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Fact or Trap: Credibility Detective

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Lesson Plan

Fact or Trap: Credibility Detective

Students will evaluate a news or social post using a source checklist, identify two credibility signals and one red flag, and decide whether to trust, verify, or discard.

In today's digital world, it's crucial to distinguish credible information from misinformation. This lesson equips students with essential skills to critically analyze sources and make informed decisions about what to believe and share online.

Audience

10th Grade

Time

30 minutes

Approach

Interactive mini-lesson, rapid sorting activity, small-group discussion, and exit ticket.

Materials

Smartboard or Projector, Markers or board pens, Spot the Signals Slides, Source Cards Rapid Sort, CRAAP/3C Source Checklist, and Exit Ticket: Trust, Verify, or Discard

Prep

Teacher Preparation

15 minutes

Step 1

Do Now: Headline Hunch

5 minutes

  • Display a provocative headline (either credible or misleading) on the board.
  • Ask students to individually write down whether they think it's 'Fact or Trap' and justify their answer in one sentence.
  • Briefly discuss a few student responses to gauge initial understanding and spark curiosity.

Step 2

Mini-Lesson: Credibility Detective Toolkit

10 minutes

  • Present the Spot the Signals Slides to introduce key concepts: credibility signals, bias, corroboration, and common red flags.
  • Use interactive questioning to engage students and check for understanding as you go through the slides.
  • Emphasize the importance of being a 'credibility detective' in their daily online interactions.

Step 3

Rapid Sort: Source Cards Challenge

8 minutes

  • Divide students into small groups (3-4 students).
  • Distribute one set of Source Cards Rapid Sort and one CRAAP/3C Source Checklist to each group.
  • Instruct groups to rapidly sort the source cards into three piles: Trust, Verify, or Discard, using the checklist as their guide.
  • Encourage discussion within groups about why they are placing each card in a particular pile, identifying signals and red flags.

Step 4

Small Group Decision & Rationale

5 minutes

  • Ask each group to select one source card they found particularly challenging or interesting.
  • Have groups share their chosen card and explain their collective decision (Trust, Verify, or Discard) and the rationale based on the signals and red flags they identified.

Step 5

Exit Ticket: One Red Flag

2 minutes

  • Distribute the Exit Ticket: Trust, Verify, or Discard.
  • Instruct students to complete the exit ticket by naming one red flag they will watch for when evaluating online information.
  • Collect exit tickets as students leave to assess their understanding of red flags.
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Slide Deck

Fact or Trap: Be a Credibility Detective!

Navigating the flood of information online.
Why knowing the 'Fact' from the 'Trap' matters more than ever!

Welcome students and introduce the topic of online credibility. Emphasize how much information they encounter daily and the challenge of discerning truth.

What Makes Something Credible?

Trustworthy. Reliable. Believable.
What clues do you look for when deciding if something is true online?

Engage students by asking: 'What does 'credible' mean to you?' Allow for a few responses. Then, explain that credibility is about trustworthiness and reliability.

Credibility Signals: Green Lights to Trust

Look for these signs that a source is likely reliable:

  • Clear Author/Source: Can you tell who created the content?
  • Professional Design: Does it look legitimate and well-maintained?
  • Citations & Evidence: Are claims backed up with sources?
  • Balanced Perspective: Does it acknowledge different viewpoints?
  • Recent Updates: Is the information current?

Introduce key credibility signals. Discuss each point, asking students for examples or how they might recognize these in a news article or social media post.

Bias & Corroboration: Checking Your Angles

Bias: A preference or prejudice that can influence how information is presented. (We all have them!)

Corroboration: Cross-referencing information with multiple, independent sources to confirm accuracy.
Don't rely on just one story!

Define bias and why it's important to recognize. Explain that everyone has biases, but extreme bias can distort information. Discuss how corroboration helps balance bias.

Red Flags: Warning Signs of a Trap!

Watch out for these signs that a source might NOT be credible:

  • Sensational Headlines: Clickbait! Designed to shock, not inform.
  • Anonymous Sources: 'Sources say...' without naming who.
  • Extreme Language: Highly emotional words, all caps, lots of exclamation points.
  • Outdated Information: Facts that are no longer relevant or true.
  • Lack of Evidence: Claims made without any supporting data or links.
  • Misleading Visuals: Photos or videos used out of context.

Present common red flags. Ask students to share examples of when they've seen these red flags online. Emphasize critical thinking over quick reactions.

Your Detective Toolkit: CRAAP/3C Checklist

We have tools to help us!
The CRAAP and 3C methods are frameworks to systematically evaluate sources.
Think of it as your guide to spotting clues and catching traps!

Review the CRAAP/3C method briefly, linking it to the checklist students will use. Explain that these are tools for their detective work.

Be the Detective!

You now have the tools to investigate online information.
Let's put your detective skills to the test!

Summarize the key takeaway and transition to the activity. Reinforce that they are now equipped to be better credibility detectives.

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Activity

Source Cards Rapid Sort

Instructions: In your small groups, examine each Source Card below. Discuss the credibility signals and red flags you identify. Using your CRAAP/3C Source Checklist, decide whether to Trust, Verify, or Discard the information. Place each card into the appropriate pile. Be prepared to explain your reasoning!

Source Card 1

Headline: "Scientists Discover Proof of Time Travel, Say Einstein Was Wrong!"

Source: "The Daily Scoop" (website: dailyscoop.blog)

Snippet: "A groundbreaking discovery by Dr. X and his team at an undisclosed university has definitively proven that time travel is not only possible but happening right now. Their shocking findings, detailed in an exclusive interview, overturn decades of scientific understanding. More details to follow on our premium subscription service."

Date: Yesterday

Visual: Blurry image of a person in a futuristic suit.

Source Card 2

Headline: "New Study Links Early Bedtimes to Improved Academic Performance in Teens"

Source: "Journal of Adolescent Health" (journal.adolescenthealth.org) - Peer-reviewed academic journal.

Snippet: "Researchers at Stanford University published a study today in the Journal of Adolescent Health indicating a strong correlation between consistent early bedtimes (before 10 PM) and higher average GPAs among high school students. The study involved a longitudinal analysis of 1,500 students over three years, controlling for various socio-economic factors. Data tables and full methodology are available online."

Date: Published two weeks ago.

Visual: Graph showing a positive correlation between sleep duration and GPA.

Source Card 3

Social Media Post: @TruthSeeker4U

Text: "WAKE UP SHEEPLE! They're putting mind-control chemicals in our tap water! My cousin's dog started acting weird after drinking it. DO YOUR OWN RESEARCH! #WakeUp #Conspiracy #MindControl"

Source: Personal social media account with 150 followers.

Date: Posted 3 hours ago.

Visual: Grainy, poorly lit photo of a tap water faucet.

Source Card 4

Headline: "Local Food Bank Exceeds Donation Goal, Thanks Community for Support"

Source: "City Herald News" (cityheraldnews.com) - Local newspaper website.

Snippet: "The Springfield Community Food Bank announced today that it has surpassed its annual donation goal by 20%, collecting over 10,000 pounds of food and raising $5,000 in monetary contributions. Executive Director Maria Rodriguez stated, 'We are overwhelmed by the generosity of our community.' The funds will go towards expanding their fresh produce program. Details on how to volunteer are available on their website."

Date: Published this morning.

Visual: Photo of volunteers smiling, sorting food donations.

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Worksheet

CRAAP/3C Source Checklist: Be a Credibility Detective!

Instructions: Use this checklist to evaluate the Source Cards in your group. For each card, consider the questions below and make notes. Then, use your findings to decide whether to Trust, Verify, or Discard the information.

Source Card: _________________________

C - Currency (Timeliness of the information)

  • When was the information published or posted? Is it up-to-date for your needs?


  • Is the information relevant to the current topic or event?


R - Relevance (Importance of the information for your needs)

  • Does the information directly address the topic?


  • Is the information at an appropriate level for your understanding (not too simple, not too complex)?


A - Authority (Source of the information)

  • Who is the author/publisher/source? Are they identified?


  • What are their qualifications or expertise on the topic? (e.g., educational background, professional experience)


  • Is there contact information or a clear "About Us" section?


A - Accuracy (Reliability, truthfulness, and correctness of the content)

  • Is the information supported by evidence? (e.g., data, statistics, research studies)


  • Can you verify any of the information in other reliable sources? (Corroboration)


  • Are there any obvious errors, inconsistencies, or signs of bias?


P - Purpose (The reason the information exists)

  • What is the purpose of the information? (e.g., to inform, teach, persuade, sell, entertain?)


  • Does the author or source have a clear agenda or express strong opinions? (Bias)


  • Is the content opinion, propaganda, or factual information?


3C Method: Extending Your Investigation

Consider

  • What is your initial reaction to the source? Does it seem too good/bad to be true?


Corroborate

  • Can you find the same information or similar claims in at least two other reputable sources?


  • Do other sources contradict this information?


Context

  • What is the larger story or debate around this information?


  • How might the historical or social context affect the interpretation of this information?


Your Decision:

Based on your analysis, should you:

  • TRUST this source? (Why?)






  • VERIFY this source? (What specific steps would you take to verify it?)






  • DISCARD this source? (Why?)






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Cool Down

Exit Ticket: Trust, Verify, or Discard

Name: _____________________________

Instructions: Reflect on today's lesson and your experience as a credibility detective. Please answer the question below.

Question:

Name one specific red flag you will watch for when you encounter news or social posts online in the future. Explain why this red flag is important to you.













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