Fact or Opinion Slides Lesson 1: Training Day
Digital Detective Academy
Case #101: Distinguishing Fact from Opinion
Classified Information
Detective Warm-up
Two Truths and a Lie
Can you spot the fake information? Look closely at these "facts" found online:
1 Sea turtles can breathe through their butts.
2 Cows have four stomachs to help them digest grass.
3 Elephants are the only animals that can't jump.
What is a Fact?
The foundation of every good case.
Definition
A statement that can be proven true or false using evidence.
Example
"The sun rises in the east."
Evidence Check:
Photos/Videos
Data/Numbers
Expert Books
What is an Opinion?
Personal feelings, not proof.
Definition
A statement that shows what someone thinks, feels, or believes.
Example
"Winter is the best season of the year."
Clue Words:
Think Believe Best Worst Beautiful Always
The Detective's Code
When we do research, we look for FACTS to support our work.
"Opinions are fine for a blog post or a review, but for a science report? We need evidence that everyone can agree on!"
WATCH OUT FOR BIAS!
Bias happens when someone's opinion is presented as a fact.
Case Study: The Jupiter Report
Report A
Jupiter is the largest planet in our solar system. It is a gas giant with a Great Red Spot. It has at least 79 moons. It is the coolest planet to look at through a telescope.
Report B
I think Jupiter is much better than Saturn. Its red spot looks like a giant eye. Scientists believe it is very pretty. Everyone should visit it if they could.
Which report is more useful for a science project? Why?
Fact or Fiction Worksheet Fact or Fiction Folder
Digital Detective Academy // Lesson 1
Case Personnel
Detective: ____________________
Instructions
Detectives, your first mission is to clear the files. We need to separate Facts (things we can prove) from Opinions (feelings or beliefs). Circle the clue words that help you decide!
Task 1: The Signal Word Bank
Sort these words into the correct evidence box below.
Believe Data Always Proof Think Worst Measure Beautiful Never Records
FACT BOX
OPINION BOX
Task 2: Evidence Check
Read each statement. Mark it as FACT or OPINION and circle the signal word if you find one!
1. Chocolate ice cream is the best flavor ever made.
FACT
OPINION
2. Water freezes at 32 degrees Fahrenheit (0 degrees Celsius).
FACT
OPINION
3. I think that spiders are really scary and creepy.
FACT
OPINION
4. The blue whale is the largest animal to ever live on Earth.
FACT
OPINION
Task 3: Evidence Writing
1. Write one FACT about your favorite animal. How could you prove it?
2. Write one OPINION about your favorite animal. Use a signal word!
Detective's Reflection
Why is it dangerous to only use opinions when you are doing a science or history project?
Fact or Opinion Teacher Guide Teacher Facilitation Guide
Lesson 1: Fact or Opinion Dossier
Grade 4 • ESL/ELL Focus
Learning Objective
Students will distinguish between factual statements and opinions by identifying "clue words" and evaluating the provability of information. This is the first step toward evaluating source credibility.
ESL Support Strategies
Visual Anchors: Use the Fact/Opinion signal word bank as a permanent classroom anchor chart.Sentence Frames: Provide "I think..." and "According to..." frames for verbal practice.Cognates: Emphasize words like "fact" (hecho) and "opinion" (opinión) for Spanish-speaking ELLs.
Materials Needed
Fact vs. Opinion Slides
Fact or Fiction Worksheet
Chart paper/Markers
3 "Secret Folders" (optional)
Lesson Procedure
1
The Hook: "Two Truths and a Lie" (10 mins)
Open the slide deck. Present the three statements on Slide 2. Allow students to vote on which one is the "lie." Reveal: All three are actually facts (yes, sea turtles can respire through their cloaca!). This illustrates that facts can be surprising, but they are always provable.
2
Direct Instruction: The Clue Hunt (15 mins)
Use Slides 3-4 to define Fact vs. Opinion. Key Action: Focus on "Signal Words." Have students act out opinions (expressive faces) vs. facts (stiff, robotic proof).
3
Guided Practice: The Jupiter Case (10 mins)
Show Slide 6. Ask: "Which report would a scientist use?" Guide students to see that Report B contains "I think" and "pretty," which are useless for data collection.
4
Independent Practice: File Clearing (15 mins)
Distribute the Fact or Fiction Worksheet . Walk around to support ESL students with the "Signal Word Bank." Encourage them to read sentences aloud to hear the bias.
Answer Key: Fact or Fiction Worksheet
Task 1: Word Bank
Fact Box: Data, Proof, Measure, Records
Opinion Box: Believe, Always, Worst, Beautiful, Never, Think
Task 2: Evidence Check
1. Opinion (Signal: best)
2. Fact
3. Opinion (Signal: think)
4. Fact
Keyword Search Slides Lesson 2: Tech Skills
Keyword Codebreakers
Case #102: Mastering Search Engine Logic
System Link Active
The Mystery Object
Description:
"This animal lives in Australia. It has a bill like a duck, it lays eggs like a bird, but it has fur like a mammal. It is also venomous!"
What is the fastest way to find its name?
Bad Search (Too Long):
"What is the name of that animal from Australia that looks like a duck and a mammal and has venom?"
Expert Search (Keywords):
"AUSTRALIA DUCK BILL MAMMAL VENOM"
Search Engines aren't People!
They are high-speed matching machines.
No Sentences
Don't use words like "the," "is," or "of." They slow the engine down!
Keywords Only
Use the 2-4 most important nouns and adjectives from your question.
Specific is Better
Searching for "Dogs" gives too many results. Try "Golden Retriever Care."
The Search Funnel
BROAD "Space" 10 Billion Results
BETTER "Mars Planet"
SPECIFIC "Mars Water Evidence"
Add words to "filter" your search and get fewer, better answers!
Codebreaker Challenge
Question A:
"What do Emperor Penguins eat in the winter?"
Question B:
"How long does it take for a plastic bottle to decompose?"
Your Turn:
Turn these into 3-word keyword strings.
Talk to your partner!
Keyword Search Worksheet Search Query Codebreakers
Digital Detective Academy // Lesson 2
Network ID
Analyst: ____________________
Mission: Keyword Extraction
Detectives, search engines can't read long sentences. We must extract the core keywords from our research questions to find the answers we need.
Phase 1: Filler Word Filter
Cross out the "filler" words that don't help a search engine (the, is, what, are, etc.).
What is the average temperature on the surface of Mars?
How many moons does Jupiter have in our solar system?
Phase 2: The Conversion Table
Transform these research questions into high-power keyword strings (3-4 words each).
Research Question
Keyword String
"How do bees make honey from flowers?"
"What are the parts of a plant cell?"
"Who was the first person to walk on the moon?"
"Why is the sky blue during the daytime?"
Phase 3: Search Funneling
If you search for "Dogs," you get 3 billion results. That's too many! Add words to narrow it down.
BROAD
"Sharks"
Too Many Results
SPECIFIC
Better Results
Final Test:
What happens to your search results when you use more specific words?
Keyword Search Teacher Guide Teacher Facilitation Guide
Lesson 2: Keyword Codebreakers
Grade 4 • ESL/ELL Focus
Learning Objective
Students will generate effective keyword search strings by extracting essential nouns and adjectives from research questions. They will understand the relationship between specificity and search result relevance.
ESL Support Strategies
Filler Word Strike-through: Physically crossing out words like "the," "is," and "of" helps students visually separate "content words" from "grammar words."Keyword Walls: Create a "Word Cloud" on the board for a topic (e.g., Space) to help students choose terms.Search Race: Pair students with different English proficiency levels to encourage collaborative negotiation of terms.
Materials Needed
Keyword Search Slides
Keyword Search Worksheet
Computers/Tablets with Internet access
Lesson Procedure
1
The Mystery Hook (10 mins)
Open the slide deck to Slide 2. Give students the Australia animal description. Challenge them to find the answer by typing into a search engine. Observe: Who types the whole sentence? Who types "Australia duck mammal"? Discuss who found the answer fastest and why.
2
The Logic of Engines (10 mins)
Show Slide 3. Explain that search engines use "algorithms" (simple matching) and filler words just create "noise." Emphasize that nouns and adjectives are the most powerful keywords.
3
The Search Race (15 mins)
Give the class a research goal (e.g., "Find the height of Mount Everest"). Have one half of the class search for "Mountain" and the other half search for "Mount Everest height." Compare the first page of results. This demonstrates the "Search Funnel" from Slide 4.
4
Independent Codebreaking (15 mins)
Hand out the Keyword Search Worksheet . Focus heavily on Phase 1 (striking through words). This is crucial for ESL development as it distinguishes grammatical structure from lexical content.
Answer Key: Keyword Worksheet
Phase 1: Filter (Strike-through)
1. What is the average temperature on the surface of Mars?
2. How many moons does Jupiter have in our solar system?
Phase 2: Conversion Table (Examples)
Website Credibility Slides Lesson 3: Credibility
The Site Inspection
Case #103: Evaluating Website Credibility
Source Verification Protocol
Is this Real?
The Pacific Northwest Tree Octopus
"A rare species that lives in trees and is currently endangered due to fashion trends."
It looks professional. It has photos. It has data.
BUT IT IS 100% FAKE.
How can we tell the difference between a real site and a hoax?
The S.I.F.T. Method
Simple steps to check any source.
S
Source
Who wrote it? Are they an expert or an organization?
I
Investigation
What is the purpose? To teach? To sell? To prank?
F
Find More
Do other credible websites say the same thing?
T
Time
When was it written? Is the information up to date?
The URL Detective
.edu / .gov
Highest Credibility. Used by schools and governments.
.org
High Credibility. Used by non-profit groups.
.com / .net
Check carefully! Can be used by anyone to sell or blog.
"The ending of a website address is like a detective's badge. It tells you where the information is coming from!"
Spot the Red Flags!
LOTS OF CAPITALS!
If the site is "yelling" at you, it might be biased or a prank.
Pop-up Ads
Credible sites for research usually don't try to sell you toys or candy.
No Author
If you can't find out WHO wrote it, you can't trust it!
Website Credibility Worksheet The Site Inspection Report
Digital Detective Academy // Lesson 3
Field Agent
Inspector: ____________________
Mission: Website Evaluation
Detectives, use your S.I.F.T. checklist to inspect a website. Not everything on the internet is true! Fill out this report for your assigned site.
Website Name
Website URL (Address)
The S.I.F.T. Inspection
S
SOURCE: Who is the author or organization?
Look for an "About Us" page or a name at the bottom.
Write author name or organization here...
I
INVESTIGATION: What is the purpose of the site?
To Teach Facts
To Sell Something
To Give Opinions
F
FIND MORE: Can you find this same information on another site?
Yes
No
I'm not sure
T
TIME: When was this page written or last updated?
Look for a copyright date (©) or "last updated" at the bottom.
Write the date here...
Final Verdict
Based on your inspection, would you use this website for a school project? Why or why not?
Credible
Unreliable
Detective Stamp Area
Website Credibility Teacher Guide Teacher Facilitation Guide
Lesson 3: The Site Inspection
Grade 4 • ESL/ELL Focus
Learning Objective
Students will evaluate website credibility by applying the S.I.F.T. checklist, identifying domain extensions, and spotting visual red flags like excessive advertising or lack of authorship.
ESL Support Strategies
Acronym Support: S.I.F.T. is a high-cognitive-load task. Model each step with a familiar site (like NASA Kids' Club) before asking students to do it alone.Visual Scavenger Hunt: Instead of reading text, have students first look for "Visual Red Flags" (Slide 5). This builds confidence for students with lower reading proficiency.Checklist Scaffolding: The worksheet uses simplified definitions for Source, Investigation, etc.
Materials Needed
Lesson Procedure
1
The Hoax Hook (10 mins)
Project the Pacific Northwest Tree Octopus website. Ask: "Is this animal real?" Let students explore the site (or show Slide 2). Most students will initially believe it. Reveal the hoax and explain: Even sites that look professional can lie.
2
Direct Instruction: S.I.F.T. (15 mins)
Explain the acronym using Slide 3. Focus on .EDU/.GOV/.ORG: Explain that these are harder to get than a .COM. Model finding the "About Us" page on Nat Geo Kids.
3
The Site Inspection (20 mins)
Assign each student (or pair) a website. It's best to have one group do a known hoax (like "Dihydric Monoxide") and one do a credible site (like "Smithsonian Kids"). They must fill out the Website Credibility Worksheet .
4
The Verdict Share-Out (5 mins)
Students present their "Final Verdict." If they said a site was "Unreliable," they must list at least two red flags.
Warning: Digital Hoax Examples
Use these carefully to illustrate that the internet can be tricky!
Save the Guinea Worm: (Bias check)All About Explorers: (Accuracy check - it says Christopher Columbus discovered the internet)Dog Island: (Absurdity check) Triple Check Slides Lesson 4: Verification
Triple Check Verification
Case #104: The Rule of Three and Lateral Reading
Evidence Confirmation Protocol
One Source is Never Enough
The Suspect's Alibi
"I was at the library at 3:00 PM!"
As a detective, do you believe them just because they said it?
Check the security cameras.
Talk to the librarian.
Check their library card records.
When 3 sources agree, we have a FACT!
The Rule of Three
Research is like a puzzle. You need multiple pieces.
1
Source A says the information.
2
Source B says the same thing.
3
Source C confirms it again.
VERIFIED!
Technique: Lateral Reading
Vertical Reading (Bad)
Reading only one page from top to bottom and believing it without checking elsewhere.
Lateral Reading (Expert)
Opening new tabs to see what other websites say about that author or that topic.
Open More Tabs!
"Don't stay on one page. Leave the page to verify the page!"
Your Verification Mission
You will be given a "Suspect Fact." You must find three independent websites that prove this fact is true.
Example Fact:
"Wombat poop is shaped like a cube."
Is it weird? Yes. Is it true? Go find three sources!
Triple Check Worksheet Triple Check Verification Report
Digital Detective Academy // Lesson 4
Verification Agent
Detective: ____________________
The Rule of Three
A fact isn't solid until at least three independent sources agree. Choose one "Suspect Fact" from your mission list and find three credible websites to confirm it!
Assigned Suspect Fact:
1
Website Name / Source
What did they say about the fact?
Website Address (URL)
2
Website Name / Source
What did they say about the fact?
Website Address (URL)
3
Website Name / Source
What did they say about the fact?
Website Address (URL)
VERIFIED
Final Conclusion
Was the suspect fact true? Did you notice any small differences in what the websites said?
Triple Check Teacher Guide Teacher Facilitation Guide
Lesson 4: Triple Check Verification
Grade 4 • ESL/ELL Focus
Learning Objective
Students will verify the accuracy of information by practicing "lateral reading" and applying the "Rule of Three"—confirming a fact across three independent, credible sources.
ESL Support Strategies
Lateral Reading Modeling: Show students how to use `Ctrl+T` (or `Cmd+T`) to open tabs. Physically point to the tabs at the top of the browser to emphasize "lateral" movement.Simplified Fact Dossier: Use "high-interest, low-vocabulary" facts (like animal facts) to ensure the cognitive load is on the research skill, not complex scientific reading.Visual Evidence: Encourage students to look for the same image or diagram across sites as a non-verbal form of verification.
Materials Needed
Triple Check Slides
Triple Check Worksheet
List of "Suspect Facts" (see below)
Lesson Procedure
1
The Detective Alibi Hook (10 mins)
Open Slide 2. Present the scenario of the library alibi. Ask: "Is one person's word enough to close the case?" Have students brainstorm how to "cross-check" the information. Introduce the term Verification .
2
Lateral Reading Demo (15 mins)
Project your screen. Go to a website about a "Suspect Fact" (e.g., that wombats have cubic poop). Show the class how to open three different tabs (one from a zoo, one from a science site, one from an encyclopedia) to see if they all say the same thing. Warning: Watch out for sites that just copy-paste from each other!
3
The Mission (25 mins)
Students choose or are assigned a "Suspect Fact" (see list). They use the Triple Check Worksheet to record their findings. Encourage them to use the keyword skills from Lesson 2 to find the sources.
Suspect Facts for Students
Assign these to students for their verification mission:
1. A group of crows is called a "murder."
2. It rains diamonds on the planet Saturn.
3. Sloths can hold their breath longer than dolphins.
4. Some turtles can breathe through their butts.
5. Honey never spoils; you can eat 3000-year-old honey.
6. The Great Wall of China is NOT visible from space with the naked eye.
Scavenger Hunt Slides Lesson 5: Graduation
The Grand Investigation
Case #FINAL: The Digital Detective Scavenger Hunt
Mission Clear Level 5
Your Final Mission
To graduate from the Digital Detective Academy, you must solve a series of research riddles.
Answer the riddles correctly.
Use only Credible Sources .
Document your keywords and sites.
"Every answer you find is a key to the next lock!"
Detective Toolkit Review
1. Keyword Logic
Use nouns and adjectives. No "filler" words.
2. The Site Inspection
Check .edu/.gov. Look for the author and date.
3. Triple Check
Verify your answer on at least 3 different websites.
Hunt Protocol
Work in pairs or solo.
No Wikipedia (for this mission)!
Record your proof on the Dossier.
First 3 teams to finish are Senior Detectives!
Time Limit:
40 MINUTES
The clock is ticking...
Go!
Case files have been distributed.
The Grand Investigation Worksheet The Grand Investigation Dossier
Digital Detective Academy // Graduation Mission
Senior Detective
Name: ____________________
Mission Parameters
Solve the three riddles below using your digital detective skills. For each riddle, you must provide the answer , the keywords you used, and two credible websites where you found the info.
Keyword Mastery
Source Credibility
Fact Verification
Riddle #1: The Ice Giant
"I am the only planet in our solar system that rotates on its side. What is my name and how many rings do I have?"
The Answer
Keywords Used
Sources (URLs or Names)
Riddle #2: The Hidden Library
"I was built in 1800 and I am the largest library in the world. Who am I, and in which city can you find me?"
The Answer
Keywords Used
Sources (URLs or Names)
Riddle #3: The Bioluminescent Secret
"I am a tiny organism in the ocean. When I am disturbed, I glow blue and make the waves look like they are full of stars. What is my scientific name?"
The Answer
Keywords Used
Sources (URLs or Names)
Final Mission Report
Which part of the investigation was the hardest? How did you know that the websites you chose were trustworthy?
Academy Certified SENIOR DETECTIVE
Scavenger Hunt Teacher Guide Teacher Facilitation Guide
Lesson 5: The Grand Investigation
Grade 4 • ESL/ELL Focus
Learning Objective
Students will demonstrate mastery of digital literacy skills (fact vs. opinion, keyword search, source credibility, and verification) by independently solving research riddles using credible sources.
ESL Support Strategies
Strategic Pairing: Pair students with varying levels of language proficiency to facilitate peer teaching and search strategy negotiation.Riddle Scaffolding: Read the riddles aloud to the whole class before starting. Clarify vocabulary like "rotate," "bioluminescent," and "scientific name."Process Focus: Grade students on their keywords and source choice as much as the correct answer.
Materials Needed
Scavenger Hunt Slides
The Grand Investigation Worksheet
Internet-connected devices
"Senior Detective" stickers (optional)
Lesson Procedure
1
Mission Briefing (10 mins)
Review the core skills from Lessons 1-4 using the slides. Explain that this is their "Graduation Mission." They must act as true professionals: no "junk" sites, specific keywords, and always double-checking.
2
The Investigation (40 mins)
Distribute the Grand Investigation Worksheet . Students work independently or in pairs to solve the three riddles. Teacher Role: Circulate and ask, "Why did you choose that website?" or "Can you find another source to confirm that?"
3
Debrief & Graduation (10 mins)
Go over the answers as a class. Have students share the "best" sources they found (e.g., NASA, Library of Congress, National Geographic). Hand out "Senior Detective" certificates or stickers.
Answer Key: The Grand Investigation
Riddle #1: Uranus
Answer: Uranus. It has 13 known rings.
Ideal Keywords: "planet rotates on side rings"
Riddle #2: Library of Congress
Answer: Library of Congress. Located in Washington, D.C.
Ideal Keywords: "largest library world 1800"
Riddle #3: Dinoflagellates
Answer: Dinoflagellates (specifically species like *Noctiluca scintillans*).
Ideal Keywords: "ocean tiny organism blue glow stars"
