All lessons › Research & Sources: Start Here › Lesson 2
Australian primary science · Years 3–4 · Lesson 2 of 3
Who Made This Page?
Inquiry question: Which source would best answer our pond-frog life-cycle question?
Marked no materials needed
Evaluating supplied source cards
What students learn
Compare fictional webpage authors, purposes and evidence rather than trusting page design alone.
Success criteria
- I can identify an author's purpose and evidence.
- I can choose sources relevant to my actual question.
- I can explain what I still need to verify.
Preparation and materials
Before this lesson: Know that a source is where information comes from. Fictional page cards are not live websites.
- Charged iPad per individual or pair — One per student or pair
- Projector — One
Teacher setup
- Open the assigned lesson and present the slides.
- Show the lesson QR; students enter one or two names and start.
- Use the lesson timings: allow 45–55 minutes plus first-use sign-in time. Do not add copying to fill a full hour.
- All evidence is supplied in the lesson. No equipment, worksheets or external websites are necessary.
Safety and adaptations
- Screen-based evidence inquiry only. Do not perform physical experiments or imitate hazards described in the case files.
Review your school policies and curriculum requirements before teaching.
How to investigate
The lesson sequence should leave pupils with evidence to interpret, not only an activity to finish.
- Read the research question carefully.
- Find the author, purpose, date and evidence for each page.
- Choose a best starting source and a useful checking source.
- Explain why a good-looking webpage is not enough.
- Identify one question to ask before quoting either source.
Teacher modelling prompt
For fictional card A, identify the named education team, update year, purpose and evidence. Contrast one item with the toy shop's lack of life-cycle evidence.
Record and explain evidence
Recording question: Which source would best answer our pond-frog life-cycle question?
| Page card | Useful clue / concern | Use or check? Why? |
|---|---|---|
| ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Which statement is better supported and why?
Provided example or reference data
Fictional webpage comparison cards
| Page card | Who / when | Purpose | Evidence shown |
|---|---|---|---|
| A · Pond Museum Guide | Named museum education team; updated 2025 | Explain frog stages | Labeled stages and references to field observations |
| B · Cute Frog Shop | Toy retailer; updated 2026 | Sell plush toys | No life-cycle evidence |
| C · Frog Fun Blog | Author not listed; undated | Entertain | A colourful illustration, no source list |
| D · Wetland Group Notes | Named volunteer group; dated 2024 | Share sightings | Local egg and tadpole sighting notes |
Check the data source in the teacher lesson. Illustrative or fictional data are not measurements collected by your class.
Check understanding
What should pupils know? What does 'purpose' mean in a source check?
Explain with evidence: Why might B be less useful for the life-cycle question?
Apply the idea: A site has no author but an attractive diagram. Should you quote it without checking?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.