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By the End of This Lesson, Students Will Be Able To:

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By the End of This Lesson, Students Will Be Able To:

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1. Analyze health-related media messages and identify bias or misleading information
2. Evaluate the credibility of digital health sources using specific criteria
3. Create their own positive health message using digital tools
4. Demonstrate understanding of how media influences health decisions

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6.ICR.1.2: Analyze media messages for accuracy and bias<br>6.MEH.2.1: Evaluate sources of health information for reliability and accuracy

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Digital Citizen (1.2): Students engage in positive, safe, legal and ethical behavior when using technology<br>Knowledge Constructor (1.3): Students critically curate a variety of resources using digital tools

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Essential Question: 'How can we become smart consumers of health information in our digital world?'

Hook Activity: Show students 3 different social media posts about a popular health trend (like energy drinks). Have them vote on which one they find most convincing and discuss why.

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Direct Instruction: Media Literacy Toolkit

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Direct Instruction: Media Literacy Toolkit

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Teach the CRAAP Test for evaluating sources:
• Currency: Is the information current?
• Relevance: Is it relevant to your needs?
• Authority: Who created this information?
• Accuracy: Is the information supported by evidence?
• Purpose: Why was this information created?

Discuss common tactics used in health advertising: celebrity endorsements, before/after photos, emotional appeals, scientific-sounding language.

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HOW TO TEACH MEDIA LITERACY | 5 RESOURCES

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Guided Practice: Health Source Investigation

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Guided Practice: Health Source Investigation

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In pairs, students receive different health-related websites, social media posts, or advertisements. Using the CRAAP Test, they evaluate the credibility and create a 'Credibility Report Card' giving each source a grade. Students can use a collaborative Padlet board to share their findings with the class.

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US Department of Health and Human Services

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Small Group Collaboration: Design Challenge

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Small Group Collaboration: Design Challenge

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Groups of 3-4 students choose a health topic relevant to 6th graders (sleep, nutrition, exercise, screen time, stress management). They research credible sources and create a positive, factual health message. Students have choice in format: infographic, short video, podcast, or digital poster.

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Free Design and Presentation Tool for Students | Canva

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Create amazing designs, documents and presentations in minutes for all your creative projects and studying needs. Learn more about Canva for Students.

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Independent Practice: Personal Health Media Audit

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Independent Practice: Personal Health Media Audit

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Students conduct a 'media audit' of their own social media feeds or websites they visit for health information. They identify 3 sources they follow and evaluate them using the CRAAP Test. They create a personal action plan for finding better health information.

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For students needing extra support:
• Provide simplified CRAAP Test checklist with yes/no questions
• Partner struggling readers with stronger readers
• Offer pre-selected websites at appropriate reading levels
• Use graphic organizers for source evaluation

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"It's never too early to teach media literacy skills. Teachers can start in the first or second grade with a simple activity where students look at a home page and pick out the ads." Mary Beth Hertz, Edutopia

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For advanced learners:
• Research and present on a current health misinformation trend
• Create a 'Fact vs. Fiction' game for younger students
• Interview a healthcare professional about media literacy
• Design a school-wide campaign about evaluating health information

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Throughout the lesson:
• Observe student discussions during pair work
• Use exit tickets after each activity
• Check credibility report cards for understanding
• Monitor collaborative Padlet contributions for misconceptions
• Provide immediate feedback during group work

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Summative Assessment: Digital Health Message Project

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Summative Assessment: Digital Health Message Project

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Students create their final health message project and include:
1. A bibliography of 3 credible sources with CRAAP Test evaluation
2. The digital health message they created
3. A reflection explaining their design choices and target audience

Rubric includes: source credibility (25%), message accuracy (25%), creativity/engagement (25%), reflection quality (25%)

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Students provide constructive feedback on classmates' health messages using a simple rubric focusing on:
• Clarity of health message
• Use of credible information
• Appropriateness for target audience
• Visual appeal and engagement

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Students participate in a gallery walk to view all health message projects. They write sticky note compliments and questions for their classmates' work, fostering peer appreciation and critical thinking.

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Students complete a 3-2-1 exit ticket:
• 3 things they learned about evaluating health information
• 2 strategies they will use when encountering health claims online
• 1 question they still have about media literacy or health information

This helps assess understanding and plan future lessons.

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Each student writes one specific commitment for how they will apply media literacy skills in their daily life. Examples: 'I will check sources before sharing health information' or 'I will ask my parents to help me evaluate health websites together.'

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Students interview a family member about where they get health information. They share what they learned about the CRAAP Test and evaluate one health source together. Students write a short reflection about the conversation and bring it back to class.

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Students play the online game 'Factitious' for 15 minutes, which teaches them to identify fake news and misinformation. They take screenshots of their scores and write about one thing that surprised them while playing.

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Students choose one health myth they've heard (like 'cracking knuckles causes arthritis' or 'you need 8 glasses of water daily') and research it using credible sources. They prepare to share their findings in a 2-minute presentation next class, including their sources and evidence.