for Credibility (10 minutes)

• Using a fact-checking checklist with icons, go over 3 criteria for credible sources:

  1. Author expertise – Who wrote it? Do they know what they are talking about?
  2. Evidence – Are facts or data provided? Is there proof?
  3. Date – Is the information current and up-to-date?

• Show a short, engaging video or colourful infographic summarizing these criteria (optional).

3. Guided Practice - Comparing Sources (15 minutes)

• Split the class into pairs, ensuring mixed abilities and some community class students paired with supportive peers.

• Provide each pair with 2 simplified articles (one credible, one non-credible) and the checklist handout.

• Instruct students to:

  • Read articles (students with IEPs and dyslexia-friendly supports use simplified articles with pictures).
  • Use the checklist to assess each one.
  • Record comparisons on their template (3 criteria per source, conclusion on which is more credible).

• Circulate and scaffold with questioning, specifically supporting ADHD students by breaking down steps and keeping them on task.

4. Class Sharing & Discussion (7 minutes)

• Invite pairs to share one criterion and which source they trusted more with a reason.
• Record examples on the board.
• Highlight effective reasoning that ties directly to credibility criteria.

5. Wrap-Up & Reflect (3 minutes)

• Review success criteria and ask students to self-assess with a quick thumbs-up or thumbs-down on each “I can” statement.
• Briefly introduce extension activity: “If you want to learn more, you can prepare a presentation on a credible news source of your choice for next week.”

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Differentiation Strategies

Learner Needs	Strategies/Supports
Students with IEPs	Use step-by-step tasks; provide graphic organizers and simplified text; visuals; one-on-one check-ins.
Students with ADHD	Break tasks into small chunks; use timer for focus; allow movement between activities; clear routines.
Community Class Students	Paired with supportive peers; use dyslexia-friendly materials; provide extra verbal prompts and positive reinforcement.
Dyslexic Students	Use coloured overlays, font spacing-friendly handouts; read-aloud support; visual checklists.
Low-motivation Students	Choice in reading topics to increase engagement; positive feedback; clear and achievable success criteria.
Advanced Learners	Extension activity: prepare a presentation on a credible news source; deeper research for class discussion.

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Assessment for Learning

• Observe students’ participation in pairs and class discussion.
• Review checklist templates for understanding of criteria.
• Use self-assessment thumbs signals for “I can” statements.
• Informally assess reasoning in oral sharing to ensure comprehension of credibility evaluation.

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Extension Activity

• Students research and prepare a short multimedia or oral presentation on a credible news source (e.g., CBC, National Geographic Kids).
• Encourage use of criteria from lesson to justify their choice.
• Presentations scheduled for later lessons.

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By integrating meaningful, accessible activities aligned with Ontario’s curriculum and supporting diverse learners, this lesson engages Grade 6 students with critical evaluation of media — an essential life skill in today’s information age.