Lesson MINI

LESSON MINI

Understanding Sources and Information

Grade:

6-8

Topic:

Research

Unit:

Ready for Research

Overview

In this lesson mini, students learn key research vocabulary and skills to evaluate sources. They distinguish between primary and secondary sources, analyze bias and perspective in historical documents, and assess the credibility, relevance, and potential bias of various information sources. Through interactive activities, students develop critical thinking skills essential for effective research and information literacy.

Ideas for Implementation

Science or Social Studies

Humanities

Library media

Intervention or enrichment

Interdisciplinary collaboration

Key Vocabulary & Definitions

academic integrity (noun): honesty in one’s schoolwork, which includes giving credit to sources and doing one’s own work

bias (noun): the tendency to present or interpret information in a way that is partial or prejudiced

bibliography (noun): a list of all the sources used for a research project

citation (noun): a piece of information used in a research report, with a reference to the source

cite (verb): to formally refer to someone else’s work by quoting or restating it; to name in a citation

credibility (noun): the quality of being trusted and believed in; the reliability of information or a source

database (noun): a collection of information, or data, usually organized and stored digitally, as in a computer system, and available for rapid search and retrieval

date relevance (noun): how up-to-date and useful information is based on when it was published or created

digital source (noun): any online material (e.g., a website) used to gather information for research

keyword (noun): a significant word or phrase used in searching for information online

paraphrase (verb): to express a concept in one’s own words without changing the meaning

peer-reviewed (adjective): written and reviewed by experts in the relevant field of study

perspective (noun): a particular way of viewing or understanding a situation or topic, often based on personal experiences or background

plagiarism (noun): the practice of taking someone else’s work or ideas and passing them off as one’s own without proper acknowledgment

primary source (noun): an original document or firsthand account that has not been interpreted or edited by others

publication date (noun): the specific date when a document or source was produced or released, which can indicate currency and relevance

search engine (noun): a program used to search for and identify items in a database, especially on the Internet, that correspond to keywords or other criteria specified by the user

secondary source (noun): an article, report, or other reference work that discusses, analyzes, or interprets original documents or firsthand accounts but that is not itself a firsthand account

summarize (verb): to create a shorter version of content, such as a text, that includes its main points

Authentic Learning Extensions

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

Annotated Photos: Schedule a visit to the school library or local library, where students can explore primary source photos and diagrams related to their research topics. Librarians can assist students in locating reliable sources and teach them how to use catalogs and databases effectively.

Community Outreach: Think of a problem within the community that needs solutions. Have students create a campaign in which they use properly cited facts to make their case. Consider having them engage in a social media campaign or present in front of their town council or school board.

Interview Sessions: Pair students up and ask them to prepare a handful of questions to ask each other. While they interview their partners, ask them to take notes on what the other person is saying. Explain to them that because speaking is quicker than writing, they will need to write short paraphrased notes instead of full sentences in order to keep up.

Library Exploration Sessions: Schedule a visit to the school library or local library, where students can explore biased and unbiased sources (often in news periodicals) provided by the librarian.

Newsroom Bias: Select a current event and choose news sources representing different political perspectives for students to compare and contrast. Analyze how varying viewpoints influence reporting. Consider including a source known for balanced coverage to enhance the discussion on media bias and objective journalism.

Choose Activity

LESSON MINI

Understanding Sources and Information

Activity

1:

Sticky Research Vocab: Learn, Connect, Apply

By the end of the activity, students will be able to define, apply, and connect key research vocabulary using the Make It Stick! instructional strategy, a collaborative word web, and practical scenarios to enhance their information gathering and evaluation skills.

20-30

Minutes

Materials and Resources

Materials

Whiteboard or display

Resources

Implementation

Tell students that during today’s activity they will be learning new vocabulary that will support them in gathering information and evaluating sources for research by engaging in a Make It Stick! instructional strategy.

Review or introduce key vocabulary terms related to research and source evaluation, such as credibility, bias, primary source, citation, and any other terms selected from the vocabulary list. Follow steps 2 through 5 of the strategy with the selected words to ensure that students have a basic understanding of important concepts.

Distribute to each student sufficient copies of the Make It Stick! graphic organizer for the number of terms to be used in this activity. Follow the specific procedures outlined for the modeling part of the strategy by using a term from the activity, such as database. Fill out the chart together as a class for this term, perhaps using the think-aloud outlined below:

Image: When I think of the word database, I imagine a huge digital library with rows and rows of organized information, like a giant virtual filing cabinet.

Example: An example of this word in a sentence could be “We used the school’s online database to find articles for our history project.” This helps me understand how databases are used for research.

I will probably find this word in discussions about research, computers, and information technology. It might come up when we’re learning how to find reliable information for our school projects or when talking about how big companies organize their information.

I will remember this word by thinking about my favorite video game inventory system. Just like the inventory system can help me quickly find the exact weapon or item I need for my game, a database can help me find the exact information I need for my schoolwork. I can also think of it as a home base for all kinds of information. This connection to something I enjoy makes the word easier to remember and understand.

Have students fill out their organizers for each of the words used in the activity. After they’ve completed their organizers, encourage them to share their responses with the class.

Create a class word web on the board, with “Research” in the center, having students share words from the activity and apply their new knowledge to think about how the terms in the activity connect to research and to each other. Some examples that may be added to the web include vocabulary terms and definitions associated with this activity mini.

After creating the word web, divide students into small groups. Assign each group a research scenario (e.g., “researching climate change for a science project” or “investigating local history for a community event”). Have them discuss and write down how they would apply the new vocabulary terms in their research process.

To conclude, ask students to orally reflect with a partner, or as a class, on the following questions:

Which new word do you think will be most useful for your next research project? Why?

How has learning these words changed how you’ll approach research in the future?

Differentiation and Variations

Scaffolded Graphic Organizer: Consider using prefilled sections for the graphic organizer, such as vocabulary words, definitions, and examples. This will provide students with a framework to follow when generating their own definitions or examples.

Extended Vocabulary Exploration: Encourage students to seek out additional vocabulary words related to the text instead of relying solely on familiar terms or those encountered within the text itself. Prompt them to incorporate these new words into their organizers. By actively seeking out and incorporating additional related vocabulary terms into their organizers, students enhance their language skills, critical thinking abilities, and overall comprehension of the topic.

Vocabulary Word Presentations: Incorporate a collaborative element by assigning each student or pair of students a specific vocabulary word. Ask students to research and present the definition, context, and connections of that word to the class.

Collaborative Teaching

One Teaching, One Assisting: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Assisting strategy. In this model, one teacher leads the activity while the other circulates, assisting individual students as needed. This ensures that when students encounter difficulties, they receive immediate help in the form of personalized support and answers to their questions. By addressing students’ unique needs and keeping them on track, this approach enhances individual learning experiences and fosters a supportive classroom environment. Studies indicate that immediate feedback and individualized attention can significantly enhance student understanding and retention of material.

Introduction and Modeling: The lead teacher introduces the vocabulary terms, following steps 2 through 5 of the Make It Stick vocabulary strategy and models the process using the database example. The assisting teacher helps distribute materials and ensures that all students are following along.

Guided Practice: As students work on their own graphic organizers, both teachers circulate to offer support, answer questions, and provide immediate feedback. The assisting teacher keeps track of student progress and identifies any common challenges.

Class Sharing and Word Web: The lead teacher facilitates the class sharing of responses and guides the creation of the word web on the board. The assisting teacher helps record student contributions and ensures that all students have the opportunity to participate.

Group Activity: The assisting teacher organizes students into groups, and the lead teacher assigns each group a scenario to discuss. During the group discussions, both teachers circulate to listen, prompt deeper thinking, and address any misconceptions.

Reflection: The assisting teacher refocuses students, and the lead teacher poses the reflection questions that students discuss as a class or in their groups.

Understanding Sources and Information

Activity

2:

Primary or Secondary? Source Sorting Game

By the end of this activity, students will be able to analyze and differentiate between primary and secondary sources.

<20

Minutes

Materials and Resources

Materials

Whiteboard or display

Implementation

Tell students that during today’s activity they will learn to differentiate between primary and secondary sources and play a game to practice doing so. This skill development will help them conduct thorough research and analysis of information.

Briefly review the definitions of primary and secondary sources with the class. Consider writing the terms and/or definitions on the whiteboard. Provide examples of each type of source, such as those shown below, explaining why they are classified as primary or secondary. After providing these examples, encourage students to think of their own examples of primary and secondary sources they might encounter in their studies or everyday life.

Primary Source Examples: A diary entry from Anne Frank: This is a primary source because it’s a firsthand account written by Anne Frank herself during the events she experienced. / A photograph of the first moon landing in 1969: This is a primary source because it’s an original, unaltered visual record of the actual event as it happened.

Secondary Source Examples: A textbook chapter about the American Revolution: This is a secondary source because it’s written by historians who have studied and interpreted various primary sources to create a summary of the events. / A documentary film about endangered species: This is a secondary source because it presents information gathered from various primary sources (such as scientific studies or firsthand observations) and interprets this information for the audience.

Clear a space in the classroom for students to move freely, and designate one side of the room as “Primary Sources” and the other as “Secondary Sources.”

Divide students into pairs or small groups, and explain the rules of the game:

Students must listen carefully as different sources are called out.

After each source is announced, students will have a few seconds to discuss with their partner or small group whether the source is primary or secondary.

Once they’ve decided, students will move to the side of the room that corresponds to their chosen classification: “Primary Source” or “Secondary Source.”

Students should be prepared to explain their reasoning for their choice.

If a source could be either primary or secondary depending on context, students can stand in the middle and explain their thinking when asked to do so.

Remind students that the goal is to learn, not just to be right, so thoughtful discussion is encouraged.

Call out different sources from the teacher-generated prepared list or the example list below. After each one, give students a moment or two to discuss and then move to their chosen side.

A soldier’s letter to his family from World War II

A history textbook

A newspaper article from the day after the 9/11 attack on the World Trade Center

An encyclopedia entry about the Civil War

A photograph of the Wright brothers’ first flight

A documentary film about ancient Egypt

A cave painting from prehistoric times

A biography of Martin Luther King, Jr.

The Declaration of Independence

A modern research paper about climate change

After each round, briefly discuss why the source is primary or secondary. If there’s disagreement, encourage students to explain their reasoning and clarify any misconceptions. Discuss any sources that could be either primary or secondary, depending on context.

After the game, have students return to their seats, and ask them to share what they found challenging about classifying sources.

To conclude, summarize key takeaways about identifying primary and secondary sources, emphasizing the importance of this skill in research and historical analysis. Ask students to reflect on how distinguishing between primary and secondary sources can improve their research skills and critical thinking abilities.

Differentiation and Variations

Visual Aids and Simplified Categories: Provide visual aids such as posters or handouts that clearly define primary and secondary sources with examples. Simplify the game by starting with obvious examples and gradually increasing difficulty. This approach helps build confidence and reinforces understanding by providing constant visual reminders and allowing students to practice with straightforward examples before tackling more challenging ones.

Source Analysis and Creation: Extend the activity by having students analyze the reliability and potential biases of different sources. Additionally, challenge them to create their own list of primary and secondary sources on a given topic. This differentiation encourages deeper critical thinking about the nature of historical evidence and allows students to apply their understanding in a more complex, creative manner.

Multimodal Source Exploration: To accommodate different learning styles and abilities, incorporate a variety of media types when presenting sources for classification. Include audio clips, video footage, physical artifacts (or images of them), and digital resources alongside traditional text-based sources. This multimodal approach engages diverse learners, improves accessibility for students with different strengths or challenges, and provides a more comprehensive understanding of the range of primary and secondary sources available to researchers.

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: One teacher introduces the activity objective and explains that students will learn to differentiate between primary and secondary sources. The other teacher reviews the definitions of primary and secondary sources, providing examples of each.

Primary and Secondary Source Game: The teachers work together to clear the space and designate sides of the room for “Primary Sources” and “Secondary Sources.” One teacher explains the rules of the game, while the other divides students into pairs or small groups. Teachers take turns calling out sources, facilitating discussions, and clarifying any misconceptions.

Reflection and Discussion: After the game, one teacher asks students to return to their seats, while the other leads a discussion about what students found challenging about classifying sources.

Activity Wrap-Up: One teacher summarizes key takeaways about identifying primary and secondary sources, while the other leads the final reflection on how this skill can improve students’ research and critical thinking abilities.

Understanding Sources and Information

Activity

3:

Understanding Bias and Perspective

By the end of the activity, students will be able to analyze bias and perspective in primary sources, evaluating how these factors affect the credibility and reliability of information when conducting research.

20-30

Minutes

Materials and Resources

Materials

Lined paper (one sheet per student)

Preselected image(s) showcasing multiple perspectives

Whiteboard and display

RESOURCES

Implementation

Tell students that during today’s activity they will analyze primary source documents to understand perspective and bias.

Display a preselected multiple-perspective image on the board. Ask students to silently observe and jot down their first impressions of the image on a sticky note.

Invite students to share their observations. Guide a class discussion on how the same image can be perceived differently. Use prompts such as these:

What did you see first in this image?

Did anyone see something different? What was it?

Why do you think we might see different things in the same image?

Present the terms perspective and bias to the class. Use a think-aloud approach to define and explain these terms:

Perspective: Imagine looking at a building from different angles. From the front, it might look small, but from the side, it could appear much larger. Our perspective is like that. It’s how we see things based on our experiences and background.

Bias: Think of bias like wearing colored glasses. If you wear red glasses, everything looks a bit red. Bias is similar. It’s when our views or opinions color how we see or judge things, sometimes unfairly.

Present students with the following primary source from American history, providing brief background information and allowing students some time to briefly look it over.

The Bloody Massacre: This engraving was produced by Paul Revere in March 1770. It depicts an event in American history that occurred earlier that same month and that eventually became known as the Boston Massacre. The engraving was widely printed and distributed throughout the American colonies.

Provide historical context for the Boston Massacre. Consider explaining the following facts:

It occurred on March 5, 1770, in Boston, Massachusetts.

Tensions were high between colonists and British soldiers stationed in Boston.

A confrontation between a group of colonists and British soldiers resulted in the soldiers firing into the crowd.

Five colonists were killed, including Crispus Attucks, often considered the first casualty of the American Revolution.

The event became a rallying point for colonial resistance to British rule.

Guide students through an Analyzing Images instructional strategy of this primary source to activate thinking. Invite students to study the picture. Ask them to consider the author’s message and how the ideas are communicated.

Divide students into small groups, and provide each group with a copy of the primary source. Ask them to analyze the image of the engraving using the following guiding questions:

Who created this document and when?

What was happening in America at the time this was created?

What details in the image stand out to you?

How does the creator portray the British soldiers? The colonists?

What emotions does this image evoke?

After group discussions, bring the class back together for a whole-class discussion. Use these prompts to guide the conversation:

How might Paul Revere’s perspective have influenced his portrayal of the event?

What biases do you think are present in this image?

How might this image have affected colonists’ views of British rule?

Conclude the activity with a reflection activity. Ask students to write a short paragraph answering the following questions:

How can perspective and bias influence the way historical events are portrayed?

Why is it important to consider multiple perspectives when studying history?

How can we, as modern readers, try to recognize and account for bias in historical sources?

Differentiation and Variations

Supporting Students with Low Vision: In addition to displaying the image, provide students with their own enlarged copy of a high-resolution version of the image. In images where the color is not an integral part of the work’s meaning, increase the contrast on your display to more clearly delineate subjects/objects in the image.

Sentence Stems: To support students with language acquisition, provide sentence frames to respond to each of these prompts:

The image seems to be about ___.

The focus of the image is ___.

I am noticing the ___.

I feel ___ looking at this image.

Artist Perspective: After students engage in their initial analysis of the image, provide them with pertinent background information, highlighting specific details about the author’s background and perspective that likely influenced the artwork. Ask students to then revisit the image with this new information, considering how the author’s background, experiences, and perspective is shown. This encourages students to consider perspective and bias and to analyze historical documents through that lens.

Comparative Primary Source Analysis: Students analyze and compare two primary sources about the Boston Massacre: Paul Revere’s The Bloody Massacre engraving and a British newspaper account of the event. After analyzing each source individually using the provided guiding questions, students compare and contrast the perspectives and biases present in both sources. They could then create a Venn diagram to visually represent the similarities and differences in how the event is portrayed by each side.

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: Both teachers introduce the activity objective to their respective groups, explaining that students will analyze primary source documents to understand perspective and bias.

Initial Image Analysis: Each teacher displays the preselected multiple-perspective image and guides their group through the observation and discussion process, encouraging students to share their different perceptions.

Defining Terms: Both teachers present and explain the terms perspective and bias to their groups using the think-aloud approach and examples provided.

Primary Source Presentation: Each teacher introduces The Bloody Massacre engraving by Paul Revere, providing historical context about the Boston Massacre to their group.

Guided Analysis: Teachers lead their groups through the Analyzing Images instructional strategy, using the guiding questions to facilitate small group discussions within their halves of the class.

Whole-Group Discussion: For this step, teachers bring their groups together for a combined class discussion, taking turns facilitating the conversation using the provided prompts about perspective and bias in the image.

Reflection Activity: The teachers return to their separate groups and guide students through the reflection activity, asking them to write short paragraphs answering the provided questions about the importance of considering multiple perspectives in history.

Understanding Sources and Information

Activity

4:

Source Evaluation Stations

By the end of the activity, students will be able to evaluate information sources for bias, credibility, and relevance, applying these skills to their own research.

20-30

Minutes

Materials and Resources

Materials

Chart paper and markers (one per station)

Teacher-selected sample sources, or images of sample sources (e.g., various websites, including those ending in .gov, .com, and .org; a news report; a blog post; a historical document)

Timer

Whiteboard or display

RESOURCES

Implementation

Prior to the activity, arrange the classroom into three stations: “Bias Busters,” “Credibility Checkers,” and “Date Detectives,” placing a large piece of chart paper and a marker at each station, along with the teacher-selected sample sources. Example sources for each station include the following:

Bias Busters Station: a tabloid article about a celebrity, an opinion piece from a political website, a balanced news report from a reputable source

Credibility Checkers Station: a “fake news” article, a peer-reviewed journal article, a personal blog post

Date Detectives Station: a 1990s article about computer technology, a recent news report on a current event, and a historical document about the Civil War

Begin by displaying and introducing the Evaluating Resources graphic organizer to the class. Explain that this tool will help them assess various aspects of online sources throughout the activity.

Briefly define or review each of the following concepts:

bias (noun): the tendency to present or interpret information in a way that is partial or prejudiced

credibility (noun): the quality of being trusted and believed in; the reliability of information or a source

date relevance (noun): how up-to-date and useful information is based on when it was published or created

Conduct a brief whole-class discussion asking students to share examples of when they’ve encountered biased, credible, or dated information in their own lives or studies.

Tell students that during today’s activity they will rotate through “Bias Busters,” “Credibility Checkers,” and “Date Detectives” stations to practice evaluating information sources.

Distribute copies of the Evaluating Resources graphic organizer to each student. Explain how each section of the organizer relates to the stations they’ll be visiting.

Choose one source from each station, and model how to analyze the document based on the station’s specific task. This ensures students understand the expectations for each station before they work independently. Here are some examples:

Bias Busters: Analyze the tabloid article, pointing out sensational language and one-sided reporting.

Credibility Checkers: Examine the peer-reviewed journal article, highlighting author credentials, citations, and publication reputation.

Date Detectives: Review the 1990s tech article, discussing how technological advancements have made some information obsolete.

As you model the analysis for each example, demonstrate how to fill out the relevant sections of the Evaluating Resources graphic organizer.

Split the class into three equal groups, and explain that each group will spend five to six minutes at each station. At each station, students should do the following:

Read the sample sources provided.

Discuss how the station’s concept (bias, credibility, or date) applies to evaluating these sources.

Write key points and examples on the chart paper.

Fill out the relevant sections of their Evaluating Resources graphic organizer for at least one source at each station.

Sample student responses on station chart paper:

Bias Busters: The tabloid uses sensational language to grab attention. / The political website presents only one side of the argument. / The news report includes multiple perspectives.

Credibility Checkers: The site ___ can be edited by anyone, so it’s not always reliable. / The journal article is peer-reviewed, making it more credible. / The personal blog lacks citations and expert credentials.

Date Detectives: The 1990s tech article is outdated for current research. / The recent news report is highly relevant to current events. / The historical document provides valuable primary source information for its time period.

Monitor the time at each station, setting a timer to indicate when students should rotate. Once groups have rotated through all three stations, bring the class back together and have one student from each group summarize the key points discussed for one of the stations.

Facilitate a whole-class discussion comparing and contrasting the findings from each station. Encourage students to draw connections between bias, credibility, and date relevance.

Review the completed Evaluating Resources graphic organizers as a class, discussing how the different criteria on the organizer relate to bias, credibility, and date relevance of information.

Conclude with a whole-class discussion, asking students to write a quick reflection on the following questions:

Which aspect of source evaluation (bias, credibility, or date relevance) do you think is most important, and why?

How will you use these skills in your research?

How does the Evaluating Resources graphic organizer help you assess online sources more effectively?

Differentiation and Variations

Visual Aids and Vocabulary Support: Create a visual glossary with key terms (bias, credibility, date relevance) and their definitions, including simple illustrations or examples for each. Provide this glossary to all students, but emphasize its use for English language learners. Additionally, prepare sentence starters or question prompts at each station to scaffold discussions and written responses, helping all students, especially language learners, to articulate their thoughts more effectively.

Source Creation and Analysis: Challenge learners to compile their own examples of biased, credible, and date-relevant (or outdated) sources on a given topic. After they’ve gathered these sources, have them exchange with peers and analyze each other’s sources, identifying specific elements that contribute to bias, credibility, or date relevance. This exercise encourages higher-order thinking skills by requiring students to not only analyze but also synthesize information, applying their understanding in a more complex, creative manner.

One at a Time: Instead of rotating stations, divide students into small groups and have all the groups complete the same task at once. After completing the work at each station, hold a whole-class discussion about the groups’ findings before moving on to the next task. This is helpful for classes that require a lot of hands-on support, where a single teacher cannot meet the needs of everyone working on different tasks.

Digital Scavenger Hunt: Transform the station rotation into an online activity with digital “rooms” for Bias Busters, Credibility Checkers, and Date Detectives. Provide links to various online sources in each room for students to evaluate independently or in pairs. Students navigate the digital rooms, recording findings in a shared document. This variation enhances digital-literacy skills, allows exploration of a wider range of sources, and can be adapted for remote learning.

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, inspire higher-level thinking, 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: Teacher A introduces the activity objectives and the Evaluating Resources graphic organizer, while Teacher B facilitates the initial class discussion on experiences with bias, credibility, or date-relevance issues.

Modeling: Before rotations begin, teachers take turns demonstrating how to analyze sources and complete the relevant sections of the Evaluating Resources graphic organizer for their respective stations, ensuring students understand the task.

Stations: Teacher A supervises the Bias Busters station, guiding students in identifying and analyzing biased sources, focusing on the “Point of View or Bias” section of the graphic organizer. Teacher B manages the Credibility Checkers station, helping students evaluate source reliability using the “Authorship,” “Publishing Body,” and “Source Credibility and Verifiability” sections of the organizer. Teachers take turns supporting the Date Detectives station, assisting students in assessing information currency using the “Currency” section of the organizer.

Activity Wrap-Up: Teacher B leads the final discussion, synthesizing insights from all stations and reviewing the completed Evaluating Resources graphic organizers. Teacher A contributes additional perspectives, addresses remaining questions, and facilitates the reflection activity, emphasizing how the graphic organizer enhances students’ ability to assess online sources effectively.

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