Debunking Pseudoscience Myths

The goal of this lesson plan is to use scientific methods to debunk some widely spread myths. Teach students how to recognize pseudoscientific texts, questionable websites, and unscientific research methods. Evaluate various sources of conspiracy theories and compare them with scientific research and data. This series of lesson plans focuses on debunking the most common myths and provides activities to practice students’ communication skills and help them identify common features of misleading information.

Learning Objectives:

• Define the concepts of Fake News, Conspiracy, and Pseudoscience.
• Debunk a conspiracy using scientific methods and relevant information.
• Identify typical features of conspiracy theories and the people behind them.

Digital Competencies Developed:

Evaluating online sources, finding evidence, studies, and data, arguing online, verifying truthfulness, keyword searching, and query formulation.

Keywords: Conspiracy, Science, Pseudoscience, Truth, Fake, News, Flat Earth, Hoax.

Note: This lesson plan is a continuation of the plan titled Why the Earth Is Flat.

Duration: 15 minutes

Start the activity by having students discuss conspiracy theories, pseudoscientific articles, and fake videos or images they know (you can find examples online).

Discuss why media with such false information might be created. Talk about entertainment, business, and political contexts where such information could be used to provoke emotions or attitudes toward certain actions or people, thus influencing public perception. Try to identify the authors and their motives for spreading misinformation.

You can also use Corinth to explore models of objects frequently featured in conspiracy theories, such as microwaves (claimed to be harmful to health), light bulbs (allegedly designed to fail early), or satellites (some people claim they don’t exist).

If the model doesn’t load, open it in a new window:
app.corinth3d.com/package/f_vyna_zarovka?p=part_zarovka

If the model doesn’t load, open it in a new window:
app.corinth3d.com/package/f_vyna_mikrovlnka

A great example is the Flat Earth theory. Explore how ancient cultures viewed Earth and when people started realizing it is round. Learn about Wilbur Glenn Voliva, the man who revived the Flat Earth idea in modern times. Examine NASA images and data proving Earth’s shape. Then watch the first Flat Earth Conference video: https://youtu.be/4ylYvNnP1rg

Discussion Questions:

• How did our ancestors discover that Earth is round? What experiments or observations were conducted?
• What counterarguments do Flat Earth theorists present? Are any supported by science?
• What words or expressions are typical of their communication style?
• Can people benefit from believing such things? How might this affect society, business, and politics?

Duration: 25 minutes

Tools: Device with Corinth app, stopwatch

• Divide students into groups of 3–4.
• Provide each group with a device running Corinth.
• If devices are unavailable, use a projector or TV.
• Groups browse Corinth models (Physics, Astronomy, Human Biology) and invent a conspiracy related to one model.
• After preparation, each group presents its theory for 45–60 seconds.

Discussion:

• Were you engaged when classmates presented their theories?
• Would longer discussion make you question your knowledge?
• What methods did they use—emotion, enthusiasm, persuasion?

Based on discussion, create a list of rules explaining how and why conspiracy theories spread.

Duration: 4–5 days

Tools: Camera, props (costumes, decorations), video editing software, YouTube channel

This project involves teamwork and creativity. Students create a short educational video debunking a myth or pseudoscientific claim, similar to “Adam Ruins Everything.” Watch an episode debunking the Moon landing hoax here: https://youtu.be/zhp-FTYSGe8.

After watching, brainstorm which conspiracy to target: Flat Earth, no satellites, chemtrails, miracle cures, etc. Keep it simple—focus on facts versus pseudoscience.

Group Roles:

• Scenario Group – plans scenes.
• Script Group – writes dialogue.
• Research Group – finds supporting and debunking arguments.
• Props Group – builds props.
• Actors Group – performs scenes.
• Camera Director – films action.
• Editing Group – final video production.

Each group collaborates to complete the project. Watch the final video together and discuss its impact and effectiveness.

Create a YouTube channel and upload your video. Generate a QR code link, print it, and post it around school (with administration approval). Encourage students and teachers to engage.

Once others see your work, they may want to collaborate on similar educational videos—expanding learning opportunities across your school.

Discuss what students learned and found most interesting. Summarize insights using a mind map or board notes. Recommend further educational resources to continue exploring the topic.