Credible Sources

Essential Question (EQ): Why is it important to explore news stories for credible sources?

Before You Begin (BYB): What does it mean to be "credible"? (Think, Pair, Share)

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This Lesson Overview is provided as a quick and easy lesson plan format for teachers.
Lesson Procedures are located at bottom of lesson for individuals/groups/pairs. Print Lesson and complete as needed.

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Lesson Overview
Utilized	Activity	Time Allocated	Mode of Activity
____	Do Now	_________ / 2-5 Min	(Individual / Think-Pair-Share / Pair / Group #____)
____	Mini Lesson	_________/ 15-20 Min	(Individual / Think-Pair-Share / Pair / Group #____)
____	Activity	_________ / 20-30 Min	(Individual / Think-Pair-Share / Pair / Group #_____)
____	Discussion/Exit Ticket	_________ / 5-10 Min	(Individual / Think-Pair-Share / Pair / Group #____)
____	Assessment	_________ / 10-40 Min	(Individual / Think-Pair-Share / Pair / Group #____)
____	Conferencing	_________ Min	(Individual / Pair / Group #____ / Throughout Class Period)

Background

People or organizations that appear to be credible and qualified can also spread misinformation when not all the facts are clear, especially during a scary event such as the train derailment in East Palestine, Ohio. Students will explore an example of a credible source spreading misinformation about acid rain and then apply those media literacy skills to research another issue surrounding the release of dangerous chemicals.

Objectives

• Explain why it is important to fact-check information, including from experts.
• Use lateral reading to research a source and the evidence of a claim.

KEY VOCABULARY

• East Palestine, Ohio - Northeastern Columbiana County, Ohio, on the Ohio-Pennsylvania border, near Youngstown, Ohio and Pittsburgh, Pennsylvania.
• derailment - the action of a train leaving its tracks accidentally.
• hazardous materials (HAZMAT) - are substances or agents, in solid, liquid, or gaseous form, that pose significant risks to health, safety, property, or the environment due to their chemical, physical, or biological nature, including being flammable, explosive, corrosive, toxic, radioactive, or infectious.
• environmental disaster - is a catastrophic event, often human-caused, that severely damages the natural environment and ecosystems, leading to widespread harm to plant life, animal life, and human health, resulting in long-term consequences like resource depletion, pollution, and economic instability.
• acid rain - is any precipitation (rain, snow, fog, hail) or dry particles with elevated levels of sulfuric and nitric acids, making it more acidic than normal (normal rain is pH 5.6) and harmful to ecosystems and structures.
• factchecking - investigate (an issue) in order to verify the facts.
• misinformation - false or inaccurate information which might be deliberate (on purpose) or by accident.
• lateral reading — finding additional sources as a way of checking the credibility of information you read online; multiple tabs are open across your screen.
• credible - able to be believed; convincing.

Credible Sources Vocabulary activity.

Activity #1 - Video 1A

Why would a source that seems credible and reliable provide misleading information?

Activity #2 - Videos 1A & 1B

Utilize your personal knowledge and previous videos to questions on your worksheet.

Activity #3 - Video Source 2

Watch the PBS NewsHour Student Reporting Labs story about how the train derailment is impacting residents of East Palestine, Ohio. Use your worksheet to respond to the questions from the video.

Source: PBS NewsHour Student Reporting Labs in partnership with MediaWise and the Teen Fact-Checking Network, which are part of the Poynter Institute.

Worksheet for Do Now & All Activities

• Credible Sources Worksheet

Lesson Procedures for Groups/Pairs

Before You Begin Question (BYB)

1. Students will be given a group worksheet. (each student will submit a worksheet with responses)
2. Students will come into class and respond to the Before You Begin (BYB) Question on the worksheet.
3. Students will share their Before You Begin (BYB) responses with a classmate or their group. (Think, Pair, Share)
4. Students will offer responses to the Before You Begin (BYB) in a whole class environment.

Main Activities

1. Students will watch the video of the overview of the East Palestine Train Derailment (1 min)
2. Students will watch the video of the issue of Credible Sources regarding the East Palestine Train Derailment (2:05 min)
3. Students will respond to the questions for Activity #1 as a group.
4. Students will respond to the questions for Digging Deeper in Activity #2 as a group.
5. Students will watch Video #2 on Google Classroom as a group. (1:57 Min)
6. Students will respond to the questions for Activity #3.
7. Students will submit completed worksheet.

Exit Ticket

1. Students will complete the Exit Ticket for the lesson. (Each Student completes an Exit Ticket)

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Lesson Procedures for Individual Students

Before You Begin Question (BYB)

1. Student will be given a group worksheet. (each student will submit a worksheet with responses)
2. Student will come into class and respond to the Before You Begin (BYB) Question on the worksheet.
3. Student will share their Before You Begin (BYB) responses with a classmate. (Think, Pair, Share)
4. Student will offer responses to the Before You Begin (BYB) in a whole class environment.

Main Activities

1. Student will watch the video of the overview of the East Palestine Train Derailment (1 min)
2. Student will watch the video of the issue of Credible Sources regarding the East Palestine Train Derailment (2:05 min)
3. Student will respond to the questions for Activity #1 as a group.
4. Student will respond to the questions for Digging Deeper in Activity #2 as a group.
5. Student will watch Video #2 on Google Classroom as a group. (1:57 Min)
6. Student will respond to the questions for Activity #3.
7. Student will submit completed worksheet.

Exit Ticket

1. Student will complete the Exit Ticket for the lesson. (Each Student completes an Exit Ticket)