Researching Credible Sources

Lesson Overview

Unit: Evidence-Based Analysis Skills
Lesson: 4 of 5
Time: 45 minutes
Class Size: 20 students
Curriculum Area: English (KS3 – Year 8)
Relevant Standard:

• KS3 English National Curriculum (England) – Students should be taught to:
  • Retrieve, record, and present information from non-fiction
  • Distinguish between fact and opinion and evaluate bias
  • Consider how authors present information and argument

Lesson Objectives

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

1. Identify characteristics of credible sources, distinguishing them from unreliable ones.
2. Use effective search strategies to locate relevant, high-quality sources.
3. Assess and evaluate digital and print sources for accuracy and bias.
4. Apply their learning by researching a source relevant to their upcoming analysis task.

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Lesson Breakdown

1. Starter Activity (10 minutes) – Fact or Fake?

Objective: Engage students in critical thinking about source reliability.

• Start with a quickfire quiz: Display five pieces of "information" on the board—some true, some false (e.g., historical myths, fake news headlines).
• Students work in small groups (3–4 students) to decide if each statement is true or false.
• Whole-class discussion: How did they determine reliability? What clues helped?

Teacher’s Role: Guide discussion towards key indicators of credibility (author expertise, publication source, bias, evidence).

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2. Direct Teaching (10 minutes) – What Makes a Source Credible?

Objective: Introduce students to credibility assessment criteria.

• Display an acronym on the board: "C.R.A.A.P." (Currency, Relevance, Authority, Accuracy, Purpose). Briefly explain each:

  • Currency – How recent is the information?
  • Relevance – Does it relate directly to the research topic?
  • Authority – Who wrote it? Are they experts?
  • Accuracy – Is evidence provided? Are facts verifiable?
  • Purpose – Is it neutral, or does it have an agenda?

• Compare two sources side-by-side: One from a trusted news site or government publication and another from a conspiracy or biased blog.

• Class discussion: Which source is more trustworthy and why?

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3. Interactive Task (15 minutes) – Research Challenge

Objective: Students apply search and evaluation skills in a practical activity.

• Each student receives a research scenario relevant to their upcoming assessment (e.g., a persuasive essay on environmental issues, ethical debates, or historical events).
• In pairs, they use school-approved devices (or textbooks) to search for a credible source.
• They must identify the source and explain why it meets the C.R.A.A.P. criteria.
• Pairs share their sources with another group, who offers feedback on credibility.

Teacher’s Role: Circulate, prompting students to justify their choices and adjust their searches if needed.

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4. Plenary (10 minutes) – Final Judgements

Objective: Reinforce learning by having students apply knowledge independently.

• Each student writes down one new rule or strategy they will use when researching in the future.
• "Credible or Not?" quick debate: Show 2–3 sources on the board—students vote whether each is credible or unreliable using thumbs up/down and justify responses.
• End with a reflection prompt: Why is it important to evaluate sources, and how will this help in academic writing?

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Assessment and Differentiation

Assessment Methods

• Formative: Discussion contributions, group evaluations, reasoning during tasks.
• Summative: Students’ ability to justify source selection in relation to C.R.A.A.P.

Differentiation Strategies

• Support: Provide a scaffolded checklist of credibility questions for students needing extra guidance.
• Challenge: Ask advanced students to compare multiple sources and evaluate how authorship affects perspective.

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Resources Needed

• Board and projector (for displaying examples and instructions).
• Tablets, laptops, or print research materials (e.g., excerpts from articles).
• Printed "C.R.A.A.P." criteria handouts.

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Teacher Reflection

• What went well? Were students able to critically evaluate sources?
• What challenges did students face in identifying credibility?
• How can this lesson be improved for the next session?

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This plan ensures active learning, critical thinking, and real-world applicability, making research skills more engaging and transferable for students.