Lesson MINI

LESSON MINI

Gathering Information and Evaluating Sources

Grade:

3-5

Topic:

Research

Unit:

Foundations of Research

Overview

In this lesson mini, students learn to gather information and evaluate sources through activities that teach them to identify primary and secondary sources, differentiate between digital and nondigital resources, and utilize effective search techniques. Each mini enhances students’ research skills, digital literacy, and ability to critically evaluate information.

Ideas for Implementation

Science or Social Studies

Literacy

Library media

Learning centers

Intervention or enrichment

Interdisciplinary collaboration

Key Vocabulary & Definitions

accuracy (noun): freedom from error; correctness

credibility (noun): the quality of being trusted and believed in

database (noun): a collection of information stored on a computer that you can search through to find what you need

digital resource (noun): information or content you can find and use on a computer, tablet, or other electronic devices

evaluating a source (verb phrase): determining the significance or importance of a source, or where information comes from

key word (noun): an important word or phrase that helps you find information when you search online or in a database

nondigital source (noun): information or content you find in physical forms like books, newspapers, or magazines

primary source (noun): a firsthand account or original item that gives direct evidence about a topic, like a diary or a photograph

secondary source (noun): a report, description, or discussion that is based on primary resources but is not itself a firsthand account; includes textbooks and newspaper articles

source (noun): a place where information comes from, such as a book, a person, a website, or a documentary

source reliability (noun phrase): how much you can trust a source of information to be accurate and truthful every time

Authentic Learning Extensions

Authentic learning opportunities for studying how to gather information involve real-world experiences and practical applications that help students understand the concepts meaningfully. Here are some examples:

Citizenship Projects: Ask students to create for other students a visual and informative representation of how to find reliable sources. Possibilities include a poster, flyer, or cartoon. The finished products can be hung around the classroom or the media center.

Library Exploration Sessions: Schedule a visit to the school library or local library, where students can explore books, periodicals, and other resources related to their research topics. Direct students to find four reliable sources using the Evaluating Digital Resources checklist, including a mix of the following: a primary source, a secondary source, a digital resource, and a nondigital resource on a topic of their choosing. Librarians can assist students in locating materials and teach them how to use catalogs and databases effectively.

Choose Activity

LESSON MINI

Gathering Information and Evaluating Sources

Activity

1:

Information Sources

By the end of the activity, students will be able to effectively use vocabulary related to gathering information and evaluating the sources they hope to use for a research project.

20-30

Minutes

Materials and Resources

Materials

Teacher-selected examples of primary and secondary sources

Whiteboard or display

RESOURCES

Implementation

Tell students that during today’s activity they will learn new vocabulary through a sorting activity that will help them distinguish between digital, nondigital, primary, and secondary sources.

Write the word source on the board, or display it for the class using an interactive whiteboard or projector, and introduce the concept of sources by asking students to think about the word, and what comes to mind when they think of it. Scribe student responses next to the displayed word.

Summarize that a source is where information comes from, such as books, people, websites, or documentaries. Provide examples of everyday sources students encounter, such as books they read, websites they visit, or people they ask for information.

Engage students in a discussion about different types of sources they encounter in their daily lives. Ask questions like

Where do you get information for your school projects?

What sources do you trust when you need information?

Discuss the significance of various source types (digital versus nondigital) and classifications (primary versus secondary). Explain that sources can be “digital,” meaning they may come from the internet or an online database, or “nondigital,” meaning they are in physical formats, such as museum exhibits, printed textbooks and encyclopedias, or other sorts of physical, hands-on, or printed materials.

Ask students to list additional source types, and scribe their responses on a T-chart displayed on the board or on another visual display. Use the T-chart to identify which resources are digital and which are nondigital. Note: when discussing digital databases, be sure to go over all the ones that the school has access to. Ask the media specialist for more information.

digital resources: databases (Britannica School), Internet, search engines, online videos, podcasts

nondigital resources: paperback or hardcover books, hard-copy textbooks, encyclopedias (in print form), printed newspapers or magazines

Discuss that each of these digital and nondigital resources can also be categorized as a “primary” or “secondary” source. Ask students what they think the difference between the two may be, affirming correct responses as students share.

Provide students with the definitions of a primary and secondary source, and tell them that they will complete a sorting activity to practice vocabulary they will need to discuss information gathering from sources.

Divide the students into small groups, and distribute a set of Source Sort Cards to each group, as well as a sorting sheet.

Have students work in their groups to sort the cards into the correct categories on the sorting sheets. If students are having difficulty identifying the differences in all four groups, have them first sort the cards by digital and nondigital resources, and then re-sort them by primary and secondary sources.

Following the sorting activity, have each group share their categorization with the class. Encourage discussion about why certain cards were sorted into specific categories. During the whole group share-out, ask questions to help students elaborate and deepen their understanding of the differences between primary and secondary sources, as well as digital and nondigital resources.

Extend this discussion by asking students to think about and share advantages and disadvantages of using digital versus nondigital resources and primary versus secondary sources. Consider scribing their responses on a visual display that can be used as a resource anchor chart for students. Example responses and explanations might include the following

Digital resources are advantageous because they are fast and easy to access, and because they can be quickly updated, they may have the most up-to-date information. However, it is important to be sure that the information comes from a trusted source, as it can be difficult to determine who wrote something or for what reason it was posted online.

Nondigital resources are advantageous because they can sometimes be more reliable and accurate, providing in-depth information that has gone through a careful editing process by experts. However, they are harder to find, can become outdated relatively quickly, and take longer to access.

Primary sources are advantageous because they give a firsthand account of an event. However, they can be hard to understand and offer a limited, and possibly biased, account.

Secondary sources usually provide important context surrounding an event, given by experts in the field of study. However, the information in them is not from firsthand experience or knowledge, and it can become outdated as new information becomes available.

To conclude, ask students to orally, or in writing, answer the following question:

How can we use various sources and research tools to gather information?

Differentiation and Variations

Sorting: If sorting proves difficult for the majority of students, sort them together as a class. If only a small number of students are struggling, pull them into a side group and support them in completing the sort. Sorting is a progressive skill, so students should sort from a place that is not too easy, but also not too difficult, so it is challenging and just within reach.

Britannica School: To practice distinguishing between primary and secondary sources, direct students to the “Preamble” section of the Britannica School article titled United States Constitution. Ask students to work independently or with a partner to identify whether the article is a primary or a secondary source and where information taken from a primary source was incorporated. Encourage them to explain their thinking and to discuss with their partner how the writer embedded the primary source material into the secondary source.

Gamification: Display various sources and have students work alone or with a partner to determine if each source is a primary or secondary source. Then have them identify whether it is digital or nondigital. They can record their answers on a small whiteboard or select from pre-made cards. Have them hold up their answers simultaneously. If there is consensus, move on to the next source. If there are many incorrect answers, guide the class through analyzing the source.

Collaborative Teaching

Parallel Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Parallel Teaching strategy. In this model, the class is divided into two groups, and each teacher delivers the same activity simultaneously to their group. This reduces the student-teacher ratio, allowing for more interaction and individualized attention. With smaller groups, students are more likely to participate actively and receive immediate feedback, which fosters a deeper understanding of the content and promotes a more engaging learning experience. Evidence suggests that small-group instruction leads to increased student engagement and improved academic outcomes.

Introduction and Discussion: Both teachers begin the activity together, explaining the concept of sources and providing examples. They then split the class into two groups for a more focused discussion on where students get their information and which sources they trust.

Sorting Game Preparation and Execution: The class is divided into smaller groups, and each teacher takes responsibility for half of the groups. They each distribute the source cards/pictures and guide their respective groups through the sorting activity.

Group Presentations and Discussions: After the sorting activity, each group shares their categorization. The teachers facilitate discussion in their respective groups, asking guiding questions to deepen understanding.

Advantages and Disadvantages Discussion: Both teachers lead discussions in their groups about the pros and cons of digital vs. nondigital and primary vs. secondary sources.

Conclusion: The class comes back together, and teachers co-lead the final discussion on how to use various sources and research tools to gather information.

Gathering Information and Evaluating Sources

Activity

2:

Pre-Research Planner: Finding Sources

By the end of the activity, students will be able to compile a list of potential sources for a research project.

>40

Minutes

Materials and Resources

Materials

Whiteboard or display

RESOURCES

Implementation

Tell students that they will use a Pre-Research Planner graphic organizer to organize initial thoughts, identify key words, and formulate research questions to guide their research.

Distribute a Pre-Research Planner to each student, and model how to complete the first row of the Step 1 column on the planner. (Step 1: Write down what you already know about your research topic.) Instruct students to complete the first column on their own planner, emphasizing that there may be information that they may not yet know, and that is okay.

Model how to complete the first row for the Step 2 column on the planner. (Step 2: Use Britannica School to find key words and ideas about your subject. Write them down.) Filling out this column requires that additional information about key words be presented to the class:

Explain that key words are important words or phrases that help you find information when you search online or in a database.

Emphasize that using key words is a delicate balance: to elicit the desired search results, key words should be neither too general nor too specific.

To emphasize the above point, work with the class to brainstorm a list of key words for a research project about Abraham Lincoln’s second term as president. Examples may include “Abraham Lincoln,” “presidency,” “Civil War,” “speeches,” and “slavery.” Explain that using just the key word “Abraham Lincoln” would probably lead to getting too many details about Lincoln’s entire life that they wouldn’t need. Similarly, using too many key words, like “Abraham Lincoln,” “presidency,” “Civil War,” “reelection,” and “electoral college,” would likely yield too much unneeded information. Instead, it may be better to simply search “Abraham Lincoln” plus “second term” when researching that part of his presidency.

Instruct students to complete the second column on their own planner, emphasizing that they may not get the desired results from every key word, and that is okay, affirming that you will work on refining this skill together.

Model how to complete the first row for the Step 3 column on the planner (Step 3: Think of questions to research and trails to follow. Write them down). Instruct students to complete the third column on their own planner, emphasizing that some of their trails may lead nowhere, and that is OK. Remind them that it is all part of the investigation.

To wrap up this activity, explain that the topics and questions they wrote down in Step 3 will guide their research project.

Differentiation and Variations

Pre-Research Planner Scaffold: Break down the Pre-Research Planner into collaborative steps to allow students to think independently, discuss with a partner, and share with the class before completing each section. This approach supports learners by providing multiple opportunities for engagement with the content, encouraging peer learning, and offering a gradual transition from group brainstorming to individual work, thus building confidence and understanding at each stage of the planning process.

Key Word Critical Thinking: Have students not only identify key words but also justify to a partner their choices by explaining the relevance and potential effectiveness of each key word in narrowing down their research focus. This promotes critical thinking and analytical skills, encouraging students to engage more deeply with the research process and develop a more nuanced understanding of how to effectively gather information.

Digital Method: Allow students to use digital tools and apps available within your school to complete each step of the Pre-Research Planner, providing tech-savvy students who are more comfortable using digital platforms an engaging option.

Collaborative Teaching

Team Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Team Teaching strategy. In this model, both teachers deliver instruction together, often alternating or integrating their teaching styles seamlessly, sometimes referred to as “tag team teaching.” This collaborative approach provides students with multiple perspectives and teaching styles, enriching their learning experience. By modeling effective teamwork and communication, this approach demonstrates how different viewpoints can enhance understanding and create a dynamic and interactive classroom environment. Evidence indicates that team teaching can enhance student engagement and provide a richer, more diverse educational experience.

Introduction and Modeling: Both teachers introduce the activity and collaboratively model how to complete each step of the Pre-Research Planner, with one providing explanations and the other addressing student questions.

Guided Practice: As students work on each step, both teachers circulate around the room to provide real-time support, answer questions, and give individualized guidance.

Key Word Explanation and Practice: One teacher provides examples and further elaborates on the importance of choosing the right key words, while the other teacher assists students in finding and evaluating their key words.

Independent Work and Support: Both teachers monitor students as they complete the steps independently, offering help as needed and ensuring that all students are on track.

Wrap-Up and Reflection: Both teachers lead a discussion to wrap up the activity, encouraging students to share their questions and research trails, and reflecting on the process.

Gathering Information and Evaluating Sources

Activity

3:

Evaluating Sources

By the end of the activity, students will be able to critically evaluate potential sources for a research project.

>40

Minutes

Materials and Resources

Materials

Preselected sources

Whiteboard and display

Resources

Implementation

Pre-write and cover the following terms and their corresponding definitions on the board or other display: “credibility,” “accuracy,” and “source reliability” to create suspense before starting the activity.

Tell students that during today’s activity they will evaluate the credibility, accuracy, and reliability of information sources through a Mystery Word game.

Reveal the mystery word #1, “credibility,” and ask students to work in pairs to brainstorm any and all meanings of the word, no matter how out-of-the-box they seem. As students share, scribe their suggestions below the term.

Reveal the definition and discuss how it compares to their guesses.

Repeat the same process for “accuracy” and “source reliability.” After all three mystery words are revealed and discussed, emphasize the importance of evaluating sources of information for credibility (Is it trusted?), accuracy (Is it correct?), and source reliability (Is it consistent?).

Have students work in small groups to create sentences or examples using each of the terms to demonstrate their understanding and application of the concepts.

Organize a class discussion where students share their sentences or examples, encouraging students to orally reflect on how understanding these terms can be useful in real-life situations, such as evaluating sources of information.

Explain to students that today will be spent looking at a couple of sources and evaluating their credibility, accuracy, and reliability. Introduce the Evaluating Resources graphic organizer checklist.

Introduce the first source, an unreliable source you have chosen due to its questionable authorship, poor website quality/design, and/or obvious bias. Check the source against the graphic organizer checklist, going through each item on the list, supporting students’ understanding as needed. Together, decide if this is a reliable source of information. An example conclusion might state, “No, this is not a reliable source because ___.”

Introduce the second source, the Swimming article, and then check it against the graphic organizer checklist. Together, decide if this is a reliable source of information. An example conclusion might state, “Yes, this is a reliable source because Britannica is a recognized and trusted provider of reliable information.”

If time allows, consider working with students to use the checklist with additional sources, such as the following:

A political candidate’s campaign website (not reliable because of potential bias)

A government organization’s website (e.g., NASA, National Park Service) (reliable because it’s a trusted source of impartial information meant to educate the public)

A social media post (not always reliable because it would be hard to verify unless the poster linked to a trusted source or is the source, such as a post by a current president)

A nonprofit educational or museum website (e.g., the Smithsonian, PBS Kids) (reliable because of their nonprofit mission and reputation for upholding it)

Direct students to find an online source of their choosing and check it against the checklist.

Choose volunteers to share the source they checked and their finding after using the checklist.

To wrap up the activity, lead the class in a discussion of this question: “How can we assess the credibility, accuracy, and reliability of our sources?”

Differentiation and Variations

Simplified Checklist: Consider displaying a shorter checklist that is more manageable for younger students and can be responded to orally, such as the following:

Who wrote it? Can we trust them?

Is this written to be fair?

Can we check the facts with other sources?

Is this information up-to-date?

Comparing and Contrasting Sources: Go over the checklist with the entire class. Divide students into two groups. Assign each half one of the first two sources. Ask students to evaluate the source’s credibility, accuracy, and reliability using the checklist. Come together to share the group’s findings.

Collaborative Teaching

Introduction: Both teachers deliver the introduction instruction together, revealing and leading the discussion of the mystery vocabulary words, either alternating or integrating their teaching styles seamlessly.

Evaluating Sources Activity: Divide students into two groups, one for each teacher. Assign each half one of the first two sources, and then divide the students further, with one sub-group that can work independently and one that needs additional support. Then, ask them to evaluate the source’s credibility, accuracy, and reliability with the teacher supporting the sub-group that requires more support.

Compare and Contrast Source Discussion: When students come together to share the group’s findings, both teachers help lead the discussion.

Wrap-Up Discussion: Both teachers lead the wrap-up discussion.

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