Researching for Evidence

Lesson Details

• Unit: Mastering Informational Writing
• Lesson: 3 of 5
• Year Group: Year 5
• Duration: 60 minutes
• Class Size: 48 students
• Curriculum Area: English (Writing) – UK National Curriculum
• Objective: Students will learn how to gather relevant evidence and evaluate the credibility of sources to support their informational writing.

Curriculum Links

This lesson is aligned with the UK National Curriculum for English (Writing) at Key Stage 2. Specifically:

• Composition: Pupils should consider the audience and purpose of their writing, and select appropriate grammar and vocabulary.
• Evaluating Sources: Students should learn to distinguish between fact and opinion, and recognise reliable sources.
• Research and Note-Taking: Pupils should retrieve, record, and present information using a range of sources.

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Learning Outcomes

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

1. Identify reliable sources when researching a topic.
2. Assess the credibility of information by checking for bias, accuracy, and author expertise.
3. Extract key facts and organise their notes effectively for informational writing.
4. Explain why evidence is important in strengthening their writing.

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Preparation & Resources

Materials Needed:

• Printed excerpts from various sources (e.g. news articles, encyclopaedias, blogs, and opinion pieces).
• Highlighters and sticky notes for annotating research.
• Mini whiteboards for quick responses.
• Laptops or tablets (if available) for digital research.
• "Reliable vs. Unreliable Sources" checklist (teacher-created or printed).

Classroom Setup:

• Students will work in groups of six to encourage collaboration.
• A research station with books and printed materials for students with limited internet access.

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Lesson Breakdown (60 Minutes)

1. Introduction – Why Evidence Matters (10 mins)

Objective: Engage students and establish the importance of research in writing.

• Begin with a quick question:
  "If you were writing about an animal, would you trust a scientist or a random social media post? Why?"
  • Discuss responses using mini whiteboards.
• Introduce today’s focus: “Good writing is built on solid evidence.”
• Use a short contrasting example:
  • Read two brief statements about climate change—one from a science magazine and another from an unverified blog.
  • Ask students to vote (thumbs up/down) on which they trust more and why.

2. Identifying Reliable Sources (15 mins)

Objective: Teach students how to determine if a source is trustworthy.

• Introduce the "Reliable vs. Unreliable Sources" checklist, covering:
  • Author’s expertise (Are they qualified?)
  • Publication date (Is it recent?)
  • References and evidence (Does it include sources?)
  • Fact vs. opinion (Is it based on data?)
• Split students into six research groups.
  • Provide each group with one source (e.g. a serious article, an obvious hoax, a biased blog).
  • Students evaluate their source using the checklist and discuss in groups.
  • Groups share findings with the class.

3. Guided Research Practice (20 mins)

Objective: Students apply research strategies to gather strong evidence.

1. Topic Selection
   • Each group is assigned a topic (e.g. endangered animals, famous historical inventions).
2. Source Evaluation Challenge
   • Groups search through various printed sources or digital materials to find one strong and one weak piece of evidence.
   • They must justify why one is better than the other using the checklist.
3. Teacher Check-In
   • Walk around and ask prompting questions:
     • "How do you know this is reliable?"
     • "What makes this evidence strong?"

4. Quickfire Note-Taking Strategy (10 mins)

Objective: Teach quick and effective note organisation for writing.

• Introduce the "Five-Word Method":
  • Rule: When taking notes, summarise important details in just five words.
  • Give an example: Instead of writing "The cheetah is the fastest land animal," try "Cheetah: fastest land animal."
• Challenge:
  • Each group selects one fact from their research and condenses it into just five words.
  • Groups share their best notes on the board.

5. Reflection & Plenary (5 mins)

Objective: Reinforce learning and emphasize real-world application.

• Class discussion: “How can we use today’s skills in real writing?”
  • Link to the next lesson: Using evidence to write a strong paragraph.
• Exit ticket: Each student writes one sentence explaining why checking sources is important before leaving.

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Assessment Opportunities

• Mini whiteboard responses: Gauge understanding during the introduction.
• Group source evaluation discussion: Observe reasoning skills.
• Research and note-taking activity: Check quality of selected evidence.
• Exit ticket reflection: Ensure students understand the importance of evaluating sources.

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Differentiation & Support

• For higher-level students: Provide more complex sources and ask them to compare multiple perspectives.
• For struggling students: Pair them with a research partner and provide an annotated model source as a reference.
• For EAL students: Highlight and discuss key vocabulary (e.g. 'credible', 'bias', 'evidence').

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Extension Activity (Optional)

• Fact vs. Fiction Debate:
  • Students bring in a real news article and a fictional story next lesson.
  • In pairs, they challenge a classmate to spot the reliable source, using today's checklist.

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Teacher Wow Factor

• Engaging, hands-on activities that promote discussion and teamwork.
• Practical research skills that students apply immediately.
• Simple, structured note-taking strategy to prepare them for future writing tasks.
• Exit ticket reflection to ensure deep learning and retention.

This lesson empowers students to think critically, research effectively, and apply these skills in their writing.