BACKGROUND:
This lesson focuses on critically examining information about biology-related topics in the news. For this lesson, students will read online news articles covering a similar topic from a variety of sources and analyze the facts, biology-related concepts, and implications in each article.
The interactive compare and contrast map is a free online interactive program created by readwritethink.org and allows students to enter and organize information about two topics that they wish to compare. The template then takes the information and creates a printable map outlining the information. This program could be used to compare and contrast two different topics or ideas in any content area. In this lesson, the compare and contrast map is used as a template for students to enter information from two different news articles about a controversial topic in biology.
The other technology used in this lesson is flexible in that any online science news source can be used, such as sciencedaily.com and scientificamerican.com. Teachers can pre-select the articles to be used and give students the URL addresses to access the articles online, or students can do a search for similar articles on a topic of their choosing related to the field of biology.
By completing this lesson, students will gain scientific literacy skills through critical examination of scientific arguments presented in online news articles and how these concepts relate to today's society.
21st Century Student Outcomes:
Civic Literacy - understand the local and global implications of civic decisions
Environmental Literacy - understand society's impact on the natural world
Critical Thinking Skills - make connections, analyze evidence and claims, evaluate alternative points of view, draw conclusions
Information Literacy - access and evaluate information
ICT Literacy Skills - use digital technology to research, organize, evaluate, and communicate information
Media Literacy - understand how and why media messages are created and how individuals interpret media differently
OUTCOMES:
Students will be able to critically examine science in the news from a variety of sources to understand the relationship between science, technology, and society.
STANDARDS:
Science, Technology, and Society N.12.B - Students understand the impacts of science and technology in terms of costs and benefits to society.
Scientific Inquiry N.12.A - Students understand that a variety of communication methods can be used to share scientific information.
MATERIALS:
- Computer with internet access to online science news websites such as http://www.sciencedaily.com or http://www.scientificamerican.com
- Science in the News guided notetaker (click here to download the PDF file)
- Online interactive compare and contrast map - http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html
TIME FRAME:
5 to 6 days (designed for 50-60 minute class periods)
STEPS:
DAY 1:
Reputable vs. non-reputable media sources - Discuss different sources such as newspapers, online articles, tabloids, and videos where you could find information and research about science topics. What makes a source reputable and trust-worthy? Do some sources present the information from a biased viewpoint and why? Does including scientific research results in a news article make it more believable?
DAY 2 & 3:
Have students access online news sources featuring articles about a controversial science topic such as GMOs, cloning, stem cell research, animal rights, parents choosing genetic traits in their babies, global warming, etc. Students will research online to find two or more articles relating to this topic. One they have found their articles, they should read each article and complete the provided guided notetaker about each article.
DAY 4 & 5:
Have students access the interactive compare and contrast map online. Students should enter their name, the title of each article they are going to compare, select Similarities-to-Differences as the essay type, then click continue.
The next step has four screens each with a text box for students to type in information about their articles - Introduction, Similarities, Differences, and Conclusion. For the introduction, students should enter background information about the articles such as the source they came from and the biology topics discussed. For Similarities and Differences, they should enter information about the articles that were similar or things that were different about each article such as facts presented or point of view about the topic. For the conclusions, students should write about how these articles were connected to today's society. Students should enter this information in complete sentences.
Once students are finished entering the information into the map, they can print out a hard copy. There is also an option to save for later.
Optional DAY 6:
Have students share about the information in their articles with the rest of the class.
Adaptations/modifications for students with special needs:
- Pre-select easy-to-read article options for students with lower reading levels.
- Studnets can enter information into the compare and contrast map as bullet points rather than writing a paragraph with complete sentences.
Click below to download this entire lesson as a PDF file
Optional DAY 6:
Have students share about the information in their articles with the rest of the class.
Adaptations/modifications for students with special needs:
- Pre-select easy-to-read article options for students with lower reading levels.
- Studnets can enter information into the compare and contrast map as bullet points rather than writing a paragraph with complete sentences.
Click below to download this entire lesson as a PDF file
science_in_the_news.pdf | |
File Size: | 520 kb |
File Type: |