Author:
Heidi
Subject:
Secondary English Language Arts, Media and Communications
Material Type:
Activity/Lab, Homework/Assignment, Lesson, Lesson Plan, Reading
Level:
High School
Tags:
Bias, Citing Sources, Digital Citizenship, Fake News, Journalism, Keynote, Lesson Plan, Library Media, Research, Social Media, Validation, utah-mac-lesson
License:
Creative Commons Attribution
Language:
English
Media Formats:
Downloadable docs, Interactive, Text/HTML, Video

Education Standards

Social Media and the Stand Against Fake News

Social Media and the Stand Against Fake News

Overview

This is a 5 day unit about validating sources on the internet and social media.  It is taught so that students understand and respect the obligations of using social media wisely before sharing and the importance of giving credit to creators through citing sources.  It is a blended unit with a final project to be done in Apple's Keynote where students will show what they have learned in a slide show to other students in the class. They will be able to practice what they learn in class and become better at research, validating sources, and spotting fake news. 

Image citation - “Say Thanks to Pxhere - Free Images & Free Stock Photos - Pxhere.” Pxhere.com, https://pxhere.com/en/photo/1361501.

Summary

Social media companies are taking action against falsehoods and questionable content posted on their platforms, sparking fresh controversy on the timing and scope of such efforts. Students need to learn when things are okay to share and when they aren't and how to validate online information for truth. Students will also learn the obligations of using and sharing intellectual property and the importance of citing sources.  

Time frame: 5 days - 3 days of 60-90 minute lesson rotations then 2 days of 60-90 minutes working on group projects and presentations.  

Students will be learning the lesson online and in class with a teacher present for questions.  There will be one group assignment where students will create an Apple Keynote presentation validating sources they find on social media outlets.

Required Apps/websites/programs is listed below.

Nearpod

Utah's Online Library

AllSides.com

Newslit.org

Checkology.org

Common Sense Education

Apple's Keynote

Canvas for lesson delivery

Background

Teachers will need to be familiar with AllSides.com so that students can see both sides of any stories they will look up.

Teachers also need to be aware of The News Literacy Project and their newsletter The Sift. This will give them examples of what they will need to do for their group project.

Teachers will need to be prepared for students to be biased and a little hard headed about a subject until they understand the importance of validation and looking at multiple sides. 

Teachers willl also need to be familiar with Checkology.org and their lessons.  There are multiple lesson options for this topic and it is best if the teacher picks from those options so that the best lesson is picked for the class.  

Teachers will need to know how to work Nearpod and Utah's Online Library.

It may be best to visit common sense media to look at other lesson plans that may give you additional ideas for adding to this lesson. 

Step 1 - Goals and Outcomes

Learning Goals and Outcomes

By the end of this unit, you will be able to:

1. Know the seven standards of quality journalism

2. Know the five types of bias

3. Know the CRAP method for online validation

4. Know how to access a database from Utah's Online Library

5. Know how to spot misinformation

6.  How to validate information you see online using various methods.

7.  Use the validating methods to validate current real world topics from various news sources on social media.

8.  Understand the importance of sharing quality information online.  

9.  Understand the importance of giving credit to creators through a source citation.  

 

Utah Library Media Core Standards 

Strand 2 Standard 1 - A, B, C, D 

Strand 3 Standard 1 & Standard 2 - A, B

Strand 5 Standard 1 - A, B, E

Strand 5 Standard 2 - A, B, C

 

ISTE Standard for students - 2C - Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property. 

Step 2 - Planning Instruction

Student Background Knowledge

To activate background knowledge, the teacher will need to discuss some current misinformation in the news/social media.  One way to do this is to have class starters the week before where one article/story is introduced, talked about as a class, then proven wrong or right. Have short discussions on the importance of sharing information online, making sure what you share it valid true information, obligations for posting information that might be false, and the importance of giving credit to creators when sharing information (citing).  After a week of this, students should be familiar with the main concept of all the lessons and will have enough background knowledge to move forward.  Students will also need to be familiar with Keynote which they will have learned hopefully from previous lessons. 

Strategies for Diverse Learners

All lessons will be available online for students to review.  Lessons will also be available for students who are absent so they can stay at the same pace as the other students. This is a blended unit so students will also be given time in class for teacher help and instruction and group work will be done for the project. 

Step 3 - Instruction

Validating Information 5 Day Unit

Lesson Overview

This lesson was created to help you learn how journalism works, how to detect bias, how to validate your sources and when/when not to share information, and how to cite your sources so you can give credit when sharing intellectual propery.   

The following unit should last a maximum of 5 days.  Students will be placed in 3 groupsand will stay in those groups throughout this entire unit.  You will work on one station each day, rotating with your group on days 1-3.  Days 4-5 will be used to work on your final project and revisit any of the stations you may need to and revisit any of the information you may have missed or don't remember.  Group rotations are listed below.

Learning Goals

By the end of this unit, you will be able to:

1. Know the seven standards of quality journalism

2. Know the five types of bias

3. Know the CRAP method for online validation

4. Know how to access a database from Utah's Online Library

5. Know how to spot misinformation

6.  How to cite your sources and give credit for intellectual property.  

7.  Understand the obligations of sharing misinformation

 

Utah Core Standards

Strand 2 Standard 1 - A, B, C, D 

Strand 3 Standard 1 & Standard 2 - A, B

Strand 5 Standard 1 - A, B, E

Strand 5 Standard 2 - A, B, C

 

Assignments in this Unit

1.  Participation in Nearpod teacher led lesson (shown through Nearpod).

2.  Screenshot of Checkology Bias lesson completed with your log-in in top corner.  

3.  Bias group write up.

4.  Screenshot of Checkology Journalism lesson completed with your log-in in top corner

5.  Final group project  

 

Below is the order of lessons you should be working on with your group.  Remember, you will have day 4 and 5 to go back and revisit anything that you may have missed and work on your group project.

Group 1 

Day 1 - Nearpod - teacher led

Day 2 - Journalism - students work in groups on their own / teacher checks in on them

Day 3 - Bias - students work in groups on their own / teacher checks in on them

Group 2

Day 1 - Journalism - students work in groups on their own / teacher checks in on them

Day 2 - Bias - students work in groups on their own / teacher checks in on them

Day 3 - Nearpod - teacher led

Group 3

Day 1 - Bias - students work in groups on their own / teacher checks in on them

Day 2 - Nearpod - teacher led

Day 3 - Journalism - students work in groups on their own / teacher checks in on them

Nearpod CRAP Lesson - Teacher Directed

Follow along with your teacher for the Evaluating Media using CRAP lesson.  You will be required to take the pre and post assessment.  Your score on the post assessment will be your score for this unit lesson.  

Teacher led Nearpod lesson

 

Seven Standards of Quality Journalism - Online

The following lesson should be watched and completed as a group, but you should each be on your own device.  Log into the Checkology website!!!  You will need to log in to get credit for your participation!!  Pick a group leader to facilitate the movement of the group as a whole.  Plan on taking at least 1 to 2 minutes per slide.  Take your time learning about the Seven Standards of Quality Journalism.  There will be a short quiz at the end. 

Practicing Quality Journalism (Links to an external site.)

Practicing Quality Journalism (Spanish) (Links to an external site.)

Submit a screen shot of your quiz score showing your log in in the top right hand corner.  

 

Bias - Online/group work

In your groups, log into the checkology website.  Put the supplied earphones on and go through the checkology bias lesson.  Plan on spending 1-2 minutes per slide. 

Understanding Bias (Links to an external site.)

Once you have completed all the slides, remove your earphones and have a short discussion with your group about what you learned. 

Go to the links below and review the Media Bias Charts.

Interactive Media Bias Chart (Links to an external site.)

Media Bias Chart (Links to an external site.)

As a group write up a short explanation of what the difference is between the two charts.  Make sure the following questions are answered in your write up.  Submit your write up with your screen shot of your completed checkology bias lesson.

1.  What is the difference between the two charts?

2.  Which chart do you like better and why?

3.  Why is it important for a Media Bias Chart to be available to the public?  How can a chart help people better vet their sources?

 

Group Project

Now it is your turn to find the truth....or not.  In your groups, you will be creating a slide show in Apple Keynote.  The slide show will be similar to a newsletter with each viral rundown on a slide. 

You must have one slide per person in your group. 

You must have a picture of the misinformation, you must demonstrate why the information is true or false, and you must list any sources you used (a minimum of two) and you must list at least one related article. 

Use the ideas you learned about in the three lessons to help you validate your sources.  You will be presenting your projects to the class.  

Here is an example.

News Literacy Project Newsletter (Links to an external site.)

 

NO: COVID-19 vaccines do not magnetize your arm (Links to an external site.) at the injection site. YES: This is a baseless hoax based on the widely debunked conspiracy theory that the vaccines contain microchips. NO: None of the available vaccines in the United States and Canada — including Pfizer, Moderna, Johnson & Johnson and AstraZeneca — list any metal-based ingredients, according to AFP Fact Check.

Related:

    Step 4 - Assessments

    There will be a pre and post assessment for the nearpod lesson.

    There are quizes at the end of every checkology lesson and they will log on so I can see their progress and understanding during the lessons.

    The final project will be graded based on the attached Rubric.  An example of what the project should look like in Keynote is also attached.