Finding Credible Evidence

Overview

Lesson 5 of 12 in Persuade with Purpose. Students learn to distinguish opinions, facts, examples and expert viewpoints, then judge whether evidence is reliable and whose perspectives are included or missing.

Learning intentions

• WALT identify different kinds of evidence in persuasive texts.
• WALT explain why some sources are more reliable than others.
• WALT consider whose voices and perspectives are represented.
• WALT gather evidence that supports a clear persuasive claim.

Success criteria

• I can sort statements as fact, opinion, example or expert viewpoint.
• I can give a reason why a source may be reliable.
• I can identify whose perspective is included and whose may be missing.
• I can record evidence that supports a persuasive claim.

Curriculum links

• Reading: Understand and respond critically to ideas, information, language features and perspectives in texts.
• Writing: Select and organise ideas and supporting details for a clear purpose and audience.
• Oral language: Listen actively, build on others’ ideas and explain thinking clearly.
• Critical literacy and key competencies: Question the reliability of information, manage self, participate and contribute, and relate to others respectfully.

Lesson structure (30 minutes)

1. 0–4 minutes – Hook: Can we trust it? Open with the hook and learning intentions. Display the claim: “Our school should have a longer lunchtime because everyone knows children learn better after a break.” Students show thumbs up, sideways or down for how convincing it is. Ask: “What would make this claim stronger?”

2. 4–9 minutes – Teach the four evidence types Use the evidence types slides to introduce:

• Fact: information that can be checked or proved.
• Opinion: a belief or feeling.
• Example: a specific case that helps explain an idea.
• Expert viewpoint: an informed statement from someone with relevant knowledge or experience. Model thinking aloud: “I need to check who said it, what evidence they used, when it was published and whether the source is trying to sell me something.”

3. 9–14 minutes – Guided sorting Show the four statements on the guided sorting slides. For example: “A school day has five learning blocks” (fact); “Longer lunchtimes are the best idea” (opinion); “At Kōwhai School, students became more settled after a five-minute break was added” (example); “A child-health researcher says regular movement helps children concentrate” (expert viewpoint). Students discuss with a partner, then justify one choice. Clarify that an expert viewpoint is not automatically true: it still needs checking.

4. 14–22 minutes – Evidence investigation Distribute the evidence investigation worksheet. In pairs, students read four short, age-appropriate source extracts about whether schools should provide more outdoor learning time. They label each extract, then complete a reliability check: Who created it? What makes them knowledgeable? Is the information current and supported? What might the creator want? Students also record whose perspective is present, such as students, teachers, whānau or health professionals, and whose perspective could be missing. Remind students to disagree with ideas respectfully, not with people.

5. 22–27 minutes – Choose and explain Pairs select the strongest piece of evidence for the claim “Schools should provide more outdoor learning time.” Using the discussion and sentence-stem slides, students explain: “This evidence is useful because…” and “It is reliable because…” Invite two or three pairs to share. Ask whether an example alone is enough to prove a general claim.

6. 27–30 minutes – Plenary and next step Return to the exit reflection slide. Students complete the final section of the evidence investigation worksheet: “One way I can check evidence is…” and “One voice we should listen to is…” Take brief responses, then preview Lesson 6: using evidence and linking it to reasons in a persuasive paragraph.

Resources

• the Finding Credible Evidence slide deck
• the evidence investigation worksheet
• Four short source extracts included in the worksheet
• Whiteboard and markers
• A4 paper or books
• Pencils or highlighters
• Thumbs-up/sideways/down response routine

Assessment

• Listen to partner explanations during the sorting task and check whether students distinguish evidence types accurately.
• Review worksheet responses for correct labels, a sensible reliability reason and recognition of represented or missing perspectives.
• Use the final reflection to identify students needing further modelling of reliability, especially the difference between an expert viewpoint and a proven fact.

Differentiation

• Provide a word bank, icons and sentence stems: “This is a ___ because…” and “The source may be reliable because…”
• Read the source extracts aloud and pair students strategically; allow oral answers or scribing for students who need writing support.
• Reduce the investigation to two extracts for students who need a smaller amount of text, while retaining the perspective question.
• Extend confident students by asking them to compare two sources that support the same claim and decide which is stronger, explaining why.