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Lesson Plans

Lesson plan: How to fact-check scientific claims that you see online

February 7, 2023

 

Overview

Misinformation on social media platforms spreads easily because it rewards users who share the most “sensational, eye-catching” claims, according to a 2023 University of Southern California study.

False scientific claims that evoke strong emotions exploit this system, such as the posts on social media falsely connecting NFL player Damar Hamlin’s medical emergency during a game to the coronavirus vaccine. Students will learn how to recognize when their social media feeds become an echo chamber and identify and evaluate scientific claims.

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Objectives

  • You will understand what an “echo chamber” on social media is and how to break out break out of one.
  • You will evaluate a scientific claim on social media to determine if it is credible.

Subjects

social studies, english, ELA, journalism, science

Estimated Time

45-minutes

Standards

Next Generation Science Standards (NGSS) Appendix M

APPENDIX M – Connections to the Common Core State Standards for Literacy in Science and Technical Subjects

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (grade 6)

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (grade 8)

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (grades 9-10)

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (grades 11-12)

Supplemental Links

How to fact-check scientific claims you see online | ActivityHow to fact-check scientific claims you see online | Teacher TipsShare feedback about this lesson

Full Lesson

View

Directions: Watch the MediaWise Teen-Fact Checking Network (TFCN) video and answer the questions. Check out the key vocabulary below.

DISCUSSION QUESTIONS

Warm Up

1. What are three key pieces of information about the Damar Hamlin case?

2. Early coronavirus vaccine misinformation spread online about soccer player Christian Ericksen who collapsed during a game in 2021. How was it proven untrue?

3. Compare the credentials of Toby Roberts and Matthew Martinez. Who would be a more credible source of information about how vaccines impact an athlete? Why?

4. What three things should you do when you see scary scientific claims online?

Dig Deeper

1. What controversial social movement does the Instagram post debunked in the video invoke to create a strong emotional reaction?

2. What elements in the post help this type of sensational claim seem more credible and cause misinformation to spread?

3. What indicators can help you notice if you are stuck in an “echo chamber” in social media feeds? Why is it important to be aware of how algorithms choose content for your newsfeed?

KEY VOCABULARY

  1. Echo chamber — When social media algorithms promote similar content, sometimes misinformation, over and over again in your feed.
  2. Lateral reading — Evaluating the credibility of a source by comparing it with other sources online.

ACTIVITY

Find a scientific claim in one of your social media feeds, a science news article assigned by your teacher or choose one from the HHMI BioInteractive Science News website. Complete the activity in this handout provided in the lesson links.

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covid-19damar hamlinJournalismlesson planmedia literacymediawiseMisinformationNews & Media LiteracyNFLPoynter Institutereliable sourceresearchSRLstudent reporting labswikipedia

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