You already know how to judge whether a source looks reliable. Today's question is different. When something online is wrong, was it an honest mistake, or did someone mean to mislead you?
You will sort cases into misinformation, disinformation, or true but misleading, and explain each choice. Then you will talk about why intent, meaning what the person was trying to do, changes how you should respond.
- Misinformation is false information shared by someone who thinks it is true, so it is an honest mistake.
- Disinformation is false information made up or shared on purpose to fool people, so it is a trick.
- True but misleading means real facts are used to give you the wrong idea.
The difference is intent, meaning what the person was trying to do.
Work with a partner. One of you makes up a one-line false claim for a group chat, and the other says whether it sounds like a mistake or a trick, and why. Do not make it about anyone you know.
"Bus is cancelled tomorrow, my cousin said."
"Free concert tickets if you share this link."
Or make one up about a wrong match time, a shop that is not really closing, or a mixed-up exam date.
Your teacher will use the activity below on the board to sort the first case with the class, so you do not need to drag anything yet. In the next step, Class Play, you will sort all three cases on your own device. Each case goes into the bucket that fits it best.
For every case, be ready to answer these questions.
- What is false, wrong or twisted here?
- Does it look like an honest mistake, a trick done on purpose, or a true detail used to mislead?
- What extra evidence would make you change your mind?
Your reasons matter most, so be ready to explain your choice.
Mistake, trick, or true but twisted?
Now everyone sorts all three cases on their own device. The first is the one you just did, so round 1 is a warm-up.
You can change your answer until the time runs out. You also choose how sure you are: just checking, fairly sure, or certain. The more sure you say you are, the more points you win if you are right, and the more you lose if you are wrong. Points go to your table, so you can talk it over quietly first.
When a round closes, the board shows how the class answered and which bucket the case belongs in. Then your teacher will ask why, because explaining your answer matters more than getting it right.
Class Play
The same false claim can need a different response, depending on the intent behind it. Work through this case with a partner.
“The under-16s pitch is closed all month because of a dangerous chemical spill.”
The table has two versions. Answer the questions for Version A first, and then again for Version B.
| Version A: Jamie | Version B: an unknown account | |
|---|---|---|
| What happened | Heard it from a cousin, believed it, and posted it to the club group so teammates would not travel for nothing. | Invented the spill story to stop a rival club using the pitch on match day. |
| Misinformation or disinformation? | Decide, and say what your evidence is. | Decide for this version too, and say what your evidence is. |
| If you saw this post, what would you do first? | Decide for this version. | Decide for this one separately: the answer may be different. |
Then answer this in one sentence. Why does intent change how you should respond, even when the words on screen are exactly the same?
Each version fits one label best, but there is more than one good way to respond, so be ready to explain yours to the class.
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