Spotting True Sources

Curriculum for Excellence Links

Level: Third Level (Scottish Curriculum for Excellence) — suitable for Year 7, ages 11-12.
Relevant Experiences and Outcomes:

EN1-16a / LIT 3-07a: Recognise how texts are organised and use this to find information efficiently.
LIT 3-19a: Critically assess confidence in the accuracy and authenticity of information, showing awareness of bias and reliability.
LIT 3-20a: Identify and discuss the purpose, main ideas, and supporting detail in texts, including digital sources.
TCH 3-01a: Use digital technology responsibly to research and present findings.

Learning Objectives

By the end of this lesson, students will be able to:

Identify key features that make a source credible and reliable.
Demonstrate skills in evaluating online and print sources for authenticity and bias.
Collaborate effectively in roleplaying as detectives to investigate “fake news.”
Reflect on the impact of misinformation and develop strategies to spot fake news in everyday life.

Success Criteria

Students will:

Explain at least three features that contribute to a source’s credibility (e.g., author, publication, date, evidence, purpose).
Confidently apply a checklist to assess the trustworthiness of a range of sources.
Actively engage in a detective roleplay, discussing and justifying their judgements on news stories.
Complete a short written or verbal summary showing their understanding of reliable sources.

Resources Needed

Printed excerpts from “news articles” (some genuine, some fabricated).
Detective notebooks (simple worksheets designed as checklists for source assessment).
Whiteboard and markers.
Projector to display examples.
Dyslexia-friendly versions of reading materials (coloured overlays, larger font, dyslexia-friendly fonts such as OpenDyslexic or Comic Sans).
Role badges (“Detective”, “Editor”, “Source Analyst”).

Lesson Structure (60 minutes)

1. Introduction (10 mins)

Activity: Discuss with the class: “Can we trust everything we read on the internet?”

Use a short, engaging multimedia example (e.g., a screenshot of a clearly fake vs. a real news headline).
Briefly introduce what makes sources credible: author, date, publisher, evidence, and purpose.
Display a basic checklist for credibility on the board.

Teacher notes: Use simple, clear language. Offer printed and projected notes in dyslexia-friendly format.

2. Guided Exploration: Features of Credible Sources (10 mins)

Activity: Work through one example article together.

Show article on projector, highlighting key features.
Ask guided questions: Who wrote this? When? Why? Where is the evidence?
Fill in a sample checklist on the board with student input.

Differentiation:

For learners who need support, provide a highlighted, dyslexia-friendly text with annotations.
For more advanced learners, introduce concepts of bias and the difference between fact and opinion.

3. Detective Roleplay: Investigating Fake News (20 mins)

Setup:

Split class into 5 groups of 5 students.
Each group receives 3 printed “news stories” (mix of credible and fake, adapted for age-level appropriateness).
Give each student a role: Detective (leads the enquiry), Editor (checks for bias), Source Analyst (evaluates author and date), Fact Checker (looks for evidence), Summariser (prepares group’s final verdict).

Instructions:

Students use checklists and their roles to investigate each story.
Discuss within the group: “Is this story credible? Why?”
Prepare a brief ‘case file’ stating which stories are fake or real and reasoning.

Teacher Support: Circulate to scaffold and prompt deeper thinking with questions.

Dyslexia Friendly: Provide printed news stories in dyslexia-friendly font, coloured overlays if needed, and allow verbal discussion as supported.

4. Group Presentations and Class Discussion (15 mins)

Each group presents their findings to the class (2-3 mins per group).
Encourage class to ask questions or challenge findings in a constructive way.
Highlight common clues that helped detect fake news and types of biases or misleading info found.

Success Check:

Students must use evidence from their checklists to explain their judgement clearly.

5. Lesson Conclusion and Reflection (5 mins)

Recap the key features of reliable sources.
Ask: How will this help you in everyday life or schoolwork?
Quick exit task: Write one tip for spotting fake news on a sticky note and place it on the board.

Differentiation Strategies

Support: Pre-highlight key info in texts; provide sentence starters for discussion; allow pair work for confidence-building.
Challenge: Extend by asking how social media affects source credibility or by comparing different media types.
Sensory Needs: Provide quiet zones or headphones for those who need them during group work.

Dyslexia-Friendly Reading Options

Use clear, sans-serif fonts (OpenDyslexic, Comic Sans, Arial).
Employ coloured overlays or pastel-coloured paper.
Break reading into small chunks with highlighted keywords.
Provide audio versions of texts if possible.
Offer graphic organisers or visual checklists.

Assessment Opportunities

Informal observation during group discussions and roleplay: assess understanding and application.
Review detective notebooks for accuracy and reasoning.
Exit ticket tips to confirm individual reflection on learning.

Extension Ideas

Create a “Fake News Detection Guide” booklet as a homework or extended project.
Use digital tools (safe browser extensions or fact-checking websites) for deeper research practice.
Invite a local journalist or librarian to discuss research skills.

This lesson fosters critical reading and digital literacy skills, empowering young learners to navigate an increasingly complex information landscape responsibly — all aligned with the Curriculum for Excellence’s emphasis on active, critical engagement with texts.

Teaching Instructions