1. Write on the board, “Where does content on the internet come from?”
2. Instruct students to write their idea on a sticky note and place it on the board. Read out some of the ideas to the class, grouping sticky notes with common ideas together.
3. Emphasize that content can come from any one for any purpose. Use the fake article introduced at the beginning of the lesson as an example. Reiterate that virtually anyone can build a website and create “information” on the internet.
4. Distribute the informational text, Source Sleuth: How to Identify Credible Sources. Instruct students to read the text and answer the reflection questions. Decide how students should respond to the reflection questions—independent writing, small group discussion, video or audio recording, online discussion thread, class discussion, or chain note.
   • Note: Chain note is a strategy that begins with a question printed at the top of a paper. The paper is circulated from student to student. Each student responds with one or two sentences related to the question before passing it on to the next person.
5. Model the Clue Card activity. Use one of the Clue Cards to demonstrate how to dig deeper into a source. Show students how to locate key phrases from their card within a web page or document by using their keyboard’s find command (Control+F or Command+F).
6. Encourage students to use a search engine to further investigate original sources cited in the document.
7. Divide the class into small groups of 2-3 students. Explain that each group will receive a Clue Card featuring a research inquiry related to food production. On the back of the card will be a clue—a website that will point them in the right direction. Students will investigate the clue, locate the information, and provide the requested evidence to support credibility. They will document their findings on the Evidence Sheet in the correct sections. Once they complete the first inquiry, they will exchange their solved Clue Card for a new card. Depending on the time allocation and students’ capabilities, you may assign a certain number of Clue Cards to complete in the remaining class time. Educators may need to be flexible with the specific answers received; this is a challenging activity. Remember, the overall goal is for students to gain sufficient practice digging deeper into the sources they find in order to establish credibility. Answers may vary from the attached answer sheet.

Varations:

• Assign the informational text, Source Sleuth: How to Identify Credible Sources, as homework prior to the lesson. Have students post their responses in a video discussion platform, such as Flipgrid or Viologues.
• Assign each group one card. At the end of the allotted time, have each group share their findings and demonstrate how they “solved” their inquiry on a projected monitor. Students complete the Evidence Sheet as they listen to their peers.