Lesson Plan
Fact or Fake Lesson Plan
Students will learn to identify accurate versus misleading online content using the Fact or Fake Framework by evaluating source credibility, evidence, date, and cross-checking in a fun, game-based activity.
With the rise of misinformation online, building media literacy and critical thinking skills early helps students stay safe, make informed decisions, and practice lifelong digital wellness.
Audience
4th Grade Students
Time
50 minutes
Approach
Interactive sorting games using a clear evaluation framework.
Materials
Prep
Setup Materials
10 minutes
- Review the Content Cards Slides.
- Print and cut the content cards for the relay activity.
- Print one Evaluation Checklist Worksheet per student.
- Arrange desks or tables into distinct relay stations.
- Prepare a timer or stopwatch.
- Divide students into teams of 4–5 for the relay.
Step 1
Introduction
5 minutes
- Briefly define digital wellness and discuss why online information can sometimes be misleading.
- Solicit a few examples of claims students have seen online and ask: “How do we know if they’re true?”
- Explain today’s goal: sort real vs. fake content using a simple framework.
Step 2
Teach the Fact or Fake Framework
10 minutes
- Display the framework on the Content Cards Slides.
- Introduce the four evaluation criteria: Source, Evidence, Date, Cross-Check.
- Model applying the framework to one sample card, thinking aloud through each criterion.
Step 3
Guided Practice: Card Sorting
15 minutes
- Distribute a set of content cards to each pair of students.
- In pairs, students classify each card as fact or fake, applying the four criteria.
- Circulate, prompt with questions (e.g., “What evidence supports this claim?”), and correct misconceptions.
Step 4
Information Sorting Relay
15 minutes
- Position each team at a relay station with a stack of shuffled content cards.
- On “Go,” one student from each team runs to the station, selects a card, and returns to classify it aloud with reasoning.
- Next teammate repeats until all cards are sorted.
- Track which team finishes first and discuss any misclassifications.
Step 5
Reflection and Assessment
5 minutes
- Hand out the Evaluation Checklist Worksheet.
- Students self-assess: “I can apply each criterion to decide if information is real.”
- Invite volunteers to share one tip they’ll use next time they see something online.
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Slide Deck
Fact or Fake?
An interactive game to practice identifying real vs. misleading online information.
Welcome teachers! Introduce students to today’s interactive lesson on spotting real versus misleading online content. Use this slide deck to guide discussion and activities.
Learning Objectives
• Identify four key criteria for evaluating online information
• Apply the Fact or Fake Framework to real examples
• Work together to sort content cards in a fun activity
Review the goals so students know what to expect.
The Fact or Fake Framework
- Source: Who provided the information?
- Evidence: What facts or data support it?
- Date: When was it published or updated?
- Cross-Check: Can we confirm it elsewhere?
Display the framework and read each element aloud. Explain that these four steps will help them decide what to trust online.
Source
• Identify the author or organization
• Check credentials and reputation
• Ask: “Is this a trusted source?”
Explain how to evaluate the source. Ask students for familiar publisher names or authors.
Evidence
• Look for data, statistics, or references
• Check if claims are supported by facts
• Ask: “What proof do we have?”
Discuss evidence. Show examples of good and weak evidence.
Date
• Check the publication or update date
• Consider if the information is still current
• Ask: “Is this still relevant today?”
Highlight the importance of timeliness. Relate to news stories that change over time.
Cross-Check
• Search for the same claim in other reliable sources
• Compare details across multiple sites
• Ask: “Do others agree?”
Show how to cross-check with other sites. Demonstrate a quick search.
Example Card 1
Claim: “Drinking lemon water cures common colds.”
• Source: Where did this claim come from?
• Evidence: Is there scientific proof?
• Date: When was this advice published?
• Cross-Check: Do health sites agree?
Use this as a guided example. Walk through each criterion with the class.
Example Card 2
Claim: “The local library holds over 1 million books.”
• Source: Who reported this?
• Evidence: Any library statistics?
• Date: Is this figure recent?
• Cross-Check: Check the library’s website or catalog.
Another practice example. Encourage students to call out observations.
Card Sorting Activity
• Work in pairs with a stack of content cards
• Use the Fact or Fake Framework to classify each card
• Discuss and record your reasoning for each criterion
Explain the card sorting procedure before handing out cards.
Information Sorting Relay
• Teams line up at relay stations with shuffled cards
• On “Go,” a student runs to sort one card and explains their choice aloud
• Teammates continue until all cards are done
• First team to correctly sort all cards wins!
Outline the relay race rules to build excitement. Clarify how to score points and identify misclassifications.
Reflection & Next Steps
• Complete your Evaluation Checklist Worksheet
• Share one tip you’ll use when evaluating online information
• Remember: Source, Evidence, Date, Cross-Check—every time!
Wrap up the lesson and connect to the worksheet assessment.
Game
Information Sorting Relay Game Kit
Purpose: A fun, fast-paced relay race where student teams apply the Fact or Fake Framework to classify online content as real or misleading.
Objective:
• Reinforce applying the four evaluation criteria (Source, Evidence, Date, Cross-Check) under time pressure
• Promote teamwork, quick thinking, and class discussion about misclassifications
Materials:
- Shuffled deck of content cards (pre-cut from Content Cards Slides)
- Two bins or posters per station labeled Fact and Fake
- Timer or stopwatch
- Space for four to six relay stations
Setup (10 minutes):
- Arrange relay stations around the room. At each station, place two bins or posters labeled Fact and Fake, and a face-down stack of content cards.
- Divide the class into teams of 4–5 and have each team line up at a start line about 10–15 feet from their station.
- Explain scoring, rules, and roles (runner, reader, recorder).
How to Play (15 minutes):
- On the teacher’s signal (“Go!”), the first student in each team’s line runs to their station.
- They draw the top content card, read the claim aloud, and silently apply the Fact or Fake Framework:
- Source: Who provided this information?
- Evidence: Is there supporting data or references?
- Date: Is it current and relevant?
- Cross-Check: Can we confirm it elsewhere?
- The student places the card in the Fact or Fake bin, then races back to tag the next teammate.
- Teammates repeat until all cards are sorted or the timer runs out.
Scoring:
• +1 point for each correctly sorted card
• –1 point for each misclassified card
• The team with the highest total score wins.
Debrief & Reflection (5 minutes):
- Gather students and review any misclassified cards.
- Discuss as a class: “Which criterion did you find most challenging? Why?”
- Ask: “What tip will you use next time to decide if something is real or fake?”
Ready, set, sort—and discover the difference between fact and fake!
Worksheet
Evaluation Checklist Worksheet
Name: _______________________ Date: ________________
- Source: I can find who provided the information.
[ ] Always [ ] Sometimes [ ] Not yet
- Evidence: I can find facts or data that support a claim.
[ ] Always [ ] Sometimes [ ] Not yet
- Date: I can check when the information was published or updated.
[ ] Always [ ] Sometimes [ ] Not yet
- Cross-Check: I can confirm the claim using other reliable sources.
[ ] Always [ ] Sometimes [ ] Not yet
Reflection:
Which criterion was the most challenging for you? Why?
What is one tip you will use next time you evaluate online information?