1. SpringBoard – Grade 7 – Unit 2 – Activity 2.6
Evaluating Sources
SpringBoard – Grade 7 – Unit 2 – Activity 2.6

2. Learning Targets
Evaluate research sources for authority, accuracy, credibility, timeliness, and purpose/audience.
Distinguish between primary and secondary sources
Evaluate an Internet Website’s content and identity to determine appropriate Internet sources for research.
Have students review the learning targets on page 107 of their books, highlighting the key words and phrases in each goal. Discuss.

3. Books vs. Internet
Book publishers verify and check for inaccurate information prior to publishing.
Many books exist that are not available online.
The author and publisher are clear on almost all books, making information easier to verify.
Publishing dates are provided in books, so you know when the information was put together.
Discuss.

4. Books vs. Internet Anyone can put something on the Internet.
No one checks information that is put online to verify that it is correct.
Documents can be easily copied with omissions or errors, or can be falsified completely.
Discuss.

5. For example: Brad Paisley is so much cooler online!

6. Using Sources for Research
There are many sources you can use to find information on a topic: books, magazines, films, newspapers, online sources, etc.
Some sources are better than others
Authority
Accuracy
Credibility
Timeliness
Purpose/Audience
Have students highlight in text: Research Sources and Evaluating Sources (pg 107)

7. Things to Look for When Using Sources:
1. AUTHORITY:
Who is the author? Is there an “About”, “Biography”, or “Who Am I?” page that tells about the author?
What organization, group, or company is behind the page? (Who sponsors it?)
Who publishes the page?
Is the author or group considered an authority or expert on the subject? How do you know?
Is there contact information provided?
Students should use this information to fill in the chart on page 107.

8. Things to Look for When Using Sources:
2. ACCURACY:
Is the content fact, opinion, or propaganda?
Fact: a statement that can be proven
Opinion: someone’s thoughts or feelings, not necessarily shared by others
Propaganda: techniques used to influence opinions, behavior, or emotions; the purpose is to persuade; appeals to emotions, not logic
If the content offers facts, does the author tell where he got them from?
Can the information be verified?
Are there typos?
Ensure students understand the difference between fact and opinion. Have them write the definition for propaganda in their books.

9. Things to Look for When Using Sources:
CREDIBILITY: believable and trustworthy
Is the information believable?
Does it show any bias for or against the topic?
Bias: a preference towards something that causes unfair judgment or decision
Students should highlight the meaning of credibility in the margin of the text and write the meaning of bias in the My Notes section.

10. Things to Look for When Using Sources:
4. TIMELINESS:
How recent is the source?
When was the page created and/or updated?
Some information becomes outdated when new research is available, while other information is good for many years.
Does the page provide links that work?
Do the links go to authoritative sources?

11. Things to Look for When Using Sources:
5. PURPOSE/AUDIENCE:
Why was the information you are using put together?
Who was the information gathered for?

12. Things to Look for When Using Sources:
PAGE INFORMATION:
What is the website’s domain (web address or category)?
Some are more reliable than others.
Is the URL (web address) a personal or professional page?
This is not in their books; students should add this information in the My Notes section of their text.

13. Practice Look at question #2 at the top of page 108.
To complete this question, you will use:
“$211 Billion and So Much to Buy” for text 1 (page 90), and
“Facts About Marketing to Children” for text 2 (page 94).
Complete the graphic organizer on page 108. If you need more space, write your answers on a separate sheet of paper.
You have ten (10) minutes to complete this question. When you are finished, wait quietly for further directions.
After this slide, discuss the answers students came up with for number 2. Then, complete #3 together and discuss. Finally, complete #4 together using a think aloud. Ensure that students highlight the meaning of INFERENCE in the margin of their text (pg 109) and discuss.

14. On Your Own: Now it’s your turn. 
Go to (this is the MMS web page)
Once there, look down the LEFT SIDE until you see “School Staff.” Click this link.
Scroll down the page until you see “Amy Moss” and click my name.
Look at the information near my picture; click on “Links.”
Click on “Pacific Tree Octopus”.
Explore this webpage. Click the links, read the information, really dig in and see what’s there. Look for the information we’ve discussed on evaluating sources and complete the handout you’ve been given.

15. Still Not Done Yet! Go back to the MMS web page (www.mms.jcsb.org)
Click on School Staff, then Amy Moss, then Links.
Click on “Website Investigator”
Click on Case 4, Tree Octopus.

16. Finishing The Tree Octopus
Read the information provided. Click the link to go back to the Tree Octopus Web site if you want to look at it again (this link is in the passage you have pulled up).
Once you’ve read through the case file, and examined the web site thoroughly, click on “File a Report” (close to the bottom of the page).
Click on “Case Report Wizard.”
Fill in #1 and #2. Then click each category below and add the notes you took when you evaluated the web site.
When you are finished, raise your hand and I will show you how to save it and send it to me. 

17. Primary and Secondary Sources
A primary source is an original document; they are often used for historical reviews or information. This is information gathered straight from the original source.
Letters, diaries, speeches, and autobiographies are some examples of primary sources.
A secondary source is a source that relays information, but was not part of the original creation.
Textbooks and movie reviews are some examples of secondary sources.
Page 110. Have students highlight these terms in the book. Using the same two articles as before, answer question #7.

18. Publishing on the Web Anyone can publish on the web.
There is no “internet proofreader” who checks information for accuracy.
Looking at the web address of a site can help you determine the validity and reliability of a site.
Students should continue to highlight these details in the text: page 110, “Evaluating Online Sources”

19. Quick Definitions Validity: a source that is truthful or accurate
Reliability: the information can be trusted and is of good quality
Students should write these definitions in the My Notes section of the text.

20. Back to Web Sites: The URL: this is the web address
The three letters after the last dot (above, it’s “org”) tells you the category in which that website falls. This is the DOMAIN.
Highlight text page 110

21. Most Common Domains
.com = “com” stands for commercial and is the most common domain. Websites with this domain are often trying to sell something.
.org = “org” stands for organization. These websites typically belong to a non- profit organization (church, school, charities, etc.)
.net = “net” stands for network. These domains are used by Internet service providers or web hosting networks.
.edu = “edu” stands for education. This is often used by colleges and major universities.
.gov = “gov” stands for government and is used by U.S., state, and local governments.
.mil = “mil” stands for military and used by military sites.
Students should highlight in their books (p. 110). They should add the MILITARY domain at the bottom of their page. From here, do #8 and SKIP #9 on page 111 for now.

22. Searching for Information
A search term is a word or phrase used in a search.
A search term in typed into a database search engine and returns, or pulls up, web sites that contain those words or phrases.
Examples of search engines: Bing, Yahoo. Google, Ask
Highlight pg 111; add information where needed. Answer #11-12 together. Direct students to complete #13, taking notes on sites they find in their search.

23. Language and Writer’s Craft
Precise Language: word choice; should include academic and literary terms as they apply.
Formal Language: avoids slang and generally does not use contractions
Highlight on page 113; discuss examples provided in text. Finally, have students complete the Check Your Understanding writing prompt at the bottom of page 113 and turn in for a grade.