Kids news resource page | ACMI Education

Thanks for joining us at ACMI recently for a Kids News workshop. If you have received this link, you should have also received your students' work from the workshop.

Scroll down to find follow up activities for when you're back in the classroom.

Watch back your work

Watch your students' wonderful work again, and engage in some more reflection. Students should have more time to tell other pairs/groups about their experience and their roles.

  1. Who were the primary sources? Invite those you played the primary sources to discuss how they approached their role.
  2. Who were the secondary sources? Invite those who played secondary sources to discuss how they approached their role.
  3. Who was the expert? Invite those who played experts to discuss how they approached their role.
  4. Which reporter displayed bias towards a student? Invite that reporter to discuss how they approached their role.
  5. Which reporter felt like they shouldn't be there? Why were they out of place? Invite that reporter to discuss how they approached their role

Discuss with students their confidence in understanding the following:

  1. Primary and secondary sources
  2. Bias, and the different forms it can come in
  3. Their understanding of opinion vs. expert opinion
  4. Their understanding around conducting interviews, and ethics of being a reporter

You can dig deeper into the above with some more activities

Primary and secondary sources

Watch the below video from Behind the News on sources.

  1. What’s the main difference between an opinion and an expert opinion?
  2. Is one expert opinion good enough? Or should they be backed up by other experts?
  3. Can there be experts who disagree? If so, should reporters try to show both sides of the debate from experts on both sides? Or just one?
  4. What is false equivalence?

Critical eyes on the news

News or fake news?

This activity works best if initially presented as factual before students are given opportunities to question the information later.

Direct students to Help Save the Pacific Northwest Tree Octopus website.

Once students have had a chance to read and explore the website, get them to (in pairs or groups) to discuss what aspects gave them clues that the website may not be portraying factual information.

Evaluate a Newspaper Article or News Segment

Students could be given a recent news item to unpick and explore how the journalist or reporter compiled the information.

Some suggested sites to source an article include:

Kids News

Behind the News (BTN)

  • How did the reporter source the information?
  • Who did they interview?
  • Were they primary or secondary sources?
  • What level of expertise do they have?
  • Can you find any potential biases that this source may have? This may require some additional research.
  • What questions do you still have about this news story?
  • Overall, how would you rate the quality of the information presented? Please justify your response.