Fact-Checking Using Online Tools: Snopes, FacCheck and Politifact

Ask the students to discuss in pairs any stories they have heard in the news. Gather the students and make a list of current stories in the news.

Looking at our list, how do we know if these stories are true? Have students had experiences with misinformation? Students discuss as pairs and then come together as a class. Make a list of positive and negative consequences of sharing information on the Internet.

The goal of this lesson is to gain skills to investigate and distinguish between credible and unreliable sources.

1. What are the characteristics of unreliable information (fake news) Students discuss in pairs then join as a class. Write the ideas on the board. Here are ideas to include:

• sensational headlines
• lack of author attribution
• biased language
• unsupported claims

2. What are the characteristics of reliable sources? Again have students discuss as pairs then join as a class and write answers on the board. Indeas to consider:

• established news organizations (why? they fact check)
• government websites
• expert opinions
• peer reviewed resources (journals)

3. One of the important considerations is the author. What makes an author credible? pairs/class put answers on the board. Ideas to consider:

• expertise: consider the author's qualifications, affiliations and experience
• crediblity: look critically especially if the source is unknown or cannot be verified
• bias: consider any bias or commercial interest and how it might influence the author.

4. HOw do we find out if the information is credible or not? Have students discuss then share as a class. Consider these  fact-checking techniques:

• find multiple sources of the information
• verify the information with reliable surces
• check for the publication date
• use fact-checking websites and tools-

5. Demonstrate three fact-checking sites: Snopes, FactCheck and Politifact

For this practice select one of the stories the students mentioned earlier or an article you have chosen. Students will use the three fact-checking websites just demonstrated to investigate the story. On the board make a table to gather the information about the article. Add the three websites down the side. Add a column for students to mark if it is credible or not. Add a second column for why they think their evaluation is true.

Divide the class into groups of two to four.  Assign one of the fact-check websites. As a group, the students check on the credibility of the story.

Groups investigate the story and determine if it is factual or misinformation. Groups gather back as a class and share their findings, on the board and in discussion.

Each student write a paragraph (using Google Docs, Microsoft Word or on paper) about what they learned about misinformation and how to investigate whether or not something is true of false infomation.

Students share their paragraphs with their partner. Students peer review each other's paragraphs, looking for ways to improve the paragraphs. Students share their paragraphs with the teacher.

The teacher shares pargraphs written by the students with the class to start a discussion of fact checking, and class conclusions. How can this apply in everyday life? 

What are the best practices we can use daily?