EngageNY
Gathering Information about Water Management: Assessing and Reading Internet Sources, Day 2
Accuracy, credibility, timeliness ... it's time to act on source reliability! Pupils continue conducting Internet research, selecting two questions about water management from their researcher's notebooks that they want to explore...
EngageNY
Analyzing Interaction: Categories of Water Management in The Big Thirst
It's puzzle time! Pupils participate in a jigsaw activity to discuss the various uses of water, including personal, agricultural, and industrial uses. They also conduct a close reading of The Big Thirst by Charles Fishman and answer...
EngageNY
Gathering Information about Water Management: Assessing and Reading Internet Sources, Day 1
It takes time to discover what makes a source accurate and credible. Using everything they've learned about source credibility, scholars begin researching supporting questions about how industry and agriculture manage water. They select...
EngageNY
Paraphrasing and Evaluating Sources: Pages 112–116 of The Big Thirst
Agriculture and water—it's a fine balance. So how exactly do industry and agriculture currently manage water? Pupils consider the question as they continue reading excerpts from Charles Fishman's The Big Thirst and adding notes to their...
EngageNY
Scaffolding for Position Paper: Peer Feedback and Citing Sources
Scholars partner up for peer feedback of their position papers. After reviewing peer feedback guidelines, pairs take turns presenting their papers and completing a Peer Feedback Form. The class then has a mini lesson on MLA format.
EngageNY
Mid-Unit Assessment, Part II: Research Task: Comparing and Contrasting Texts
When it comes to comparing texts, it's apples to oranges. As part two of the mid-unit assessment, learners compare and contrast two texts about the Internet and brain health. While reading, scholars use a Venn diagram to compare two...
EngageNY
Gathering Information about Screen Time: Assessing and Reading Internet Sources, Day 2
Calling all researchers! Using the resource, scholars continue conducting independent Internet research about a chosen research question. As they browse the web in search of articles to answer their questions, pupils paraphrase their...
EngageNY
Gathering Information about Screen Time: Assessing and Reading Internet Sources, Day 1
What's the best way to evaluate a source's accuracy and credibility? Pupils discuss the question with a partner and then share their ideas with the class. They also conduct Internet research, looking for an article that answers a chosen...
EngageNY
Evaluating Sources, Continued: The ONLINE EDUCA Debate 2009 (Part 2 of 10)
Watching videos and playing online games can be educational, but too much screen time has its drawbacks. Pupils watch a video about the topic and write down the claim, reasons, and evidence in support of reduced screen time for children....
EngageNY
Paraphrasing and Evaluating Sources: “Gaming Can Make a Better World”
Explore how gaming might make the world a better place. To dissect the statement, scholars watch video clips about the benefits of video games. While listening, pupils make notes in their researcher's notebooks, attempting to discern the...
EngageNY
Analyzing Interactions: Launching the Unit
How much screen time is too much? Scholars explore the question as they consider whether the American Academy of Pediatrics (AAP) should increase its screen time recommendations. With group discussions, close readings, and a jigsaw...
Committee for Children
Students Learn to Stop Rumors Before They Start
Two activities look at how rumors are spread and ways class members can stop them. The first activity brings forth an in-depth conversation about how reporters gather information to write articles and how students can implement the same...
Education Bureau of Hong Kong
Evaluating Casual Claims
Responsible decision making relies on the ability to a recognize, analyze, and evaluate claims. The worksheets and activities in this 32-page packet teach learners how to distinguish among opinions, reasoned arguments, facts, and logical...
EngageNY
Mid-Unit Assessment: Classifying and Evaluating Primary Sources
Let's go for a walk. Learners complete the mid-unit assessment by completing a gallery walk to analyze different primary sources discussed while reading A Mighty Long Way. After viewing the sources, class members complete organizers and...
EngageNY
Analyzing the Power of Different Mediums: A Mighty Long Way
Weigh the pros and cons. Class members continue sharing their thoughts on media and events by watching the video John Chancellor Reports on the Integration at Central High School. They discuss the advantages and disadvantages of gaining...
EngageNY
Mid-Unit Assessment: Research Simulation
As part of a mid-unit assessment, scholars complete a research simulation about food deserts to mimic the research process. Afterward, they engage in a think-pair-share to discuss what they've learned throughout the unit.
EngageNY
Using Search Terms for Further Research: Industrial Organic Food Chain
Class members conduct independent research to continue examining the consequences of the industrial organic food chain from Michael Pollan's The Omnivore's Dilemma. Pupils learn about source credibility and effective search terms, then...
National WWII Museum
The War in Europe: Evaluating Historic Decisions
War brings a whole new set of ethical dilemmas. From deciding whether to enlist in a segregated and racist Army to whether to sacrifice civilian lives to prepare for a critical D-Day invasion, leaders during World War II faced many...
College Board
Evaluating Sources: How Credible Are They?
How can learners evaluate research sources for authority, accuracy, and credibility? By completing readings, discussions, and graphic organizers, scholars learn how to properly evaluate sources to find credible information. Additionally,...
Tumblehome
Resisting Scientific Misinformation
How do scholars determine if a scientific claim is true? Learners investigate scientific misinformation by watching video clips and reading false advertising claims. They engage in discussion in both class and small group settings to...
US National Archives
Eastern Europe 1939-45 — Ukraine
Was Joseph Stalin desperate or exaggerating the USSR's need for assistance on the Eastern Front in 1942? History students examine two differing opinions on Stalin's position and the reality of the Eastern Front just three years before...
Southern Poverty Law Center
Choosing Reliable Sources
It is more important than ever that 21st-century learners develop the skills they need to become savvy consumers of media. Young learners locate and identify reliable sources of information with a helpful media lesson.
Southern Poverty Law Center
Evaluating Reliable Sources
A lesson plan instills the importance of locating reliable sources. Scholars are challenged to locate digital sources, analyze their reliability, search for any bias, and identify frequently found problems that make a source unusable.
College Board
AP® English Language Special Focus: Using Sources
What is the most effective way to teach scholars how to write a research paper? Educators explore the topic with the AP® English Language and Composition exam resource. The reference material guides teachers in best practices for using...