Math: Statistics & Probability: Graphs 21&22 I
Fake News, Fake Data STUDENT HANDBOOK, PAGE 60
Objective: Students will describe errors or misleading aspects of graphs and suggest how to make the graphs more accurate. 1 Warm-Up: • Ask students about any sources they use to learn about current events or other topics. • How do they know whether they can trust a source? • Ask students whether they ’ ve ever been taken in by a fake news story. Ask: Why do you think fake news stories can be easy to believe? • Ask: Has anyone come across a news story recently that they’re not sure is fact or fiction? What steps can you take to find out? • Does fake news endanger the public? Why or why not? 2 Read: You may read “Fake News, Fake Data” aloud or ask students to read with partners or independently. Start by telling students that the article will tell them about fake news based on faked data, including misleading graphs. As students read, have them think about how the subheadings help the reader anticipate the content of each section. After reading, ask students to choose one section to summarize. Invite volunteers to share with the group. (Example: In the “Crumbling Standards” section, the article discusses how the rise of cable news, the internet, and social media have led to declining objectivity and accuracy in news that is shared.) (Summarize)
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