Beneficial or Bogus? Seeking Valid & Reliable Supporting Evidence: Lesson Plan

I am beginning a scientific investigative journalism inquiry project with my students this month and the final project will be an annotated bibliography and feature article. As we embark on the features of a nonfiction investigative journalism piece, the topic of valid and reliable supporting evidence is at the forefront.

Essential Questions:

  1. How can you tell if a resource contains valid information?
  2. How can you determine the saliency of information?

Objectives (KUDoS) By the end of this lesson, students should:

KNOW:

  • Saliency = the most important, relevant information
  • Self-reliance = depending on one’s self
  • The steps to composing a persuasive speech (Prior Lesson)
  • Types of supporting evidence include: testimony, statisitic, fact, and example (Prior lesson reinforced in this lesson)

UNDERSTAND:

  • The importance of supporting an idea with ample examples of valid evidence
  • The importance of skimming information to filter the most important facts
  • How to check the validity of a source

DO:

  • Analyze the saliency of information
  • Skim articles to identify relevant details to support a thesis
  • Locate a valid resource from the internet

 

PROCEDURES

Anticipatory Set: DO NOW

How do you know if information you’ve been told is valid? How do you know what to believe?

Write your response on the post-it notes and post your response on the SmartBoard.

Teacher will read some of student responses with the large class. Questions to further discussion and student thinking: “When researching a topic, how do you know if the information you find is valid?”

Instructional Activity: Station Activity

I. Students will travel to three different QR Codes in order to find evidence to support the supplied thesis/claim. Each QR Code links to an article, video or website for the students to draw out support material (evidence, testimony, statistics, etc). Students will complete a support material research chart as they evaluate each piece of evidence. In addition, students will assess the validity and benefits of QR Code. The articles of information have already been selected by the teacher to assess students’ abilities to judge reliable and valid research documents.

Students will use the 2-D graphic organizer to record their findings from the QR Codes they visit.

Selected Articles, Videos & Websites:

Source 1 – Does Video Game Violence Make Teens Aggressive?

Source 2 – Could Violent Video Games Reduce Rather Than Increase Violence?

Souce 3 – 10 Ways Video Games Can Help or Harm Your Brain from the Huffington Post

Source 4 – Video Game Revolution – The two computers in the classroom will post this website for students to read through the myths about video games. The article was written by a MIT professor debunking the myths about video game violence

Source 5 – This article has no specific information on video game violence but is about the teenage brain. This article is being used to see if students can decifer that this article has no specific connection to the thesis.

Source 6 – The pros and cons of video games. There are many statistics and additional links on the website from this debate website.

Source 7 – Onion Network Video “Are Violent Videos Preparing Adolescents for Apocalypse”

II. After students have had the opportunity to find support material examples from the various stations, students will find a partner who utilized the same sources to discuss and confirm their findings.

III. In large class discussion reflect on student findings.

Questions to ask:

Which research sources were beneficial to finding support material? How do you know?
Did any one find invalid research? What lead you to conclude it was invalid?

IV. One the back of students’ research charts they are to list three ways to validate a resource (exit slip).

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