Critical Consumption - C.R.A.P. Testing

Critical Consumption - C.R.A.P. Testing
Information Literacy - Internet Research
Middle School
Time Frame:
3 class periods?
Write a SHORT summary of the activity/project/lesson here
  1. Prior to this lesson, students gather what they think are "quality" resources for a topic they are working on in class.
  2. Prior Knowledge - Have students use index cards to list what they already know about selecting "quality" websites?
    • You may want to pose this as a Top 5
    • About 3 minutes in, you might want to point out that quality is one way to think about it, credible is another
    • After about 5 minutes, have the students share their lists with their small group (4), adding any they don't have on the back of their card
    • Let a handful of students from different groups share one of their tips and see how many others in the class had a version of it
  3. Watch the following video. Have students listen for any suggestions they could add to their list.
  4. The lists should be getting a bit long, introduce C.R.A.P. Testing as a way to keep it in their head.
    • Read and discuss the following handout listing what each letter stands for (warning, different people have the letters stand for different things)
    • Compare the students' lists from steps 2 & 3. Determine where theirs should fit in terms of C.R.A.P. Any that don't seem to fit can be added to the back of the C.R.A.P. handout.
    • Present the following video and ask the students to 1) star or highlight any of their own they hear mentioned, 2) add any new ones to the back of their card
    • Whole class discussion - 1) ask a few students to share what they highlighted, then 2) have a few share what seemed new to them
  5. Compare C.R.A.P. and Get REAL
    • Whole class - read the Get REAL handout. Compare the CRAP & REAL handouts. Mark any that are on both with a B and any that are unique to one or the other with a U.
  6. Discuss with the students that there are probably too many things swirling in their head to remember. The next two activities are designed to determine which are more important and to design an acronym or mnemonic to help remember them.
  7. Top 10 Do’s & Don’ts & Questions
    • Have groups of four work together to draft a Top 10 Do’s & Don’ts & Questions list on a wiki page or other shared document. The most important should be listed as #1 at the top and so on down the page to #10.
    • After saving their list, let groups view other groups' lists to see if they want to add any to their own list, change how they worded their own, or change their order.
  8. Acronym or Mnemonic
    • Refer back to C.R.A.P. and R.E.A.L. and discuss what an acronym is and what a mnemonic is.
    • Have students brainstorm a list of words that might make for an interesting acronym/mnemonic such as: CRAP, REAL, WEBSITE, LEGIT, GOOD SITE, QUALITY, EVALUATE, etc.
    • In groups of four have students create an acronym/mnemonic. Have them list bullets of do's, don'ts, or questions under each word from the acronym.
    • Have individuals or pairs read the other groups' pages and comment.
    • After reading the other groups' pages and the comments they receive they can revise their own as needed.
  9. Application of CRAP, REAL or their acronyms/mnemonics
    • Using the sites collected before this activity (see step 1), have the students look for 2 "stronger" sites and 2 "weaker" sites according to their Top 10 list
    • On their group's page have them add the 2 stronger and wekaer sites (with links). After the link, the students should provide a justification below a link to the site explaining why it is stronger or weaker, referring to elements from their acronym
  10. Optional - Selecting a class set for top 10
  11. "Trust, but verify." Ask students how the Russian proverb used by Reagan and Lenin fits with what they have been learning?
  • What GLCE's or other objectives does this activity/lesson project meet?
  • Please include at least one !gnite objective here as well (communication with text and non-text resources, collaboration, higher order thinking skills, problem solving, etc.)
  • Informal assessment while working in groups
  • Peer feedback
  • Teacher Feedback
  • Was any of their work selected for class list
  • Most important - how well do they select internet resources for future projects


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