Finding Credible Sources

Overview

In this first lesson of the "Mastering Research Skills" unit, students will explore what makes a source credible and practice locating reliable academic resources. Using the IB MYP framework, students develop critical thinking and communication skills essential for independent inquiry.

Learning Intentions

• Students will be able to identify the key characteristics of a credible academic source.
• Students will be able to distinguish between reliable and unreliable sources using a clear set of criteria.
• Students will be able to locate academic databases, journals, and vetted websites appropriate for 10th grade research.
• Students will be able to explain why source credibility matters in academic writing and inquiry.

Success Criteria

• I can recognize reliable sources for academic research using credibility criteria.
• I can explain the difference between a peer-reviewed journal and a general website.
• I can locate at least two credible sources using an academic database or library tool.
• I can articulate why a source is or is not appropriate for academic use.

Curriculum Links

• IB MYP English Language and Arts — developing research and inquiry skills through authentic, meaningful tasks
• IB MYP Approaches to Learning — information literacy and critical thinking skills applied to source evaluation
• IB MYP Key Concept: Communication — understanding how the origin and reliability of information shapes academic discourse
• IB MYP Related Concept: Intertextuality — recognizing how sources connect to, support, or challenge one another in research contexts

Lesson Structure (60 minutes)

0–5 min | Hook and Prior Knowledge Activation Open with a quick whole-class discussion: "Where do you usually look when you need information for a school project?" With only five students, invite each to share one go-to source. Record responses on the whiteboard without judgment, then ask: "How do you know if what you're reading is true?"

5–20 min | Direct Instruction — Credibility Criteria Introduce the CRAAP test framework (Currency, Relevance, Authority, Accuracy, Purpose) using a printed one-page reference guide. Walk through each criterion with a relatable example — for instance, comparing a Wikipedia article on climate change to a peer-reviewed science journal article. Use think-aloud modeling to show how a researcher evaluates a source step by step. Keep the pace conversational given the small class size, and pause to check for understanding after each criterion.

20–35 min | Guided Practice — Source Comparison Activity Provide students with three pre-selected sources on the same topic (for example, social media and mental health): one unreliable website, one credible news outlet, and one academic journal abstract. Students use the CRAAP criteria to evaluate each source and record their reasoning on a structured graphic organizer. The teacher circulates, prompting deeper thinking with questions such as "Who wrote this?" and "What is the purpose of this site?" Students with dyslexia may use text-to-speech tools to listen to the source excerpts digitally.

35–50 min | Independent Exploration — Database Search Students independently access an academic database (such as JSTOR, Google Scholar, or the school's library portal) on a device and locate one credible source related to a research topic of their choice. They record the source title, author, publication date, and a one-sentence explanation of why it is credible. Students who need additional support may refer to a provided list of pre-vetted academic websites and databases. Advanced learners begin drafting an annotated entry explaining the source's reliability in 2–3 sentences.

50–58 min | Debrief and Reflection Bring the class together for a brief whole-group share-out. Each student shares their chosen source and one reason it is credible. The teacher offers targeted feedback and reinforces key vocabulary. Pose a closing question: "How might using credible sources change the quality of your writing?"

58–60 min | Exit Ticket Students complete a two-sentence written exit ticket: name one credible source they found today and explain one reason they trust it. Collect exit tickets to inform planning for Lesson 2.

Resources

• Printed CRAAP test reference guide (one per student)
• Structured graphic organizer for source evaluation activity
• Three pre-selected source excerpts (printed or digital)
• Student devices with internet access
• Access to JSTOR, Google Scholar, or school library database
• Whiteboard and markers
• Vetted academic website list (support resource)
• Text-to-speech software or browser extension for dyslexia support
• Exit ticket slips (printed or digital form)

Assessment

• Graphic organizer responses from the guided practice activity serve as formative evidence of students' ability to apply credibility criteria.
• The independently located source and accompanying justification provide insight into each student's ability to transfer learning to a new context.
• Exit tickets are reviewed before Lesson 2 to identify any misconceptions about source credibility that need reteaching.

Differentiation

• Support: Students who need scaffolding receive a pre-vetted list of approved academic websites and databases to reduce the cognitive load of open-ended searching, allowing them to focus on evaluating rather than locating sources.
• Extension: Advanced learners create a brief annotated list of sources, writing 2–3 sentences per source that explain its credibility, relevance, and potential use in a research paper.
• Dyslexia-Friendly: Text-to-speech tools are available on student devices throughout the lesson, particularly during the guided practice activity, allowing students to listen to source excerpts rather than reading silently.
• EAL Support: Key terms from the CRAAP test are included on the reference guide with brief plain-English definitions to support students developing academic English vocabulary.

Extension

Advanced learners who finish the independent exploration activity early will compile a short annotated bibliography of two to three sources, writing a justification for each that addresses authority, accuracy, and relevance. This directly prepares them for the extended research tasks in Lessons 2 and 3.