Different First Steps for Different People

Different First Steps for Different People

Lesson 4 of 4 in this unit

  • Secondary
  • Year 9 - 10
  • Humanities and Social Sciences
  • Civics and Citizenship
  • Environmental
  • Energy
  • ...

Lesson summary

Students will use their knowledge of identifying misinformation and disinformation to develop a survey designed for a specific age group in Australian society. The survey will determine how their assigned age group consumes media and fact-checks information.

Learning intentions

Students will:

  • understand some of the ways to check the validity of a source
  • understand the different needs and challenges of age groups in identifying misinformation and disinformation.

Success criteria

Students can:

  • articulate key communication needs of their assigned age group 
  • apply these needs to a short survey explicitly designed for their age group audience.

Lesson guides and printables

Lesson Plan

Curriculum links

Select your curriculum from the options below.

Lesson details

Skills

This lesson is designed to build students’ competencies in the following skills:

  • creative thinking
  • critical thinking
  • collaboration
  • communication
  • empathy
  • reflection
  • social skills

Curriculum Mapping

Australian Curriculum (v9.0) content description: 

Year 9, Civics and Citizenship 

Students learn to: 

  • create descriptions, explanations and arguments using civics and citizenship knowledge, concepts and terms that incorporate evidence (AC9HC9S05).

Year 10, Civics and Citizenship

Students learn to: 

  • create descriptions, explanations and arguments using civics and citizenship knowledge, concepts and terms that incorporate evidence (AC9HC10S05).

Relevant parts of Year 9 Civics and Citizenship achievement standards: Students use civics and citizenship knowledge, concepts and terms to develop descriptions, explanations and evidence-based arguments. 

Relevant parts of Year 10 Civics and Citizenship achievement standards: Students use civics and citizenship knowledge, concepts and terms to develop descriptions, explanations and arguments that synthesise evidence from sources.

NSW Syllabus outcomes:

A student:

  • evaluates the roles and responsibilities of individuals within the Australian community (WE5-4).

General capabilities: Critical and Creative ThinkingDigital LiteracyLiteracyPersonal and Social CapabilityEthical UnderstandingIntercultural Understanding

Cross-curriculum priority: Sustainability 

Level of teacher scaffolding: Medium – facilitate student discussion and identification of information needs for different age groups.

UN Sustainable Development Goals

UN SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

  • Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.

Resources Required

  • Device capable of displaying audiovisual material
  • Paper for taking notes (1 per group)
  • Student devices
  • Whiteboard

Additional Info

Cool.org thanks our philanthropic funder, Boundless Earth for their generous contributions and collaboration in creating these resources.

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