Fake News & Misinformation wellbeing lesson plan
A senior secondary lesson for Years 10 to 13 that helps Australian teachers introduce misinformation, media manipulation and critical digital thinking through a structured, ready-to-teach lesson. Students learn to recognise common signs of misinformation, understand how misleading content spreads online, and practise strategies for checking information before sharing or acting on it.
Online Safety, AI & Digital Literacy
Snapshot
Fake News & Misinformation
This lesson gives teachers a structured way to introduce misinformation and critical digital thinking without needing extra preparation. Feedback: 4.0/5 from 72 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising misinformation and responding with critical digital thinking
Lesson Format
Teacher-led discussion and structured activities
What students will learn
By the end of the lesson, students will be supported to:
Recognise
recognise common signs of misinformation and misleading content online
recognise how stereotypes or unfair representations can appear in shared content
recognise the difference between opinion, satire and verified information
Understand
understand why misinformation can spread quickly online, including through AI-generated content
understand how misinformation can affect individuals, groups and public understanding of an issue
understand that sharing information online carries a level of responsibility
Practise
practise checking sources before sharing or acting on information
practise using respectful language when discussing misinformation or contested topics
practise responding safely when they encounter misleading or harmful content online
Who this lesson is for?
This lesson is designed for senior secondary students in Years 10 to 13 who are building digital literacy and critical thinking skills as part of everyday online life.
It is suitable for:
senior secondary wellbeing lessons
PDHPE or digital literacy programmes
pastoral care or advisory sessions
media literacy or civics-related learning
classes preparing to discuss online communication and information sharing
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing digital literacy or media literacy topics Use when students need a clear starting point for talking about misinformation and reliable sources.
Building classroom culture around respectful online communication Use when reinforcing expectations for sharing and discussing content responsibly.
Reinforcing critical thinking skills Use when connecting digital literacy to broader subject or curriculum learning.
Supporting inclusion in online spaces Use when helping students notice how misinformation can misrepresent particular groups or communities.
Practising safe responses to misleading content Use when students are learning how to check information and respond calmly rather than react or share without checking.
Preparing for broader digital citizenship learning Use when introducing wider conversations about online behaviour, privacy and digital footprints.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Misinformation is part of everyday online life for most senior secondary students, whether they encounter it through social media, messaging apps or AI-generated content. Building the ability to pause, check and think critically is a practical skill rather than a reaction to a single problem. This lesson supports students to build language and confidence for questioning content before accepting or sharing it. It also encourages them to consider how misinformation can shape unfair views of people or groups, connecting digital literacy with broader respect and fairness. Teaching this proactively helps students build habits they can use across school, social and future work contexts, rather than only responding after misleading content causes confusion or harm.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Critical thinking Students practise questioning and checking information before accepting it as true.
Digital literacy Students build understanding of how misinformation, including AI-generated content, spreads online.
Social awareness Students consider how misinformation can misrepresent people or groups.
Communication skills Students practise discussing contested or misleading content respectfully.
Responsible online behaviour Students reflect on the impact of sharing information without checking it first.
Confidence in digital spaces Students build practical strategies for navigating online content with more assurance.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Set expectations for privacy, including not naming classmates or sharing personal social media stories
Use general examples rather than real, identifiable individuals or current events unless your school context supports this
Make clear the discussion is about checking information critically, not personal accusations
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe
During delivery
Use scenarios rather than personal disclosures when discussing examples of misinformation
Encourage students to focus on how content is created and shared, rather than debating specific political or contested topics
Give students time to practise language for questioning or checking information
Reinforce that noticing misinformation is a skill, not a test of prior knowledge
Supporting safe discussion
Remind students that disagreement is fine, but discussion should stay respectful and general
Avoid asking any student to speak on behalf of a particular group or identity
Encourage students to pass on questions they are unsure about rather than guessing publicly
Adaptation options
Use small group discussion for students who prefer lower-stakes sharing
Extend discussion into AI-generated content for classes with stronger digital literacy backgrounds
Spend more time on source-checking strategies if students need additional scaffolding
