{"CACHEDAT":"2026-04-14 05:00:11","SLUG":"prompt-based-exploration-of-materials-for-critical-information-analysis-MIkNoCUYMe","MARKDOWN":"![](/api/attachments.redirect?id=eba3ff8a-edbd-4081-9584-59ad59302dce \" =756x425\")\n\n# Essential Items for the Teacher's Prompt\n\n\n1. **Subject Area**\n * Specify the subject (e.g. Biology, Geography, History, English, Economics).\n2. **Subject-Specific Learning Goal**\n * Use curriculum-aligned language (\"students are able to explain the greenhouse effect\").\n * Tip: phrase it with a Bloom's taxonomy verb.\n3. **Chosen Meta-Scientific Literacy (MSL) Outcome**\n * Select one Domain 2 outcome and/hor HOW(e.g. `D2G2O2 Identify deceptive tactics`).\n4. **Narrow down what the material should demonstrate.**\n * E.g. Manipulation\n * Fact vs. opinion\n * Emotional appeal\n * Biased framing\n * Logical fallacy\n * Omission / fabrication\n * Visual manipulation\n * etc.\n5. **Context / Socio-Scientific Issue**\n * Identify the SSI to connect with (climate change, vaccines, genetic engineering,etc.).\n * Narrow down the SSI to the topic you selected.\n6. **Type of Example Wanted**\n * Media form (newspaper article, news video, social media post, infographic, blog).\n * Classroom-usable (short, age-appropriate, free access if possible).\n7. **Pedagogical Use / Outcome** \n * What students should practise doing with that example.\\nE.g. Domain 2:\n * Identify deceptive tactics (lying, omission, fabrication, misrepresentation)\n * Differentiate between fact and opinion\n * Analyse logical consistency\n * Identify biased information\n * Select relevant information\n8. **Constraints & Filters**\n * Age group (secondary students, 13–18).\n * Language (English / local).\n * Length / accessibility.\n * Reliability (e.g. from credible but biased outlets, so manipulable but not fringe nonsense).\n\n\n# Template\n\nFind a \\[type of example: newspaper article, news video, social media post, infographic, blog\\] about \\[socio-scientific issue + narrowed topic, e.g. plastic pollution in oceans\\] that I can use in a \\[subject, e.g. Biology / Geography / History\\] lesson.\n\nThe subject-specific learning goal is that students \\[Bloom's verb + curriculum-aligned goal, e.g. analyse the greenhouse effect on ecosystems\\].\n\nThe example should include the manipulation feature \\[fact vs. opinion / emotional appeal / biased framing / logical fallacy / omission / fabrication / visual manipulation\\].\n\nThe chosen meta-scientific literacy outcome is \\[Domain 2 code + outcome, e.g. D2G2O2 – Identify deceptive tactics\\]. Students should practise \\[HOW Dimension / pedagogical use, e.g. spotting omissions and misrepresentation in media claims\\].\n\nThe material should be \\[age group, e.g. suitable for 14–16-year-olds\\], \\[language, e.g. in English\\], and be \\[short, accessible, reliable but with manipulable features\\].\n\n\n## \ud83d\udcdd Fill-in Template\n\n**Subject Area**\\n→ __Geography_________________________________________\n\n**Subject-Specific Learning Goal** (use Bloom's verb + curriculum goal)\\n→ Students __________ will be able to *explain* the causes of wildfires, *analyze* their environmental and social impacts, and *evaluate* strategies for managing and preventing them, in order to develop an understanding of the interaction between human activity, natural hazards, and sustainable land management.________________________________\n\n**Meta-Scientific Literacy (MSL) Outcome** (Domain 2 code + outcome)\\n→ ___________________________________________\n\n**Manipulation Feature in the Example** (tick one)\\n☐ Fact vs. opinion\\n☐ Emotional appeal\\n☐ Biased framing\\n☐ Logical fallacy\\n☐ Omission / fabrication\\n☐ Visual manipulation\\n☐ Other: ____________________\n\n**Socio-Scientific Issue (SSI) & Topic**\\n→ ___________________________________________\n\n**Type of Example Wanted** (tick one)\\n☐ Newspaper article\\n☐ News video\\n☐ Social media post\\n☐ Infographic\\n☐ Blog\\n☐ Other: ____________________\n\n**Pedagogical Use / HOW Dimension** (what students should practise)\\n→ ___________________________________________\n\n**Constraints & Filters**\n\n* Age group: _____13 14_______________\n* Language: ______english______________\n* Length / accessibility: ___45 minuntes_________________\n* Reliability requirements: ____________________\n\n\n## Example Prompts\n\n\n:::tip\nFind a **news article** about **genetically modified crops** and food security that I can use in a **Biology lesson**.\n\nThe subject-specific learning goal is that students **evaluate the risks and benefits of genetic modification in agriculture**.\n\nThe example should include the manipulation feature **biased framing**.\n\nThe chosen meta-scientific literacy outcome is **D2G1 – Differentiate between fact and opinion**. Students should practise **highlighting statements that are evidence-based vs. opinion-based**.\n\nThe material should be **suitable for 15–17-year-olds**, in English, and be **short, accessible, and from a credible but biased outlet**.\n\n:::\n\n\n\n:::tip\nFind a **social media post** about **climate protests** that I can use in an **English lesson**.\n\nThe subject-specific learning goal is that students **analyse persuasive language devices in authentic texts**.\n\nThe example should include the manipulation feature **emotional appeal**.\n\nThe chosen meta-scientific literacy outcome is **D2G2 – Identify biased information**.\\nStudents should practise **spotting emotionally charged vocabulary and how it shapes readers' opinions**.\n\nThe material should be **suitable for 16–18-year-olds**, **in English**, and be **short, accessible, and from a credible but opinionated outlet**.\n\n:::\n\n\n# Prompt Library\n\n## SciLMi Outcome\n\n\n:::tip\n### \n\n:::\n\n\n## SciLMi Outcome\n\nLuana Fogli\n\n\n:::tip\n### AI Tool\n\n### Chat GPT\n\n### Final Prompt\n\nFind a newspaper article about the connection between probiotics and longevity that I can use in a that I can use in a Biology lesson. The subject-specific learning goal is that students evaluate the impact of an unbalanced diet. The example should include the manipulation feature biased framing. The chosen meta-scientific literacy outcome is D2G1 – Differentiate between fact and opinion. Students should practise highlighting statements that are evidence-based vs. opinion-based. The material should be suitable for 15–16-year-olds, in English, and be short, accessible, and from a credible but biased outlet.\n\n### Material Title\n\n### *\"World's oldest woman lived to 117 with Bifidobacterium in gut microbiome – here's what it means for you\"* (August 16, 2025)\n\n### Material Source\n\n\n\n### SSI Topic\n\nGenetic engineering/Longevity \n\n### SciLMi Outcome\n\nDifferentiate between fact and opinion\n\n### HOW(s)\n\n* Verify if the information is supported by reliable sources and references\n\n### Subject\n\nBiology\n\n### Age Group\n\n15-16 years old students\n\n:::\n\n## SciLMi Outcome\n\nHÜSEYİN AY\n\n\n:::tip\n### AI Tool\n\nChatGPT\n\n### Final Prompt\n\nFind a **social media post** about **youth climate protests** that I can use in an **English lesson**.\\nThe subject-specific learning goal is that students **analyse persuasive language and rhetorical devices in authentic texts**.\\nThe example should include the manipulation feature **emotional appeal**.\\nThe chosen meta-scientific literacy outcome is **– Differentiate between fact and opinion**.\\nStudents should practise **spotting emotionally charged vocabulary and distinguishing fact from opinion**.\\nThe material should be **suitable for 15–17-year-olds**, **in English**, and be **short, accessible, and from a credible but opinionated outlet**.\n\n### Material Title\n\n\"The House is on Fire\" – Greta Thunberg Tweet\n\n### Material Source\n\nTwitter/X (Greta Thunberg official account)\n\n### SSI Topic\n\nClimate change – Youth climate protests\n\n### SciLMi Outcome\n\nDifferentiate between fact and opinion\n\n### HOW(s)\n\nSpotting emotionally charged vocabulary and distinguishing fact from opinion\n\n### Subject\n\nEnglish\n\n### Age Group\n\n15-17\n\n:::\n\n## SciLMi Outcome\n\n\n\n:::tip\n### AI Tool LE chat\n\n\n### Final Prompt\n\n\n### Material Title\n\n\n### Material Source\n\n\n### SSI Topic\n\n\n### SciLMi Outcome\n\n\n### HOW(s)\n\n\n### Subject\n\n\n### Age Group\n\n\n:::\n\n## SciLMi Outcome\n\n\n\n:::tip\n### Perplexity\n\n\n### Final Prompt: \n\nFind an article on overfishing for a geography class for 16 years old. It should be in Englisch and be recently published.\n\n### Material Title How overfishing threatens the world's oceans—and why it could end in catastrophe\n\n\n### Material Source \n\n\n### SSI Topic Overfishing\n\n\n### SciLMi Outcome\n\n\n### HOW(s)\n\n\n### Subject\n\n\n### Age Group\n\n\n:::\n\n## SciLMi Outcome\n\n\n\n:::tip\n### AI Tool (ALMA)\n\nClaude\n\n### Final Prompt\n\nFind a news article about private cars versus public transport expansion that I can use in a Science lesson. The subject-specific learning goal is that students evaluate the health impact of private cars and public transport. The example should include the logical fallacies Slippery slope and Straw man argument. The chosen meta-scientific literacy outcome is D2G1 – Differentiate between fact and opinion. Students should practise highlighting statements that are evidence-based vs. opinion-based. The material should be suitable for 15–17-year-olds, in English, and be short, accessible, and from a credible but biased outlet\n\n### Material Title\n\n\"Electric Cars Are Great, but How About a Good Old-Fashioned Bus?\" \n\n### Material Source\n\nNewsweek, January 26, 2023 [Electric Cars Are Great, but How About a Good Old-Fashioned Bus? | Opinion - Newsweek](https://www.newsweek.com/electric-cars-are-great-how-about-good-old-fashioned-bus-opinion-1776265) **Author:** LeeAnn Hall (Director of National Campaign for Transit Justice)\n\n### SSI Topic\n\nPrivate cars versus public transport expansion\n\n### SciLMi Outcome\n\nDifferentiate between fact and opinion\n\n### HOW(s)\n\nAnalysing the logical consistency of the information, identifying common logical fallacies\n\n### Subject\n\nScience\n\n### Age Group\n\n15-17\n\n:::\n\n## SciLMi Outcome\n\n\n\n:::tip\n### AI Tool: ALICIA MINGUILLÓN\n\n\n### Final Prompt: Find a short video about People Displaced by Floods, Wildfires, and Rising Sea Levels; specifically wildfires in Europe + narrowed topic that I can use in my German as a second language lesson. The subject-specific learning goal is that students are able to communicate established viewpoints on the socio-scientific issue of wildfires. The example should include the manipulation feature \\[fact vs. opinion or emotional appeal. The chosen meta-scientific literacy outcome is D4G2 Communicate established viewpoints on a socio-scientific issue: Inform. Students should practise HOW to report or visualise objectively the opposing viewpoints on the socio-scientific issue The material should be e.g. suitable for 13-14 16-year-olds, in German as a third language (with very simple vocabulary), and be short, accessible and reliable but with manipulable features.\n\n\n### Material Title: **Waldbrände in Spanien: „Im Handumdrehen wurde alles zu Asche\"**\n\n\n### Material Source: YouTube\n\n\n### SSI Topic: People Displaced by Floods, Wildfires, and Rising Sea Levels\n\n\n### SciLMi Outcome: Communicate established viewpoints on a socio-scientific issue: Inform\n\n\n### HOW(s): report or visualise objectively the opposing viewpoints on the socio-scientific issue\n\n\n### Subject: German as a foreign language\n\n\n### Age Group: 13-14\n\n\n:::\n\n## SciLMi Outcome \n\nReinhold\n\n\n:::tip\n### AI Tool\n\nGemini\n\n### Final Prompt\n\nFind a social media post about cryonics that I can use in a Biology lesson.\n\nThe subject-specific learning goal is that students analyse the reality of cryonics.\n\nThe example should include the manipulation feature fact vs. opinion and a visual manipulation.\n\nThe chosen meta-scientific literacy outcome is to Identify deceptive tactics. Students should practise spotting omissions and misrepresentation in media claims.\n\nThe material should be suitable for 14–16-year-olds, in English and be reliable but with manipulable features.\n\n### Material Title\n\nCryonics\n\n### Social Media Post Example\n\n\n**Caption:** \"Death isn't the end! With cryonics, you can press pause on life and wait for a cure. Thousands of people have chosen to be cryopreserved, entrusting their future to science. It's an 'ambulance to the future,' offering the ultimate second chance. Don't let your story end—join the life-extension movement today! #Cryonics #FutureIsNow #Immortality #Science\"\n\n### Material Source\n\nsocial media\n\n### SSI Topic \n\nclick and think critically\n\n### SciLMi Outcome \n\n\n### HOW(s) \n\n\n### Subject\n\n biology\n\n### Age Group \n\n14 -16\n\n\n:::\n\n## SciLMi Outcome (Jenny)\n\n\n\n:::tip\n### AI Tool\n\nDeep Seek\n\n### Final Prompt\n\nFind a norwegian news paper post about longevity and fear of death that I can use in a Norwegian lesson.\n\nThe subjects spesific learning gold is that students manage to learn source critism and deceptive tactics.\n\nThe example should include the manipulation feature logical fallacies.\n\nThe chosen meta-scientific literacy outcome is Open your mind, determine the focus, scope and purpose of the information need: Break down the sosio-scientific issue into key words you can use for your search.\n\nThe material should be suitable for 18-19 year olds, in norwegian and short.\n\n### Material Title\n\nLesson Plan: Analyzing a News Article on Longevity\n\n### Material Source\n\n[News paper article](https://www.nrk.no/trondelag/hvordan-leve-lenge_-amerikanske-forskere-mener-et-visst-tankesett-er-viktig-1.16000358). \n\n### SSI Topic\n\nLongevity\n\n### SciLMi Outcome\n\nOpen your mind —> determine the focus, scope and purpose of the information need. \n\n### HOW(s)\n\nBreak down the sosio-scientific issue into key words you can use for your search. \n\n### Subject\n\nFirst language. \n\n### Age Group\n\n18-19. \n\n:::\n\n## SciLMi Outcome\n\n\n\n:::tip\n### AI Tool chat gpt Tomas\n\n\n### Final Prompt\n\nfind articles of wildfires in europe summer 2025 causes and consequenses for age 14 years old students \n\n\n### Material Title\n\nWhat is a wildfire and what are the cause and consequenses?\n\n\n### Material Source\n\n\n\n### \n\n\n\\\n\n### SSI Topic\n\nPeople displaced by floods wildfires and rinsing sealevels\n\n\n\\\n### SciLMi Outcome\n\naquire knowledge in how wildfires appears and what consequenses that comes in their way, by using different sources with AI tools. \n\n\n### HOW(s)\n\n\n### Subject Geography\n\n\n### Age Group 14\n\n\n:::\n\n## SciLMi Outcome (Pål)\n\n\n\n:::tip\n### AI Tool\n\nPerplexity\n\n### Final Prompt\n\nFind a newspaper article about digital consumer and electronic waste in Europe that I can use in a marketing lesson.\\nThe subject-specific learning goal is that students could analyze the electronic waste impact on sustainability development from a market view.\\nThe example should include the manipulation feature emotional appeal, biased framing, fabrication and visual manipulation.\\nThe chosen meta-scientific literacy outcome is to communicate your viewpoint on a socio-scientific issue through arguments. Students should practice in 1) Identify a hook to grab the recipients' attention, 2) Provide background information on the socio-scientific issue and 3) Explain how the evidence supports the arguments and how the arguments support your message. \n\nStude\\n\n\n### Material Title\n\n\n### Material Source\n\n\n### SSI Topic\n\nElectronic waste and digital consumer\n\n### SciLMi Outcome\n\n\n### HOW(s)\n\n\n### Subject\n\nMarketing\n\n### Age Group\n\n\n:::\n\n## SciLMi Outcome\n\n\n\n:::tip\n### AI Tool\n\nNatalia\n\n### Final Prompt\n\nFind a newspaper article about Overfishing and Sustainable Marine Protection that I can use in a Social Studies for Migrants lesson.\n\nThe subject-specific learning goal is that students Learners will be able to use information from different sources to discuss the consequences of overfishing, compare perspectives from Norway and their home countries, and present possible sustainable solutions..\n\nThe example should include the manipulation feature  emotional appeal.\n\nThe chosen meta-scientific literacy outcome is Use search strategies to find scientific and statistical information about fish stocks in Norway and worldwide.  Students should practise spotting omissions and misrepresentation in media claims.\n\nThe material should be spotting emotionally charged vocabulary and how it shapes readers' opinions. The material should be suitable for 16–18-year-olds, in English, and be short, accessible, and from a credible but opinionated outlet.\n\n### Material Title\n\n\"Mackerel stocks near breaking point because of overfishing, say experts\"\n\n### Material Source\n\nThe Guardian (News article, April 9, 2025)\n\n### SSI Topic\n\n# Overfishing and Sustainable Marine Protection\n\n### SciLMi Outcome\n\n\n### HOW(s)\n\nthe manipulation feature  emotional appeal\n\n### Subject\n\nSocial Studies for Migrants\n\n### Age Group\n\n\n:::\n\n## SciLMi Outcome\n\n# **Oana**\n\n\n:::tip\n### **AI Tool**\n\nChat GPT, Claude\n\n\n## **Final Prompt**\n\nFind a **social media post** about **wildfires** that I can use in an **Civics lesson**.\n\n\n### **Subject Area**\\n→CIVICS\n\n\n### **Subject-Specific Learning Goal**\\n→ Students **analyse persuasive language devices in authentic texts**\n\nThe example should include the manipulation feature **emotional appeal**.\\n→**#D2G2 Identify biased information.**\n\n\n### **Socio-Scientific Issue (SSI) & Topic**\\n→ Students should practise **spotting emotionally charged vocabulary and how it shapes readers' opinions**.\n\n\n### **Pedagogical Use / HOW Dimension** \\n→**#D2G2O1 Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing).**\n\nThe material should be **suitable for 12-13-year-old**, **in French**, and be **short, accessible, and from a credible but opinionated outlet**\n\n\n### **Material Title:** Feux de forêts : vrai ou faux ? Devenir un détective de l'info à travers les pays\n\n### Wildfires: True or False? Become a Cross-Country News Detective\n\n## **Material Source**\n\n**Many different social media posts** about **wildfires**\n\n## **SSI Topic**\n\nStudents should practise **spotting emotionally charged vocabulary and how it shapes readers' opinions**.\n\n## **SciLMi Outcome**\n\nOpen-up your mind - identify, search & preselect information source on a socio-scienf-tific issue\n\n## **HOW(s)**\n\n**#D2G2O1 Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing).**\n\n## **Subject**\n\n**CIVICS** \n\n## **Age Group 12_13**\n\n\n:::\n\n## SciLMi Outcome\n\n\n\n:::tip\n### AI Tool\n\nChat GPT\n\n### Final Prompt\n\nFind a social media post about concentration of microplastics in food chains that I can use in a Biology lesson. The subject-specific learning goal is that students analyse the reality about concentration of microplastics in food chains. The example should include the manipulation feature fact vs. opinion and a visual manipulation. The chosen meta-scientific literacy outcome is to Identify deceptive tactics. Students should practise spotting omissions and misrepresentation in media claims. The material should be suitable for 14–16-year-olds, in English and be reliable but with manipulable features.\n\n### Material Title\n\nmicroplastics in food chains\n\n### Material Source\n\nsocial media\n\n### SSI Topic\n\nmicroplastics in food chains\n\n### SciLMi Outcome\n\n\n### HOW(s)\n\n\n### Subject\n\nbiology\n\n### Age Group\n\n15-16\n\n:::\n\n## SciLMi Outcome\n\n\n\n:::tip\n### AI Tool\n\nChat GPT- Marija\n\n### Final Prompt\n\nFind a video on e waste I can use in media literacy classes. The students are 14 years old. The subject specific goal is to select the most informative and relevant pieces of information. The meta scientific outcome is to be able to critically ignore irrelevant information. They should be practising omitting the irrelevant information.\n\n### Material Title\n\ne-waste\n\n### Material Source\n\n### \n\n\n### SSI Topic\n\nselecting the most relevant information\n\n\n### SciLMi Outcome\n\ncritically ignore irrelevant information\n\n\n### HOW(s)\n\n \n\n### Subject\n\nMedia Literacy\n\n### Age Group\n\n14-16\n\n## SciLMi Outcome\n\n:::\n\n\n\n:::tip\n**AI Tool (Glykeria)**\n\nChat GPT\n\n### Final Prompt\n\nFind a TIK TOK post that I can use in English as a foreign language lesson. The subject-specific learning goal is to relate what they already know about fast fashion The chosen meta-scientific literacy outcome is D2G1 – Differentiate between fact and opinion. Students should practise highlighting statements that are evidence-based vs. opinion-based. The material should be suitable for 15–17-year-olds, in English, and be short, accessible, and from a credible but biased outlet.\n\n\n### Material Title\n\n**Title**: *\"Understanding the True Cost of Fast Fashion\"* by Al Jazeera English\n\n### Material Source\n\nTIK TOK\n\n### SSI Topic\n\nFAST FASHION\n\n### SciLMi Outcome\n\n\n### HOW(s)FAS\n\n\n### Subject\n\nEFL\n\n### Age Group \n\n15-17\n\n\n:::\n\n## SciLMi Outcome\n\n\n\n:::tip\n### AI Tool\n\n\n### Final Prompt\n\n\n### Material Title\n\n\n### Material Source\n\n\n### SSI Topic\n\n\n### SciLMi Outcome\n\n\n### HOW(s)\n\n\n### Subject\n\n\n### Age Group\n\n\n:::\n\n## SciLMi Outcome\n\n\n\n:::tip\n### AI Tool\n\n\n### Final Prompt\n\n\n### Material Title\n\n\n### Material Source\n\n\n### SSI Topic\n\n\n### SciLMi Outcome\n\n\n### HOW(s)\n\n\n### Subject\n\n\n### Age Group\n\n\n:::\n\n## SciLMi Outcome\n\n\n\n:::tip\n### AI Tool\n\n\n### Final Prompt\n\n\n### Material Title\n\n\n### Material Source\n\n\n### SSI Topic\n\n\n### SciLMi Outcome\n\n\n### HOW(s)\n\n\n### Subject\n\n\n### Age Group\n\n\n:::\n\n## SciLMi Outcome\n\n\n\n:::tip\n### AI Tool\n\n\n### Final Prompt\n\n\n### Material Title\n\n\n### Material Source\n\n\n### SSI Topic\n\n\n### SciLMi Outcome\n\n\n### HOW(s)\n\n\n### Subject\n\n\n### Age Group\n\n\n:::\n\n## SciLMi Outcome\n\n\n\n:::tip\n### AI Tool\n\n\n### Final Prompt\n\n\n### Material Title\n\n\n### Material Source\n\n\n### SSI Topic\n\n\n### SciLMi Outcome\n\n\n### HOW(s)\n\n\n### Subject\n\n\n### Age Group\n\n\n:::\n\n## SciLMi Outcome\n\n\n\n:::tip\n### AI Tool\n\nPerplexity - Carlos Pinheiro\n\n### Final Prompt\n\nFind a news article about electronic waste that I can use in a Citizenship lesson.\\nThe subject-specific learning goal is that students evaluate the risks of electronic waste.\\nThe example should include the manipulation feature biased framing.\\nThe chosen meta-scientific literacy outcome is that students identify biased information.\n\nStudents should practise spotting emotionally charged vocabulary and how it shapes readers' opinions.\\nThe material should be suitable for 14–16-year-olds, in English, and be short, accessible, and from a credible but biased outlet.\n\n### Material Title\n\n**Electronic waste has grown to record levels. Here's why that's a huge problem**\n\n### Material Source\n\n\n\n### SSI Topic\n\nElectronic waste\n\n### SciLMi Outcome\n\nIdentify biased information\n\n### HOW(s)\n\nIdentify sensational and emotional language used to influence the audience.\n\n### Subject\n\nCitizenship\n\n### Age Group\n\n14-16\n\n:::","HTML":"

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Essential Items for the Teacher's Prompt

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  1. Subject Area
    2. \n
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  • Specify the subject (e.g. Biology, Geography, History, English, Economics).
    • \n
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  1. Subject-Specific Learning Goal
    2. \n
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    \n
  • Use curriculum-aligned language ("students are able to explain the greenhouse effect").
    • \n
  • Tip: phrase it with a Bloom's taxonomy verb.
    • \n
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  1. Chosen Meta-Scientific Literacy (MSL) Outcome
    2. \n
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    \n
  • Select one Domain 2 outcome and/hor HOW(e.g. D2G2O2 Identify deceptive tactics).
    • \n
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  1. Narrow down what the material should demonstrate.
    2. \n
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    \n
  • E.g. Manipulation
    • \n
  • Fact vs. opinion
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  • Emotional appeal
    • \n
  • Biased framing
    • \n
  • Logical fallacy
    • \n
  • Omission / fabrication
    • \n
  • Visual manipulation
    • \n
  • etc.
    • \n
\n
    \n
  1. Context / Socio-Scientific Issue
    2. \n
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    \n
  • Identify the SSI to connect with (climate change, vaccines, genetic engineering,etc.).
    • \n
  • Narrow down the SSI to the topic you selected.
    • \n
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    \n
  1. Type of Example Wanted
    2. \n
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    \n
  • Media form (newspaper article, news video, social media post, infographic, blog).
    • \n
  • Classroom-usable (short, age-appropriate, free access if possible).
    • \n
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  1. Pedagogical Use / Outcome
    2. \n
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    \n
  • What students should practise doing with that example.\\nE.g. Domain 2:
    • \n
  • Identify deceptive tactics (lying, omission, fabrication, misrepresentation)
    • \n
  • Differentiate between fact and opinion
    • \n
  • Analyse logical consistency
    • \n
  • Identify biased information
    • \n
  • Select relevant information
    • \n
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  1. Constraints & Filters
    2. \n
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  • Age group (secondary students, 13–18).
    • \n
  • Language (English / local).
    • \n
  • Length / accessibility.
    • \n
  • Reliability (e.g. from credible but biased outlets, so manipulable but not fringe nonsense).
    • \n
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Template

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Find a \\[type of example: newspaper article, news video, social media post, infographic, blog\\] about \\[socio-scientific issue + narrowed topic, e.g. plastic pollution in oceans\\] that I can use in a \\[subject, e.g. Biology / Geography / History\\] lesson.

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The subject-specific learning goal is that students \\[Bloom's verb + curriculum-aligned goal, e.g. analyse the greenhouse effect on ecosystems\\].

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The example should include the manipulation feature \\[fact vs. opinion / emotional appeal / biased framing / logical fallacy / omission / fabrication / visual manipulation\\].

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The chosen meta-scientific literacy outcome is \\[Domain 2 code + outcome, e.g. D2G2O2 – Identify deceptive tactics\\]. Students should practise \\[HOW Dimension / pedagogical use, e.g. spotting omissions and misrepresentation in media claims\\].

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The material should be \\[age group, e.g. suitable for 14–16-year-olds\\], \\[language, e.g. in English\\], and be \\[short, accessible, reliable but with manipulable features\\].

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\ud83d\udcdd Fill-in Template

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Subject Area\\n→ Geography_______________________________________

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Subject-Specific Learning Goal (use Bloom's verb + curriculum goal)\\n→ Students ________ will be able to explain the causes of wildfires, analyze their environmental and social impacts, and evaluate strategies for managing and preventing them, in order to develop an understanding of the interaction between human activity, natural hazards, and sustainable land management.______________________________

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Meta-Scientific Literacy (MSL) Outcome (Domain 2 code + outcome)\\n→ ___________________________________________

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Manipulation Feature in the Example (tick one)\\n☐ Fact vs. opinion\\n☐ Emotional appeal\\n☐ Biased framing\\n☐ Logical fallacy\\n☐ Omission / fabrication\\n☐ Visual manipulation\\n☐ Other: ____________________

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Socio-Scientific Issue (SSI) & Topic\\n→ ___________________________________________

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Type of Example Wanted (tick one)\\n☐ Newspaper article\\n☐ News video\\n☐ Social media post\\n☐ Infographic\\n☐ Blog\\n☐ Other: ____________________

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Pedagogical Use / HOW Dimension (what students should practise)\\n→ ___________________________________________

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Constraints & Filters

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    \n
  • Age group: ___13 14_____________
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  • Language: ____english____________
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  • Length / accessibility: _45 minuntes_______________
    • \n
  • Reliability requirements: ____________________
    • \n
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Example Prompts

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Tip
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Find a news article about genetically modified crops and food security that I can use in a Biology lesson. The subject-specific learning goal is that students evaluate the risks and benefits of genetic modification in agriculture. The example should include the manipulation feature biased framing. The chosen meta-scientific literacy outcome is D2G1 – Differentiate between fact and opinion. Students should practise highlighting statements that are evidence-based vs. opinion-based. The material should be suitable for 15–17-year-olds, in English, and be short, accessible, and from a credible but biased outlet.

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Tip
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Find a social media post about climate protests that I can use in an English lesson. The subject-specific learning goal is that students analyse persuasive language devices in authentic texts. The example should include the manipulation feature emotional appeal. The chosen meta-scientific literacy outcome is D2G2 – Identify biased information.\\nStudents should practise spotting emotionally charged vocabulary and how it shapes readers' opinions. The material should be suitable for 16–18-year-olds, in English, and be short, accessible, and from a credible but opinionated outlet.

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Prompt Library

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SciLMi Outcome

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Tip
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###

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SciLMi Outcome

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Luana Fogli

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Tip
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AI Tool

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Chat GPT

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Final Prompt

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Find a newspaper article about the connection between probiotics and longevity that I can use in a that I can use in a Biology lesson. The subject-specific learning goal is that students evaluate the impact of an unbalanced diet. The example should include the manipulation feature biased framing. The chosen meta-scientific literacy outcome is D2G1 – Differentiate between fact and opinion. Students should practise highlighting statements that are evidence-based vs. opinion-based. The material should be suitable for 15–16-year-olds, in English, and be short, accessible, and from a credible but biased outlet.

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Material Title

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"World's oldest woman lived to 117 with Bifidobacterium in gut microbiome – here's what it means for you" (August 16, 2025)

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Material Source

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<https://timesofindia.indiatimes.com/life-style/health-fitness/health-news/worlds-oldest-woman-lived-to-117-with-bifidobacterium-in-gut-microbiome-heres-what-it-means-for-you/photostory/123228753.cms?utm_source=chatgpt.com>

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SSI Topic

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Genetic engineering/Longevity

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SciLMi Outcome

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Differentiate between fact and opinion

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HOW(s)

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    \n
  • Verify if the information is supported by reliable sources and references
    • \n
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Subject

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Biology

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Age Group

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15-16 years old students

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SciLMi Outcome

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HÜSEYİN AY

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Tip
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AI Tool

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ChatGPT

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Final Prompt

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Find a social media post about youth climate protests that I can use in an English lesson.\\nThe subject-specific learning goal is that students analyse persuasive language and rhetorical devices in authentic texts.\\nThe example should include the manipulation feature emotional appeal.\\nThe chosen meta-scientific literacy outcome is – Differentiate between fact and opinion.\\nStudents should practise spotting emotionally charged vocabulary and distinguishing fact from opinion.\\nThe material should be suitable for 15–17-year-olds, in English, and be short, accessible, and from a credible but opinionated outlet.

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Material Title

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"The House is on Fire" – Greta Thunberg Tweet

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Material Source

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Twitter/X (Greta Thunberg official account)

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SSI Topic

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Climate change – Youth climate protests

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SciLMi Outcome

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Differentiate between fact and opinion

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HOW(s)

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Spotting emotionally charged vocabulary and distinguishing fact from opinion

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Subject

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English

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Age Group

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15-17

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SciLMi Outcome

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Tip
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AI Tool LE chat

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Final Prompt

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Material Title

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Material Source

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SSI Topic

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SciLMi Outcome

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HOW(s)

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Subject

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Age Group

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SciLMi Outcome

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Tip
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Perplexity

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Final Prompt:

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Find an article on overfishing for a geography class for 16 years old. It should be in Englisch and be recently published.

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Material Title How overfishing threatens the world's oceans—and why it could end in catastrophe

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Material Source <https://www.nationalgeographic.com/environment/article/critical-issues-overfishing>

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SSI Topic Overfishing

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SciLMi Outcome

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HOW(s)

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Subject

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Age Group

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SciLMi Outcome

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Tip
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AI Tool (ALMA)

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Claude

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Final Prompt

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Find a news article about private cars versus public transport expansion that I can use in a Science lesson. The subject-specific learning goal is that students evaluate the health impact of private cars and public transport. The example should include the logical fallacies Slippery slope and Straw man argument. The chosen meta-scientific literacy outcome is D2G1 – Differentiate between fact and opinion. Students should practise highlighting statements that are evidence-based vs. opinion-based. The material should be suitable for 15–17-year-olds, in English, and be short, accessible, and from a credible but biased outlet

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Material Title

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"Electric Cars Are Great, but How About a Good Old-Fashioned Bus?" <https://www.newsweek.com/electric-cars-are-great-how-about-good-old-fashioned-bus-opinion-1776265>

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Material Source

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Newsweek, January 26, 2023 Electric Cars Are Great, but How About a Good Old-Fashioned Bus? | Opinion - Newsweek Author: LeeAnn Hall (Director of National Campaign for Transit Justice)

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SSI Topic

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Private cars versus public transport expansion

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SciLMi Outcome

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Differentiate between fact and opinion

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HOW(s)

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Analysing the logical consistency of the information, identifying common logical fallacies

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Subject

\n

Science

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Age Group

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15-17

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SciLMi Outcome

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Tip
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AI Tool: ALICIA MINGUILLÓN

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Final Prompt: Find a short video about People Displaced by Floods, Wildfires, and Rising Sea Levels; specifically wildfires in Europe + narrowed topic that I can use in my German as a second language lesson. The subject-specific learning goal is that students are able to communicate established viewpoints on the socio-scientific issue of wildfires. The example should include the manipulation feature \\[fact vs. opinion or emotional appeal. The chosen meta-scientific literacy outcome is D4G2 Communicate established viewpoints on a socio-scientific issue: Inform. Students should practise HOW to report or visualise objectively the opposing viewpoints on the socio-scientific issue The material should be e.g. suitable for 13-14 16-year-olds, in German as a third language (with very simple vocabulary), and be short, accessible and reliable but with manipulable features.

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Material Title: Waldbrände in Spanien: „Im Handumdrehen wurde alles zu Asche"

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Material Source: YouTube

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SSI Topic: People Displaced by Floods, Wildfires, and Rising Sea Levels

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SciLMi Outcome: Communicate established viewpoints on a socio-scientific issue: Inform

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HOW(s): report or visualise objectively the opposing viewpoints on the socio-scientific issue

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Subject: German as a foreign language

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Age Group: 13-14

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SciLMi Outcome

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Reinhold

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Tip
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AI Tool

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Gemini

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Final Prompt

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Find a social media post about cryonics that I can use in a Biology lesson. The subject-specific learning goal is that students analyse the reality of cryonics. The example should include the manipulation feature fact vs. opinion and a visual manipulation. The chosen meta-scientific literacy outcome is to Identify deceptive tactics. Students should practise spotting omissions and misrepresentation in media claims. The material should be suitable for 14–16-year-olds, in English and be reliable but with manipulable features.

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Material Title

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Cryonics

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Social Media Post Example

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Caption: "Death isn't the end! With cryonics, you can press pause on life and wait for a cure. Thousands of people have chosen to be cryopreserved, entrusting their future to science. It's an 'ambulance to the future,' offering the ultimate second chance. Don't let your story end—join the life-extension movement today! #Cryonics #FutureIsNow #Immortality #Science"

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Material Source

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social media

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SSI Topic

\n

click and think critically

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SciLMi Outcome

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HOW(s)

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Subject

\n

biology

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Age Group

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14 -16

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SciLMi Outcome (Jenny)

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Tip
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AI Tool

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Deep Seek

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Final Prompt

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Find a norwegian news paper post about longevity and fear of death that I can use in a Norwegian lesson. The subjects spesific learning gold is that students manage to learn source critism and deceptive tactics. The example should include the manipulation feature logical fallacies. The chosen meta-scientific literacy outcome is Open your mind, determine the focus, scope and purpose of the information need: Break down the sosio-scientific issue into key words you can use for your search. The material should be suitable for 18-19 year olds, in norwegian and short.

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Material Title

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Lesson Plan: Analyzing a News Article on Longevity

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Material Source

\n

-amerikanske-forskere-mener-et-visst-tankesett-er-viktig-1.16000358\" target=\"blank\" rel=\"noopener\">News paper article.

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SSI Topic

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Longevity

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SciLMi Outcome

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Open your mind —> determine the focus, scope and purpose of the information need.

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HOW(s)

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Break down the sosio-scientific issue into key words you can use for your search.

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Subject

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First language.

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Age Group

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18-19.

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SciLMi Outcome

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Tip
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AI Tool chat gpt Tomas

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Final Prompt

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find articles of wildfires in europe summer 2025 causes and consequenses for age 14 years old students

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Material Title

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What is a wildfire and what are the cause and consequenses?

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Material Source

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<https://www.bbc.com/news/newsbeat-41608281?utm_source=chatgpt.com>

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<https://education.nationalgeographic.org/resource/wildfires-how-they-form-and-why-theyre-so-dangerous/?utm_source=chatgpt.com>

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SSI Topic

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People displaced by floods wildfires and rinsing sealevels

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SciLMi Outcome

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aquire knowledge in how wildfires appears and what consequenses that comes in their way, by using different sources with AI tools.

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HOW(s)

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Subject Geography

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Age Group 14

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SciLMi Outcome (Pål)

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Tip
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AI Tool

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Perplexity

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Final Prompt

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Find a newspaper article about digital consumer and electronic waste in Europe that I can use in a marketing lesson.\\nThe subject-specific learning goal is that students could analyze the electronic waste impact on sustainability development from a market view.\\nThe example should include the manipulation feature emotional appeal, biased framing, fabrication and visual manipulation.\\nThe chosen meta-scientific literacy outcome is to communicate your viewpoint on a socio-scientific issue through arguments. Students should practice in 1) Identify a hook to grab the recipients' attention, 2) Provide background information on the socio-scientific issue and 3) Explain how the evidence supports the arguments and how the arguments support your message. Stude\\n

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Material Title

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Material Source

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SSI Topic

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Electronic waste and digital consumer

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SciLMi Outcome

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HOW(s)

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Subject

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Marketing

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Age Group

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SciLMi Outcome

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Tip
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AI Tool

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Natalia

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Final Prompt

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Find a newspaper article about Overfishing and Sustainable Marine Protection that I can use in a Social Studies for Migrants lesson. The subject-specific learning goal is that students Learners will be able to use information from different sources to discuss the consequences of overfishing, compare perspectives from Norway and their home countries, and present possible sustainable solutions.. The example should include the manipulation feature  emotional appeal. The chosen meta-scientific literacy outcome is Use search strategies to find scientific and statistical information about fish stocks in Norway and worldwide.  Students should practise spotting omissions and misrepresentation in media claims. The material should be spotting emotionally charged vocabulary and how it shapes readers' opinions. The material should be suitable for 16–18-year-olds, in English, and be short, accessible, and from a credible but opinionated outlet.

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Material Title

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"Mackerel stocks near breaking point because of overfishing, say experts"

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Material Source

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The Guardian (News article, April 9, 2025)

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SSI Topic

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Overfishing and Sustainable Marine Protection

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SciLMi Outcome

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HOW(s)

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the manipulation feature  emotional appeal

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Subject

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Social Studies for Migrants

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Age Group

\n
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SciLMi Outcome

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Oana

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Tip
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AI Tool

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Chat GPT, Claude

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Final Prompt

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Find a social media post about wildfires that I can use in an Civics lesson.

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Subject Area\\n→CIVICS

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Subject-Specific Learning Goal\\n→ Students analyse persuasive language devices in authentic texts

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The example should include the manipulation feature emotional appeal.\\n→#D2G2 Identify biased information.

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Socio-Scientific Issue (SSI) & Topic\\n→ Students should practise spotting emotionally charged vocabulary and how it shapes readers' opinions.

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Pedagogical Use / HOW Dimension \\n→#D2G2O1 Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing).

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The material should be suitable for 12-13-year-old, in French, and be short, accessible, and from a credible but opinionated outlet

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Material Title: Feux de forêts : vrai ou faux ? Devenir un détective de l'info à travers les pays

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Wildfires: True or False? Become a Cross-Country News Detective

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Material Source

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Many different social media posts about wildfires

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SSI Topic

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Students should practise spotting emotionally charged vocabulary and how it shapes readers' opinions.

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SciLMi Outcome

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Open-up your mind - identify, search & preselect information source on a socio-scienf-tific issue

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HOW(s)

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#D2G2O1 Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing).

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Subject

\n

CIVICS

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Age Group 12_13

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SciLMi Outcome

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Tip
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AI Tool

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Chat GPT

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Final Prompt

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Find a social media post about concentration of microplastics in food chains that I can use in a Biology lesson. The subject-specific learning goal is that students analyse the reality about concentration of microplastics in food chains. The example should include the manipulation feature fact vs. opinion and a visual manipulation. The chosen meta-scientific literacy outcome is to Identify deceptive tactics. Students should practise spotting omissions and misrepresentation in media claims. The material should be suitable for 14–16-year-olds, in English and be reliable but with manipulable features.

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Material Title

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microplastics in food chains

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Material Source

\n

social media

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SSI Topic

\n

microplastics in food chains

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SciLMi Outcome

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HOW(s)

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Subject

\n

biology

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Age Group

\n

15-16

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SciLMi Outcome

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Tip
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AI Tool

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Chat GPT- Marija

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Final Prompt

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Find a video on e waste I can use in media literacy classes. The students are 14 years old. The subject specific goal is to select the most informative and relevant pieces of information. The meta scientific outcome is to be able to critically ignore irrelevant information. They should be practising omitting the irrelevant information.

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Material Title

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e-waste

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Material Source

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<https://www.youtube.com/watch?v=q6cWf-edwKE&utm_source=chatgpt.com>

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SSI Topic

\n

selecting the most relevant information

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SciLMi Outcome

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critically ignore irrelevant information

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HOW(s)

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Subject

\n

Media Literacy

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Age Group

\n

14-16

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SciLMi Outcome

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\n
\n
Tip
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AI Tool (Glykeria) Chat GPT

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Final Prompt

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Find a TIK TOK post that I can use in English as a foreign language lesson. The subject-specific learning goal is to relate what they already know about fast fashion The chosen meta-scientific literacy outcome is D2G1 – Differentiate between fact and opinion. Students should practise highlighting statements that are evidence-based vs. opinion-based. The material should be suitable for 15–17-year-olds, in English, and be short, accessible, and from a credible but biased outlet.

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Material Title

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Title: "Understanding the True Cost of Fast Fashion" by Al Jazeera English

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Material Source

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TIK TOK

\n

SSI Topic

\n

FAST FASHION

\n

SciLMi Outcome

\n

HOW(s)FAS

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Subject

\n

EFL

\n

Age Group

\n

15-17

\n
\n

SciLMi Outcome

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\n
Tip
\n

AI Tool

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Final Prompt

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Material Title

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Material Source

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SSI Topic

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SciLMi Outcome

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HOW(s)

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Subject

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Age Group

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SciLMi Outcome

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\n
Tip
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AI Tool

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Final Prompt

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Material Title

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Material Source

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SSI Topic

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SciLMi Outcome

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HOW(s)

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Subject

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Age Group

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SciLMi Outcome

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Tip
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AI Tool

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Final Prompt

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Material Title

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Material Source

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SSI Topic

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SciLMi Outcome

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HOW(s)

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Subject

\n

Age Group

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SciLMi Outcome

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\n
Tip
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AI Tool

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Final Prompt

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Material Title

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Material Source

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SSI Topic

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SciLMi Outcome

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HOW(s)

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Subject

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Age Group

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SciLMi Outcome

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Tip
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AI Tool

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Final Prompt

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Material Title

\n

Material Source

\n

SSI Topic

\n

SciLMi Outcome

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HOW(s)

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Subject

\n

Age Group

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SciLMi Outcome

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\n
Tip
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AI Tool

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Perplexity - Carlos Pinheiro

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Final Prompt

\n

Find a news article about electronic waste that I can use in a Citizenship lesson.\\nThe subject-specific learning goal is that students evaluate the risks of electronic waste.\\nThe example should include the manipulation feature biased framing.\\nThe chosen meta-scientific literacy outcome is that students identify biased information. Students should practise spotting emotionally charged vocabulary and how it shapes readers' opinions.\\nThe material should be suitable for 14–16-year-olds, in English, and be short, accessible, and from a credible but biased outlet.

\n

Material Title

\n

Electronic waste has grown to record levels. Here's why that's a huge problem

\n

Material Source

\n

<https://edition.cnn.com/2024/03/20/climate/electronic-waste-recycling-climate-un>

\n

SSI Topic

\n

Electronic waste

\n

SciLMi Outcome

\n

Identify biased information

\n

HOW(s)

\n

Identify sensational and emotional language used to influence the audience.

\n

Subject

\n

Citizenship

\n

Age Group

\n

14-16

\n
","UPDATEDAT":"2025-09-19T10:29:41.982Z","ID":"baae042c-39e0-4358-9ebd-4af05c5a5acc","TITLE":"Prompt-Based Exploration of Materials for Critical Information Analysis"}