Lesson 3: Is it CRAP?

Determining Source Credibility

Key Words: CRAP Detection, Media, Validity, Reliability, Credibility, Legitimacy, Vetted,
Triangulate, Toggle, Domain

Common Core State Standard(s):

● CCSS.ELA-LITERACY.W.8.8

Gather relevant information from multiple print and digital sources, using search

terms effectively; assess the credibility and accuracy of each source; and quote or

paraphrase the data and conclusions of others while avoiding plagiarism and

following a standard format for citation.

● CCSS.ELA-LITERACY.RH.6-8.8

Distinguish among fact, opinion, and reasoned judgment in a text.

● CCSS.ELA-LITERACY.RI.8.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the

reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant

evidence is introduced.

● CCSS.ELA-Literacy.CCRA.SL.1

Prepare for and participate effectively in a range of conversations and collaborations with

diverse partners, building on others’ ideas and expressing their own clearly and

persuasively.

● CCSS.ELA-Literacy.CCRA.SL.3

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

Time Needed: 120 minutes

Materials Needed:
● LCD Projector
● Class Set of Computers with Internet Access
● Classroom Poster: Legit-O-Meter
● Class Set of Information Evaluation Rubric... CRAP Test (CRAP Test) Handouts
● MediaSmarts: “The Five Ws of Cyberspace”
○ The 5 Ws of Cyberspace p. 1
○ The 5 Ws of Cyberspace p. 2
○ The 5 Ws of Cyberspace p. 3
● Student Lesson Guide (Shared via Google Classroom)
● Student CML Growth & Reflection Blog

Essential Question:
● How can CRAP Detection skills aid students in determining whether or not information

is credible?

Lesson Objectives:
Students will be able to determine website credibility by:
● engaging in critical research.
● applying the CRAP Test to successfully evaluate source reliability and validity.

Prior to Lesson:
1. Mini-Technology Lesson: Using Multiple Websites Simultaneously
a. Essential Question: What Internet viewing preference is best to use when you are
completing tasks?
b. Objective: Students will be able to distinguish between Internet viewing
preferences by opening new tabs and multiple windows.
c. Explain that the purpose of this lesson is to help students learn two different ways
to simultaneously interact with and view multiple websites.

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 d. Discuss the difference between Internet tabs and windows. Depending on the
type of tasks they are completing, the ‘viewing preference’ will be different.
i. Opening new tabs in the same window allows easy access to each open
site.
1. To view open tabs, simply toggle, or click the tab you want to
view, with the cursor.
ii. Opening new windows; when you open a new window it usually fills the
entire screen.
1. To view other open windows, minimize the current screen by
clicking the small minus sign on the top right of the window
2. If you want to view two different windows at the same time, click
the ‘Restore Down’ symbol (two squares at the top right of the
screen) to make the current window smaller. Then move your
cursor over the bottom right edge of the small window until it
becomes an arrow. Click and drag the window to the size you
want it to be.
3. Resize each of the windows you want to view until they fit side by
side on the computer screen.
e. Allow students time to practice opening new tabs and resizing two windows until
they are comfortable with the task.

Anticipatory Set:
1. Discuss Media as Symbolic Sign Systems (or Codes)
a. Individual Work - Open: The Key to Media's Hidden Codes
i. Watch the video
ii. Open your blog in another window to see it and the video website side by
side.
iii. Click: 'Think' and complete the test in your blog
b. Whole Group - Replay video segment starting at 5:10 and discuss
2. Elicit student responses and discuss as a class the following:
a. Define and discuss key words: (Source: http://www.learnersdictionary.com)
i. Valid: the quality of being real or correct
ii. Reliable: is dependable, able to be believed, and is likely true or correct
iii. Credibility: the quality of being believable or trustworthy
iv. Legitimacy: real, accepted, or official
v. Vetted: to thoroughly investigate and carefully check (something) to make
sure it is acceptable
vi. Triangulate: Try to verify or corroborate the information in multiple
sources, including traditional media and library databases (Valenza, 2016)

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 vii. Toggle (computers): to switch between two options by pressing a single
key, making a single choice from a menu, etc.
viii. URL (computers): the entire address of the website
ix. Domain Name (computers): the main part of an Internet address (such as
Merriam-Webster.com or Whitehouse.gov)

b. Media:
i. Who uses social media?
ii. What media platforms do you use?
iii. How much time do you think you spend on social media?
iv. What media platforms do you use to look up and learn information; news,
political, sports, research, etc.?

c. CRAP Detection:
i. Can you trust everything you read/see/hear on these media platforms?
Why or why not?
ii. How can you tell if the information you are viewing is trustworthy and
reliable?
iii. What is a source credibility test?

Lesson:
1. Individual Work - Open: Learn about Evaluating Sources: CRAP Test
a. Read the text
b. Watch the embedded video
c. Compare and contrast the online text with the provided CRAP Test handout; jot
down notes from the website that are not included on the handout that will also be
helpful in conducting source credibility tests
2. Introduce and discuss ‘Legit-O-Meter’ Poster
3. Display MediaSmarts: “The Five Ws of Cyberspace” links on the LCD projector
a. Explain this is another resource they can use to determine source credibility.
b. Direct their attention to the “Where are you?” section on pp. 2 - 3.
c. Discuss the various parts of a URL and why this knowledge and skill will be
useful to determine credible sources.
d. Inform them, they can locate the links and view these pages for future reference
during independent research.
4. Teacher leads students through a preliminary website analysis. Open and display on
LCD projector; lead students through CRAP Analysis and using the MediaSmarts
“Where are you?” guide:

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 a. Open webpage and display on LCD Projector: The REAL FAKE NEWS exposed:
'97% of scientists agree on climate change' is an engineered hoax... here's what
the media never told you (Check ‘About Us’)
b. Media Manipulation of the Masses:How the Media Psychologically Manipulates
(Check credentials)
c. Picture of Barack O'Bama (“Images can have credibility, too.” Is this real or fake
and how do you know?)
5. Teacher instructions for group work:
a. Arrange students in groups of four.
b. Inform students, “You may have noticed there are six criterion listed on the
CRAP Test handout. Today we will only be focusing on the top four CRAP
components; we will use the other two during lessons when you are researching
independently.”
6. Small Group - Work together to practice evaluating website credibility by applying the
CRAP Test for at least four of the provided sites. [*Note: All group members should be
working together on the same webpage.]
a. Evaluate at least four of these sites for source credibility:
i. Free Forever Dog Island (CRAP)
ii. The Faked Apollo Moon Landings (CRAP)
iii. Genochoice (CRAP)
iv. Welcome to New Hartford, Minnesota (Credible)
v. Dihydrogen Monoxide Research Division (CRAP)
vi. ThoughtCo, Lifelong Learning (Credible; Triangulate Sources)
vii. A Brief History of Chewing Gum (Company; Advertisement)
viii. JustFacts. A Resource for Independent Thinkers (Credible)
b. Take turns filling out a separate CRAP Test for each site your group evaluates.
c. When you first view the webpage, ask: ‘What is your initial opinion about its’
validity?”
d. After completing the CRAP Tests, reflect on your initial opinions about each site
and consider how they differed from your findings.
7. ‘Website’ Groups - Each group member will take one CRAP Test that was evaluated to
share the group findings with others.
a. All students with a CRAP test handout for the same website will gather together
in a separate area of the room. Depending on the number of students in each new
‘website’ group, students will communicate their original group results with a
partner or small group. (Group individual students into a multiple ‘website’
group, if necessary.)

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 b. Discuss:
i. Initial thoughts about the website
ii. CRAP Test Process (Take turns going through the acronym.)
iii. What interesting information was found
iv. Any shocking discoveries made
v. If the source is credible or not

Closure:
1. Whole Group Discussion -
a. Students stay with their ‘Website’ group and share about their evaluation of the
website and what they discussed with their previous group.
b. Have these questions displayed on the LCD projector:
i. Do you think the CRAP Test is a proficient evaluation tool to determine
source credibility? Why or why not?
ii. During the task, did you notice any common themes or overarching ideas
that apply to evaluating all websites with CRAP Detection skills? If so,
what are they?
iii. From your findings, what can be inferred to guide further research while
using CRAP Detection skills?
2. Individual “Exit Ticket” Assignment:
a. Log into your blog and click ‘New Post’
b. Title your post: LP3 - CRAP
c. In three to four sentences, answer the following question in your CML Growth &
Reflection Blog:
i. How can CRAP Detection skills aid you in determining whether or not
information is credible?

Assessment:
Formative:
● Student Discussion of CRAP Detection Skills

Summative:
● “Exit Ticket” Blog Post
● CRAP Test handouts (four per group) are completed and correctly evaluate source
credibility

_____________________________________________________________________________

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

_____________________________________________________________________________

References:

Adams, M. (2016, November 22). The REAL FAKE NEWS exposed: '97% of scientists agree on

climate change' is an engineered hoax... here's what the media never told you. Retrieved

from https://www.naturalnews.com/056116_fake_news_climate_change_science_

hoax.html

Beaton, B. (2012, May 29). The key to media's hidden codes - Ben Beaton. Retrieved from

https://ed.ted.com/lessons/the-key-to-media-s-hidden-codes#watch

Common Sense, Inc. (2017). Legit-O-Meter [Digital image]. Retrieved from

https://www.commonsense.org/education/toolkit/audience/news-media-literacy-9-12

LibGuides: Learn about evaluating sources: CRAP test. (2018, May 10). Retrieved from

https://ccconline.libguides.com/c.php?g=242130&p=2185475

McKenzie, D. (2013). Information evaluation rubric... C.R.A.P. test [Digital image]. Retrieved

from http://4.bp.blogspot.com/-VOKLx2E0JHM/Uq5EC6IYL4I/AAAAAAAADUc/

GmFM9gkvCCo/s1600/Information evaluation rubric.jpg

MediaSmarts. (2015). Deconstructing web pages: Lesson plan. Retrieved from

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 http://mediasmarts.ca/lessonplan/deconstructing-web-pages-lesson

NationStates. (2017, August 3). The only thing to fear [IC]. Retrieved from

https://forum.nationstates.net/viewtopic.php?f=31&start=75&t=417266

Samuel, L. (2012, February 6). Media Manipulation of the Masses:How the Media

Psychologically Manipulates. Retrieved from http://www.drsam.tv/2012/02/06/

media-manipulation-of-the-masseshow-the-media-psychologically-manipulates/

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂