How do I use this pack?
The teacher pack complements the main page in teacher mode with everything you need to print. It is built so that you can print it once and reuse it for years. The interactive “Headline check” game runs directly on the website and works beautifully on the projector.
Recommended sequence
- Preparation: First read through the main page in teacher mode. For each chapter it gives you learning goals, timing, discussion prompts, quiz answers and anticipated student questions.
- Print the material: Print the worksheets that follow here (ideally a class set minus one, with one held in reserve). Print the parent letter as a class set.
- In the lesson: Follow the timing in teacher mode. The worksheets serve as an activity, not a test. The “Headline check” on the projector opens the lesson.
- Assessment: Optional class test at the end of the unit. Grade using the included rubric.
What's included?
- 4 worksheets — 15–20 min of individual or pair work each, with an answer key directly underneath.
- Class test — 30 points across all topics, with a grading rubric and weighting recommendation.
- 12 homework tasks — 3 tasks per topic across 3 difficulty tiers.
- Parent letter — a template to adapt, with placeholders.
- Curriculum mapping — mapped to media-literacy / computing standards (with DE/AT/CH notes), Bloom matrix, time variants.
A calm, steady stance
The aim of the unit is not to frighten, but to foster informed composure: students should understand how false stories are made, how to recognise them and how to check calmly rather than sharing in a panic. No scaremongering, just checkable methods — avoid alarmist examples and emphasise that an alert, questioning eye is the best defence.
Printing tips
- Press Ctrl+P (Windows) or ⌘+P (Mac). In the print dialog you can also choose “Save as PDF”.
- When printing, the navigation and background colours are hidden — the result works in black and white.
- Each worksheet starts on a new page. You can select individual pages in the print dialog.
Lesson overview & learning goals
Overarching competence
Students can recognise, situate and calmly check fake news and disinformation. They tell disinformation, misinformation and malinformation apart, check sources with lateral reading, read the date and context of a photo, see through sensational headlines, and act prudently and responsibly in everyday life — they pause first rather than sharing straight away.
Learning goals by Bloom's taxonomy
- L1 — Knowledge: state the difference between disinformation (deliberate) and misinformation (accidental) and three warning signs of a false story.
- L2 — Comprehension: explain why false stories spread faster than sober news through emotion and speed.
- L3 — Application: apply lateral reading to an unknown source and check a headline in four steps.
- L4 — Analysis: recognise why a real photo taken out of context can deceive, and how a reverse image search exposes it.
- L5 — Evaluation: develop their own reasoned position on “Do I share responsibility when I forward something unchecked?”
- L6 — Creation: design their own awareness campaign (poster, short-video script) for checking calmly instead of sharing fast.
Double lesson at a glance (90 min)
| Time | Phase | Content & method |
|---|---|---|
| 10 min | Warm-up | “Have you ever believed or shared a message that turned out to be false?” — buzz-group, collect on the board. |
| 15 min | Development 1 | What fake news is and how false stories spread (ch. 1–2, website in Simple mode). Worksheet 1. |
| 20 min | Development 2 | Checking the source & lateral reading; date, context, recycled photos (ch. 3–4). Worksheets 2 & 3. |
| 20 min | Development 3 | “Headline check” on the projector — name the checking technique each round (ch. 5). Worksheet 4. |
| 15 min | Transfer | Emotion as the lever, AI-made fake news, a personal 3-step check, fact-checking go-to sites (ch. 6). Discussion. |
| 10 min | Consolidation | Quiz review, guiding principle “check first, then share”. |
Differentiation
- Easier level: the class stays in the website's Simple mode; focus on the 3-step check and the “Headline check” game.
- More demanding level: switch to In Detail mode — there, algorithmic amplification, echo chambers, bots, the lie-vs-correction asymmetry, lateral reading, doppelgänger domains and the liar's dividend are placed in technical context.
Materials & equipment
- Projector/smartboard with internet access for the interactive “Headline check”.
- Printed worksheets (see below).
- Optionally one device per small group for lateral reading and the reverse image search.
- Important: All headlines, sources and examples on the website and in this pack are entirely fictional — no real people, brands or outlets. That way the teaching material itself makes no untrue claim about real actors.
Worksheets
Each worksheet suits about 15–20 minutes of individual or pair work. The answer key is in a fold-out box directly underneath — cut it off before printing the class set, or print double-sided (student side at the front, answer key at the back — do not hand to students).
Worksheet 1 — What is fake news?
1. Definition (2 points)
In your own words, explain in no more than 2 sentences what fake news is:
2. On purpose or by accident? (2 points)
What is the difference between disinformation and misinformation? Give one short example of each.
3. Drawing the line (3 points)
Is every false or exaggerated story automatically “fake news”? Explain the difference between an honest opinion, an honest mistake and a deliberate false story:
4. Three forms (3 points)
Fake news usually lives in text: in claims, headlines or real photos taken out of context. Name three typical forms and one short example of each:
5. Reflection (2 points)
Who could be harmed most by an invented headline? Give your reasoning in 1–2 sentences:
Total points: ___ / 12
🔑 Answer key for teachers — Worksheet 1
1. Fake news is false or misleading news that looks like a real report — usually claims, headlines or photos taken out of context — meant to push us toward a particular opinion or action.
2. Disinformation = spread deliberately to deceive (e.g. an invented breaking-news alert meant to cause panic). Misinformation = shared by accident, in good faith (e.g. an old warning someone thinks is current). Accepted: words to that effect.
3. No. An opinion may be wrong or one-sided; a mistake happens without intent. Fake news in the narrow sense aims to deceive on purpose. Strong answer: names the intent to deceive as the decisive criterion and separates opinion/mistake from it.
4. Accepted: an invented claim / false statistic · a sensational clickbait headline · a real but out-of-context photo (an old image passed off as “current”). Note: AI-faked images/voices (deepfakes) are a separate topic — see the sister site.
5. Any well-reasoned answer accepted: individuals (reputational damage), groups (hate), the public (false panic during a disaster), elections/democracy. Marking: a reason given = full marks.
Worksheet 2 — Who says so, and from where?
1. Lateral reading (3 points)
You land on a site you don't know. “Lateral reading” means: don't dwell on the site itself — open new tabs and check who is behind it. Describe in 2–3 sentences how you go about it:
2. Four source questions (2 points)
Write down two questions you should ask of every piece of news before you believe it:
3. Match the terms (4 points)
Connect each term with its explanation (draw lines):
| a) Lateral reading | → The required notice of who is responsible for a website |
| b) Imprint / “about” | → Checking in new tabs who is behind a source |
| c) Doppelgänger domain | → A real news site copied to look deceptively similar |
| d) Primary source | → The original place everyone else is quoting |
4. Doppelgänger domain (2 points)
A site is called daily-news-update24.example and looks like a real news portal. Name two things you check to expose the trick:
5. Why not just read the site itself? (2 points)
Why is it better not to rely on a site's own “about” page but to look elsewhere? What does that mean for you?
Total points: ___ / 13
🔑 Answer key — Worksheet 2
1. You open a new tab and search the name of the site/organisation together with words like “criticism”, “who owns” or “fact check” — so you read what others say about the source instead of trusting its self-presentation.
2. Accepted (two of): Who is behind it (the imprint)? · Where does the information originally come from (the primary source)? · When was it published? · Do independent sources report the same thing?
3. a → checking in new tabs; b → required notice of who is responsible; c → a real site copied; d → the original place.
4. Accepted (two of): look closely at the exact web address (odd add-ons, numbers, wrong ending) · look for the imprint (is it missing?) · search the site's name externally · check whether reputable outlets carry the same story.
5. Anyone trying to deceive will claim every “credibility” for themselves on their own site. A look from the outside is more reliable. Conclusion: with anything unfamiliar, always do a quick cross-check rather than simply trusting the source. Marking: insight + a personal consequence = full marks.
Worksheet 3 — Does the photo match the story?
1. Recycled photo (3 points)
Often the photo is real — only the story attached to it is wrong: an old image is passed off as “current”. Describe in 2–3 sentences how such a recycled photo can deceive:
2. Check the date (2 points)
What is the difference between the event date (when something happened) and the publication date (when it was put online)? Why does it matter?
3. Cheap fake (2 points)
A “cheap fake” needs no expensive tech: you just mislabel, crop or re-date a real image. Name two examples of such simple tricks:
4. Three context questions (3 points)
You see a dramatic photo with a headline. Which three questions do you ask before you believe it?
5. Mini-practice: reverse image search (4 points)
Describe in your own words what a reverse image search is and how it exposes a real photo taken out of context:
Total points: ___ / 14
🔑 Answer key — Worksheet 3
1. An old, real photo (e.g. of an earlier storm or an old protest) is given a new, false caption and thereby looks like current proof. The picture isn't lying — the context is. Note: if the image is AI-generated, that's a deepfake topic → sister site.
2. The event date says when something actually happened; the publication or capture date says when it went online. An old event date exposes a recycled image — so always keep the two apart.
3. Accepted (two of): a false caption under a real photo · cropping an image tightly so the context disappears · hiding an old date or inventing a new one · swapping the order/location.
4. Accepted (three of): When and where was the image originally taken? · Does it already appear earlier with a different caption? · Do reputable sources report the same thing? · Do the weather/season/signs in the language match the claimed story?
5. You upload an image (or its address) to a search engine instead of searching for words. You see where else the image appears, when it first showed up and in what context — that's how you expose an old or out-of-context real photo. Full marks: names “where else” + “when first” + “in what context”.
Worksheet 4 — Why false stories work & what I can do
1. Headline check (3 points)
Read the (entirely made-up) headline and decide: real or fake? Name three warning signs you can spot it by.
“SHOCK: The town council of Rockmoor is banning ALL dogs from tomorrow — only those who share THIS post get to keep theirs!”
Real or fake?
Three warning signs:
2. Why do we share so fast? (2 points)
Why do false stories often spread faster than sober news?
3. The 3-step check (3 points)
Name the three steps that almost always help before you believe or share a piece of news:
4. In the family chat (3 points)
An alarming “breaking news” post with no source pops up in your family chat and gets everyone worked up. What do you do? Describe your steps:
5. Shared responsibility (2 points)
Do you share responsibility when you forward an unchecked false story? Give your reasoning:
Total points: ___ / 13
🔑 Answer key — Worksheet 4
1. Fake. Warning signs (three of): capitalised “SHOCK” & strong emotion · an invented place (Rockmoor) and an implausible claim · pressure to share immediately, with a reward/threat · no verifiable source · found nowhere else on reputable outlets.
2. False stories work through emotion and speed: whatever makes us angry, anxious or gleeful gets shared faster — without thinking. In echo chambers, like-minded people reinforce each other, and the correction rarely reaches everyone who already saw the lie.
3. Pause (don't share straight away) · check the source (who says so — lateral reading) · compare several independent sources (do reputable outlets report the same thing?). Accepted: a reverse image search as part of “checking the source/image”.
4. Stay calm, do not forward it straight away. Pause first, then check the source (is there even one?) and cross-check at a fact-checking portal or reputable outlets. If needed, kindly post the correction with evidence, rather than shaming anyone.
5. Yes. Forwarding something unchecked gives the lie more reach and credibility — even without bad intent. Full marks: a clear position + at least one reason (reach, trust, possible harm to those affected).
Class test 30 points
Final test across all topics. Suggested time: 30–40 minutes. Answer key and grading rubric follow directly underneath.
Part A: Multiple choice 1 pt each · 6 pts
Tick the one correct answer in each case.
1. What is the difference between disinformation and misinformation?
- There is none — both words mean the same thing
- Disinformation is deliberate, misinformation is spread by accident
- Misinformation is always a crime, disinformation never is
- Disinformation is only in newspapers, misinformation only online
2. What is the first and most important step when a piece of news upsets you strongly?
- Forward it to everyone at once so they all know
- Pause and don't share straight away
- Comment on the headline in capital letters
- Trust the source because it sounds convincing
3. What does “lateral reading” mean?
- Reading a page especially slowly and thoroughly from top to bottom
- Checking in several tabs who is behind a source
- Reading texts from right to left
- Reading only the headline and sharing
4. What is a reverse image search especially useful for with fake news?
- Telling whether a photo looks pretty
- Finding out where a photo comes from and whether it is out of context
- Automatically beautifying photos
- Finding the photographer's phone number
5. A site is named almost like a real news portal but looks a bit odd. What is it most likely?
- A primary source
- An imprint
- A doppelgänger domain
- A fact check
6. Which is a typical warning sign of a false story?
- A factual headline with a date and a source
- Sensational capital letters, strong emotion and pressure to share now
- A sober report from several independent outlets
- A clearly labelled opinion piece
Part B: Short answer 2 pts each · 8 pts
7. Explain in 1–2 sentences what fake news is:
8. Name four typical warning signs of a false story:
9. Why can a real photo still mislead you?
10. Name the three steps of the check to use before you believe or share something:
Part C: Application 10 pts
11. In a class chat you get a dramatic photo with the headline “Major fire at our school today!” — but you were just there and everything was quiet. Describe step by step how you would check whether the story is true (5 pts):
12. In the family chat, someone shares an unchecked “breaking news” post with no source that gets everyone worked up. Explain in 3–4 sentences what you do and why (5 pts):
Part D: Reflection 6 pts
13. Discuss in 5–8 sentences: “Do I share responsibility when I forward a piece of news unchecked?” Argue both for AND against, then take a reasoned position of your own.
🔑 Answer key for teachers — Class test
Part A: 1b · 2b · 3b · 4b · 5c · 6b
Part B:
7. Fake news is false or misleading news that looks like a real report (claims, headlines, photos taken out of context) and is meant to push us toward a particular opinion or action.
8. Four of: sensational capital letters/strong emotion · pressure to share now · no verifiable source / no imprint · an odd web address (doppelgänger domain) · found nowhere else on reputable outlets · a missing or invented date.
9. Because the photo can be real but taken out of context or recycled — e.g. an old image with a new, false caption. It isn't the picture that lies, but the context.
10. Pause · check the source (who says so — lateral reading) · compare several independent sources. (A reverse image search counts as part of checking the image/source.)
Part C:
11. Ideal answer (≈ 1 pt each): don't believe/share straight away · trust your own knowledge (you were there) · ask for a verifiable source · reverse-search the photo (old? different place?) · check whether reputable outlets or the school report anything, rather than spread it. Bonus: calmly set the record straight in the chat.
12. Ideal answer: stay calm, do not forward it (1) · pause and look for the source (is there one?) (2) · cross-check at a fact-checking portal or reputable outlets (1) · kindly post the correction with evidence (1).
Part D:
13. Full marks: a nuanced discussion with clear pro/con arguments and a reasoned position of one's own. Against responsibility (rarely): “I didn't invent it, only passed it on”. For responsibility: sharing unchecked gives the lie reach and credibility, can harm those affected and erode trust — even without intent. The depth of the argument is graded, not the position.
Grading rubric
| Points | Grade (DE/AT) | Grade (CH) | Assessment |
|---|---|---|---|
| 27 – 30 | 1 / Very good | 5.5 – 6.0 | Complete understanding, independent reflection, confident use of the checking methods. |
| 23 – 26 | 2 / Good | 4.5 – 5.0 | Confident knowledge, minor gaps, reflection present. |
| 18 – 22 | 3 / Satisfactory | 3.5 – 4.0 | Basics understood, application/reflection superficial. |
| 14 – 17 | 4 / Sufficient | 3.0 – 3.4 | Key terms present, many gaps in application. |
| 0 – 13 | 5 / Insufficient | < 3.0 | Basic terms not understood — extra support recommended. |
Grades follow the DE/AT 1–5 and CH 1–6 systems; map the point bands to your own grading scale as needed.
Weighting recommendation
- Knowledge (Parts A + B): 14 pts — testable with a clear right/wrong line.
- Application (Part C): 10 pts — room for partial marks per task (grade the steps individually).
- Reflection (Part D): 6 pts — grade the depth of the argument here, not the position taken.
Homework collection — 3 difficulty tiers
3 tasks per topic: Easy Medium Challenging. Answer hints are in expandable details directly underneath (collapsible on screen, always open when printed).
Topic 1 — What is fake news?
Explain to an adult (parents, grandparents) in your own words what fake news is. Write down in 3 sentences what you said.
🔑 Answer hint
Accepted: a correct short definition (false/misleading news meant to look real) and at least one example. Bonus: no unexplained jargon.
Make a table with 5 example statements × the columns “fact / opinion / false story?” and a short reason. Make up your own, entirely fictional examples (no real people or outlets).
🔑 Answer hint
Full marks: all columns filled in, with the reason separating a checkable fact, a personal opinion and deliberate deception. Example entry: “‘It will rain tomorrow’ | checkable factual claim | no, not deception”.
On a reputable fact-checking portal (e.g. correctiv, Mimikama), research a debunked false story. Summarise on 1 A4 page: what was claimed, what was really true, how was it checked?
🔑 Answer hint
Accepted: the fact-checking source named, a factual summary, clearly separated: claim / reality / how it was checked. Bonus: own judgement on which warning sign gave the hoax away. Note: watch for sensitive topics; provide preset choices if needed.
Topic 2 — Checking the source & lateral reading
Describe in 4–5 sentences what “lateral reading” is and how you apply it to a site you don't know.
🔑 Answer hint
Accepted: don't dwell on the site itself, open new tabs to check who is behind it and what others say about the source. Bonus: an example search term given.
Find the imprint / “about” of three reputable websites you know. Note for each: who is responsible, is there an address, does it look trustworthy? Then consider what a missing imprint might mean.
🔑 Answer hint
Accepted: three imprints documented (who is responsible, address). Insight: a missing or hidden imprint is a warning sign. Bonus: a note on doppelgänger domains.
Explain on 1 A4 page why professionals read “laterally” rather than “vertically”. Use the main page in “In Detail” mode as your source and give one example of tracing a claim back to its primary source.
🔑 Answer hint
Vertical reading = dwelling on the suspicious page; lateral = checking outwards. Full marks: the difference correct, a primary-source example (claim → who reported it first → original document), in the student's own words.
Topic 3 — Date, context & recycled photos
Design a small “context checklist” as a memo card (postcard size) with at least 6 questions to ask of a photo with a headline.
🔑 Answer hint
Accepted: 6+ questions (When/where was it taken? Seen earlier? Who says so? Reputable sources? Does the context fit?). Bonus: poster-/memo-worthy, own symbols.
Using a made-up example, explain how a real old photo becomes a false story through a new, wrong caption. Write both captions (true & misleading) and explain the trick.
🔑 Answer hint
Accepted: a plausible fictional example, both captions present, the explanation names “real image, false context”. Bonus: states how a reverse image search reveals the original date.
Off-site practice: At home, carry out a real reverse image search on a harmless image of your choice (e.g. a well-known press photo). Document on 1 A4 page: where did the image originally come from, when did it first appear, in what context?
🔑 Answer hint
Accepted: a documented search with a result (first source, date, context). Bonus: reflection on how an out-of-context image would be exposed this way. Note: only harmless images, no private people — this task deliberately runs outside the demo, with a real search tool.
Topic 4 — Headlines, emotion & staying safe
Write your personal “3-step check” large on a sheet (to put up) and explain each step in one sentence.
🔑 Answer hint
Accepted: Pause · check the source · compare several sources — each with a short explanation. Bonus: poster-worthy, a calm tone.
Write three entirely fictional clickbait headlines (invented places, no real people/brands) and mark for each which emotion it exploits (fear, anger, curiosity, schadenfreude).
🔑 Answer hint
Accepted: three clearly fictional headlines, the exploited emotion named for each. Bonus: an explanation of why emotion speeds up sharing. Important: use no real actors.
Create an awareness campaign for your year group: 1 poster or a 60-second short-video script on “Check first, then share”.
🔑 Answer hint
Accepted: audience-appropriate (no jargon), a clear message, at least one concrete checking method. Full marks: attractively designed, a calm tone rather than scaremongering, includes a call to action.
Parent-letter template
You can adapt this template to your school and class. Replace the [placeholders in purple] with your own details and print the template for your class.
[Your school]
[Address]
[Date]
To the parents of class [Year X]
Subject: Teaching unit “Fake news & disinformation — media literacy”
Dear parents,
over the coming [weeks / double lesson] your child's class will be looking at fake news and disinformation. False stories often land first in the family or class chat — as a sensational headline, an invented claim or a photo taken out of context. We want to enable your children to recognise such content calmly, check it critically and handle it prudently — without fear, but with an alert eye.
What your child will learn:
- What fake news is — and the difference between deliberate disinformation and accidental misinformation.
- Why false stories spread so quickly through emotion and speed.
- How to check the source (“lateral reading”: who is behind it, where the information comes from).
- How to read the date and context of a photo and expose recycled real photos with a reverse image search.
- How to check a headline calmly in a few steps instead of sharing it straight away.
- Responsibility: why you don't forward anything unchecked — not even “just quickly”.
Material and source: We use the freely available learning platform fakenews-verstehen.webhoch.com, provided by the Austrian agency Webagentur Hochmeir e.U. under a free licence (CC BY 4.0). All headlines, sources and examples shown are entirely fictional — no real people, brands or outlets. The content is prepared in an age-appropriate way for [Years 7–10].
How you can support at home:
- Talk with your child about content that seems “too good/too bad to be true” online.
- In the family chat, pause briefly yourself before forwarding an exciting story — setting an example works.
- Practise together: with a questionable message, first look for the source and cross-check at a fact-checking portal.
- Encourage your child to pause briefly and check the source before sharing.
Important notes:
- No real people, brands or outlets are singled out in the lesson; all examples are entirely fictional.
- We deliberately treat the topic calmly and without scaremongering — the aim is competence, not fear.
- If you have questions or concerns: [Your email address]
We are glad that your child is gaining this important future skill — and we appreciate your support along the way.
Kind regards,
[Your name]
[Role / class teacher]
Curriculum mapping
This unit covers core learning areas of media literacy. In general, it maps to lower-secondary media-literacy / computing curricula (≈ Years 7–10, ages 12–16). The mapping below is adaptable to the Austrian, German and Swiss education standards for lower secondary.
Curriculum references (general lower-secondary media literacy / computing; AT: Digitale Grundbildung; DE: media-literacy framework / KMK “Bildung in der digitalen Welt”; CH: Lehrplan 21, “Medien und Informatik” module)
| Subject / area | Competence / standard | Topics |
|---|---|---|
| Computing / digital literacy | Search, evaluate and situate information; understand how platforms work in outline | 1–2 |
| Media literacy | Analyse & evaluate media; check sources critically (lateral reading); recognise disinformation | 3–5 |
| Language / English | Argue, discuss, justify positions; manipulation in language & headlines | 5–6 |
| Ethics / religion | Responsibility in a digital world; shared responsibility when forwarding | 6 |
| Civics / citizenship | Forming opinions, the public sphere, disinformation & democracy | 1–2, 6 |
Competence matrix (Bloom's taxonomy)
| Level | Name | Example from this unit |
|---|---|---|
| L1 | Knowledge | Name terms (disinformation, misinformation, lateral reading, doppelgänger domain, reverse image search) |
| L2 | Comprehension | Explain the difference “disinformation vs. misinformation” and “opinion vs. false story” |
| L3 | Application | Apply lateral reading, check a headline in 4 steps, solve the “Headline check” |
| L4 | Analysis | Spot warning signs in the “Headline check”; analyse “a real photo ≠ a true story” |
| L5 | Evaluation | Develop their own position on “shared responsibility when forwarding?” |
| L6 | Creation | Design an awareness campaign / memo card (Homework 3.1 / 4.3) |
Time allocation
| Variant | Breakdown | Recommended for |
|---|---|---|
| Double lesson (90 min) | Intensive workshop, all topics in excerpts, one worksheet | Project day, cover lesson, taster course |
| Weekly module (3 × 50 min) | Day 1: What & checking the source (topics 1–2); Day 2: Date, context & photos (topic 3); Day 3: Headline check + test (topic 4) | Standard lessons across one week |
| 5-week project (5 × 90 min) | One double lesson per topic, own research projects, final presentations | In-depth study, project work, gifted-and-talented support |
| Project week (5 × 4h) | Days 1–4: deep dive into the topics with own research · Day 5: campaign presentations + test | “Media literacy” themed week, IT summer camp |
Where do I connect this?
- Helpful beforehand: basic knowledge of the internet / smartphone / social media. Familiarity with the term “app”.
- Follow-on links: source criticism in history/language lessons, civics (forming opinions & democracy), cyberbullying prevention. Related sister sites: Understanding deepfakes (AI-faked images, voices & video), Staying safe online (scams, login & payment traps), Understanding data protection (why platforms know what upsets us).
- Beyond the classroom: fact-checking portals (e.g. correctiv, Mimikama) for cross-checking; the reverse image search of any search engine as a tool.