You will learn
- Define misinformation.
- Spot misleading images.
- Spot misleading statistics.
- Pause before sharing.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Pause.
- Check the source.
- Check the image or numbers.
- Share only if verified.
Words to know
false information shared without intent to harm
false information spread on purpose to mislead
a number presented so it gives a false impression
shown without its true background
1. Discover: The shared photo
A photo of a flooded street goes around with the caption “Flood in our town today!” In fact, it is from another country years ago. It is out of context. Sharing it unknowingly is misinformation. Someone who made it up to cause panic is spreading disinformation.
Another post says, “Five times more accidents on Road A!” but Road A has 5 accidents and Road B has 1, and Road A carries far more cars. It is a misleading statistic.
Kemi pauses, checks the source and does not share.
Think: What should you do before sharing?
2. Understand: Think before you share
Idea 1: Kinds
Misinformation is false but shared innocently; disinformation is spread on purpose.
Idea 2: Tricks
Photos can be out of context; numbers can be a misleading statistic.
Idea 3: Pause
Pause, check the source, and share only what you have verified.
3. Worked examples
Example 1 (I show you): Out of context
Why is the photo misleading?
- Old and elsewhere.
Answer: it is from another country years ago
Example 2 (We do it together): Disinformation
What is disinformation?
- On purpose.
Answer: false information spread on purpose
Example 3 (You try): Pause
What did Kemi do?
Show the steps and answer
- Paused and checked.
Answer: she paused, checked the source and did not share
Did you know?
False stories often spread faster than the truth because they stir strong feelings.
Why this matters
Avoiding false information protects you and your community.
4. Explore: Truth check
Test a post.
- Find a viral post.
- Check the source.
- Check the image.
- Decide whether to share.
Think about it: what did you notice?
You can spot false information.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The claim is ___.
- The source is ___.
- The image is ___.
- I will / will not share because ___.
Guided practice
Question 1. False information shared innocently is ___.
misinformation
Question 2. False information spread on purpose is ___.
disinformation
Question 3. A number giving a false impression is a ___ statistic.
misleading
Independent practice
Level 1: Start
- False information shared innocently is ___.
- False information spread on purpose is ___.
- A number giving a false impression is a ___ statistic.
- Shown without its true background is out of ___.
- The photo was from another ___.
Level 2: Grow
- How many accidents on Road A?
- What did Kemi do before sharing?
- What stirs people to share false stories?
Level 3: Stretch
- Should we share unverified posts?
- Can photos be out of context?
- Can statistics mislead?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Check a viral post and write a short explanation of whether it is true.
Show a sample answer
a fact-check
Another one. Talk with a family member about a post you checked before sharing.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can define misinformation.
- I can spot misleading images.
- I can spot misleading statistics.
- I can pause before sharing.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Pause.
- Check the source.
- Check the image or numbers.
- Share only if verified.
11. Next lesson
Next lesson: Responsible digital communication. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define misinformation and disinformation. [2 marks]
- Why was the flood photo misleading? [1 mark]
- Why is five times more accidents misleading? [2 marks]
- Name two steps before sharing. [2 marks]
- Explain how to avoid spreading false information. [3 marks]
Total: 10 marks.
Marking guide and model answers
- misinformation is false information shared without intent to harm [1]; disinformation is spread on purpose [1]
- it was old and from another place [1]
- it hides the actual numbers [1]; it ignores how many cars use each road [1]
- pause [1]; check the source [1]
- pause and check the source [1]; check images and numbers [1]; share only what is verified [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- False information shared innocently is ___.
- False information spread on purpose is ___.
- A number giving a false impression is a ___ statistic.
- Shown without its true background is out of ___.
- The photo was from another ___.
- How many accidents on Road A?
- What did Kemi do before sharing?
- What stirs people to share false stories?
- Should we share unverified posts?
- Can photos be out of context?
Homework
Talk with a family member about a post you checked before sharing.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. False information shared innocently is ___. | misinformation | 1 |
| 2. False information spread on purpose is ___. | disinformation | 1 |
| 3. A number giving a false impression is a ___ statistic. | misleading | 1 |
| 4. Shown without its true background is out of ___. | context | 1 |
| 5. The photo was from another ___. | country | 1 |
| 6. How many accidents on Road A? | five | 1 |
| 7. What did Kemi do before sharing? | paused and checked | 1 |
| 8. What stirs people to share false stories? | strong feelings | 1 |
| 9. Should we share unverified posts? | no | 1 |
| 10. Can photos be out of context? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 misinformation; 2 disinformation; 3 misleading; 4 context; 5 country. Level 2: 1 five; 2 paused and checked; 3 strong feelings. Level 3: 1 no; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Define misinformation | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Spot misleading images | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Spot misleading statistics | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Pause before sharing | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: define misinformation; spot misleading images; spot misleading statistics; pause before sharing.
Prerequisite knowledge. Evaluating online information.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 6 » Writing; Grade 6 » Reading: Informational Text; Grade 6 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RI.6.8 and W.6.8 (evaluate claims and credibility); Cambridge Primary English Stage 6 (media and misinformation). These sources informed the lesson.