Evaluating Fake Information

Overview

This is the final lesson in the four-part unit Navigating Fake Online Information. Students apply the evaluation strategies developed in earlier lessons to decide whether online information is credible, identify its purpose and context, and make a safe, ethical decision before sharing it.

Learning intentions

• WALT identify signals that online information may be fake, misleading or unreliable.
• WALT evaluate the credibility, purpose and context of digital information.
• WALT explain how platform design and social norms can influence what people believe and share.
• WALT apply a checking process before sharing information online.

Success criteria

• I can distinguish between misinformation, disinformation and reliable information.
• I can use evidence from language, source, purpose and context to justify my judgement.
• I can identify what information is missing or needs checking.
• I can recommend a safe and ethical action before sharing.

Curriculum links

• English: Text Studies – critically analysing misinformation, disinformation and malinformation through language, source credibility, purpose and context.
• English: Crafting visual and digital texts – checking validity, representing perspectives, citing sources and interacting responsibly online.
• Health and Physical Education: Staying safe online – applying protective strategies for online interactions and privacy.
• Health and Physical Education: Staying safe online – critically decoding online messages and recognising how platforms can shape norms and self-perception.
• Key competencies: thinking; managing self; relating to others; participating and contributing.

Lesson structure (45 minutes)

1. 0–5 min · Hook and recall. Teacher displays two contrasting social-media-style posts in the hook and recall slides: one credible-looking post and one deliberately misleading post, then asks, “What would make you pause before sharing?” Students silently choose which post they would trust, compare answers with a partner and name one clue from the previous lessons.

2. 5–12 min · Evaluation model. Teacher revisits the class checking routine on the evaluation process slides: Pause, Source, Purpose, Evidence, Context, Check, Decide. Model thinking aloud with one short example, showing that attractive design, many likes or confident language do not prove accuracy. Students help classify clues as evidence about the source, language, purpose or context, and record the routine on the fake-information evaluation worksheet.

3. 12–27 min · Pair investigation. Teacher places students in ten pairs and distributes the fake-information evaluation worksheet with three age-appropriate digital information examples: a sensational post, a misleading edited image caption and a plausible but unsupported claim. Students investigate each example using the routine, answering: Who created it? What do they want people to do or believe? What evidence is provided? What context is missing? What should be checked elsewhere? They label each example reliable, questionable or unsafe to share, with a written reason.

4. 27–36 min · Evidence conference. Teacher displays the discussion prompts in the pair-share and discussion slides and assigns each pair one example to defend. Students join another pair, compare judgements and challenge one piece of reasoning respectfully using the sentence stem, “Our evidence suggests…, however we still need to check…”. Teacher listens for unsupported claims and asks, “What makes that evidence credible?” and “Could the platform’s design or audience influence the response?”

5. 36–42 min · Ethical decision-making. Teacher presents a final scenario in the decision scenario slide: a friend shares an alarming post and asks others to repost it immediately. Students independently choose an action—share, pause and verify, correct privately, report, or do not engage—and explain how their choice protects themselves and others. Invite several responses, highlighting privacy, consent, emotional wellbeing and responsible participation.

6. 42–45 min · Exit reflection. Teacher asks students to complete the final section of the fake-information evaluation worksheet: “Before I share online, I will…” and “The strongest credibility check is…” Students submit their responses as they leave and briefly rate their confidence from 1–5.

Resources

• the complete fake-information evaluation slide deck
• the fake-information evaluation worksheet
• Projector or interactive display
• Teacher-selected, fictionalised online post examples
• Board and markers
• Devices for pairs, if available, or printed examples
• Timer
• Class internet-safety expectations and reporting procedures

Assessment

• During pair investigation, check whether students use evidence rather than relying on popularity, visual polish or personal agreement.
• Listen to pair conferences for accurate use of source, purpose, evidence and context, and question unsupported judgements.
• Use the exit reflection to assess whether each student can state a practical checking strategy and an ethical action before sharing. Collect worksheets to identify students needing further support.

Differentiation

• Provide a word bank and sentence starters on the worksheet, such as “The source may be unreliable because…”, “The purpose appears to be…” and “I would verify this by…”.
• Give selected students one example at a time, pre-highlight the headline, source and date, and allow oral responses or speech-to-text. Pair students strategically and read examples aloud for learners with literacy needs.
• For EAL learners, clarify terms with simple definitions and visual icons for source, purpose, evidence and context; accept labelled notes before full sentences.
• Extend confident students by asking them to identify the likely target audience, explain how algorithms or engagement features might amplify the post, and suggest a responsible correction that avoids shaming the original sharer.