Lili and the fake video

Miki played the same video for the third time.

Lili watched from the other end of the bubble ship.

“If it’s that good, show me too.”

Miki looked up. He wasn’t smiling this time.

“You tell me what this is.”

On the tablet, Lili stood at the racetrack entrance. Same jacket, same hair, same slight tilt of her head.

And her voice.

“The team just holds me back. I’m entering the final on my own.”

Lili stepped closer.

“I didn’t say that.”

Miki paused the video.

“It just arrived in the group. Two people have already asked if we’ve fallen out.”

“Not yet. But play it a fourth time and we’ll be getting there.”

Miki put the tablet down.

“OK. I won’t. It’s just… it really looks like you.”

Lili studied the frozen face.

“That’s exactly what’s wrong.”

Kiber-Huba landed on the seat back.

“Where did it come from?”

Miki opened the message.

“Someone forwarded it. They said it came from another group.”

“And the original recording?”

“So far, everyone got it from someone else.”

Huba tilted his head.

“Then we have a forwarded video. We haven’t verified its origin yet.”

Miki leaned towards the screen.

“Can’t we check the eyes? Or the mouth? Isn’t that where fake videos go wrong?”

“There can be telltale flaws,” said Huba. “But they aren’t always visible. And a low-quality real recording can have odd movements or blurry patches too.”

“So there’s no secret pixel you tap to solve it?”

“If there were, this conversation would be much shorter.”

Meanwhile, Lili looked at the track outside the window.

“Wait. That entrance… It’s where we filmed our introduction last week.”

She opened the team’s own archive. She didn’t follow a link in the message: she searched for the original on their usual team page.

“Here it is.”

In both videos, a small orange maintenance drone passed behind Lili at exactly the same moment. She lifted her head in the same way and adjusted her sleeve in the same way.

But in the original recording, she said something different:

“I can be fast on my own. But I want to complete this course as a team.”

Miki looked at the two screens.

“Same scene. Different words.”

“This version has been altered,” said Huba. “The matching details and the full original recording together tell us much more than studying the edges of a face.”

“Is this a deepfake?” Miki asked.

“It could be. AI can create a fake image, voice or video that makes it look as though someone said or did something they never did. But what we can see here doesn’t tell us exactly how it was made.”

Lili leaned back.

“But we do know I didn’t say that.”

“Yes,” Huba replied. “And you don’t need to work out which program made it before you can ask for help.”

Miki was already opening the group.

“I’ll send both so they can see…”

He stopped.

“Wait. That would spread the fake one again.”

Lili nodded.

“The link to the original will do.”

Together they wrote a short reply:

“The video going around has been altered. Something different is said in the original recording. Here’s the original. Please don’t forward the fake version.”

They showed the hurtful post’s location and the messages to the teacher who supported their team. Together they found the platform’s reporting options and included the original recording’s link.

Reporting it didn’t make the copies vanish straight away. But the original was now in the group, and several people said they wouldn’t forward the fake video.

Miki slid the tablet back onto the table.

“Sorry I trusted the video before I asked you.”

“The video had better lighting,” Lili remarked.

“I still shouldn’t have believed it straight away.”

Lili looked at him for a moment, then smiled.

“If I wanted to go solo, who would I get to peel the old stickers off the engine casing?”

Miki sighed.

“I hoped you’d forgotten that.”

“Nobody has faked a video of you cleaning yet.”

“Well, technology has its limits.”

Huba gave a quiet hoot.

This time, they both knew where the sound came from.

Teacher guide and answer keyPrint / save as PDF
Teacher guide and answer key

InfoGalaxis · MOD_04 / RAW_05 · Mission 04 · ages 12–16

InfoGalaxis • MOD_04 / RAW_05 • ages 12–16 • English v1

Learning goals

Distinguish weak clues, verification steps and direct comparisons. State what is known and uncertain. Stop forwarding hurtful content and identify a supportive action.

35-minute session

0–4: discuss what makes a recording seem credible, using fictional examples. 4–14: read the four comic pages, zoom or use the transcript as needed. 14–22: discuss eight source cards in pairs and justify each category. 22–28: three decisions and the sequence game. 28–33: worksheet or spoken equivalent. 33–35: exit sentence: “We know… We do not yet know… We can…”

Age adjustments

For ages 12–13, read longer cards aloud and allow paired or spoken answers. With ages 14–16, discuss independent sources versus repeated shares and misleading edits made without AI. No timed competition.

Worksheet answers

1: Shares may repeat one source; a similar voice does not authenticate a video. 2: The comparison shows the statement changed in this scene, not the specific AI tool, creator or intention. 3: Example: “The circulated version has different words from the full original: [original link]. Please do not forward the fake.” Other respectful, source-based wording is valid. 4: Stop → find a source → compare → act with support. Help can be requested at the start; nobody must complete every step alone. 5: “I’m glad you told me. I won’t forward it. Let’s find someone who can help.”

Game answers

Radar 1–8: not evidence alone; not evidence alone; verification step; not evidence alone; direct comparison; not evidence alone; verification step; direct comparison. Decisions 1–3: second, third, first option. The sequence follows the worksheet answer.

Assessment

Observe: separates evidence from uncertainty; stops hurtful forwarding; names a supportive action. Record independently / with support / still practising. Game points are practice feedback, not an authentication qualification.

If a real incident emerges

Listen without blame. Do not screen the video to the class or require a public account of events. Follow the school’s safeguarding procedure. View the original post’s location directly with support and use the service’s own reporting options. Do not request personal uploads or a search for the perpetrator. Do not promise immediate removal of every copy.

Parent guidePrint / save as PDF
Parent guide

InfoGalaxis · MOD_04 / RAW_05 · Mission 04 · ages 12–16

Ten minutes together • ages 12–16

Together

Read the comic or full story. Ask what the original established and what remained uncertain. Try two source cards and one decision. Practise a supportive sentence without sharing personal experiences.

Key ideas

A convincing face or voice is not authentication on its own. A visual flaw is not certain proof of fakery either. Known sources, full recordings and context can help. Manipulation need not involve AI, and knowing the method is not required to seek help.

If your child is affected

Say: “I’m glad you told me. You do not have to handle this alone.” Support first, without blame. View the post together; do not spread it to new groups. Look for the service’s reporting or removal options. In school-related bullying involve the appropriate staff member. Removal may not be instant or complete.

Avoid

Do not upload personal footage to unknown “AI checkers” or make public accusations. Replace “How could you believe that?” with “Let’s look at what supports it.” The goal is support and informed decisions, not making the child solve everything alone.

A shared guide

Stop. Find a known source. Compare. Act with support. Help is available from the very first step.

The video is not proof yetPrint / save as PDF
The video is not proof yet

InfoGalaxis · MOD_04 / RAW_05 · Mission 04 · ages 12–16

All situations are fictional. Do not provide names, accounts, personal experiences or real recordings.

1. What does it not prove?

“It was shared many times, and the voice sounds very similar.” Why is this insufficient to establish authenticity?

2. What changed?

Original: “I can be fast on my own. But I want to complete this course as a team.” Received version: “The team just holds me back. I’m entering the final on my own.” The location, movement and background match. What can you establish, and what can you not know for certain?

3. Write a correction

Write two sentences for the group. Use [original link] for the source. Do not attach the fake video.

4. Put the steps in order

Arrange the story’s steps: compare / act with support / stop / find a source. You may ask for help at any point.

5. A supportive sentence

What would you say to the person even before you know how the video was made?