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Developed by Nicolle von der Heyde for an after school program.

SciJourn aft school milestones

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TEACHER GUIDE – status of class

This teacher guide facilitates the tracking of student progress through the use of a status board.

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article progress checklist

This checklist guides students through the stages of article writing, while also allowing them to record their progress.

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Download “The Inverted Triangle” PowerPoint here.

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A Student Guide to . . .
Peer – Editing

So, the assignment is to read someone else’s article and peer-edit. Responding to the writing of a classmate is far more than merely saying “this is really good”.
The ideas listed here are ways for you to actually assist a classmate with their writing, even if you feel unqualified to do so. (You can also use this guide to assess your own writing!)

Student Guide – Peer Editing

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A Student Guide to . . .
ATTRIBUTIONS

Every piece of information included in your article comes from a source that must be identified – in other words, all information must be ATTRIBUTED.
The reader must be told where the information was found.
This includes facts and descriptions of people and organizations.
(The only exception is when information is commonly known by your audience.)

Student Guide – Attributions

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Including attributions (sources of information) in science news articles is one of the most important means of enhancing credibility. Many young writers are unaware of the use or importance of attributions. Readily available models are scarce. High school textbooks or teacher lectures generally do not include attributions. Providing support in the use of attributions in science news articles (and noticing when they are not present) will assist the students in understanding and valuing their importance.

Except for accepted facts, ideas and theories, all assertions, numbers, details and opinions are attributed. . . Attribution includes individual names or organizations, websites, newspapers/TV shows, reports, and press releases.
SciJourn Standards for Scientific Literacy

Objectives:
A) Students will recognize the value of attributions in articles they read and will ask specific questions when attributions are absent.
B) Students will work with a Track Changes style of making editor comments as they become editors themselves.

Materials: ARTICLE A Horses and Healing article
In this article, the attributions have been removed. Track Changes comment boxes are provided for editorial comments by students.

Time: 40-50 minutes

lesson – Who Says – Using Attributions (pdf)

lesson – Who Says – Using Attributions (Editable Version)

 

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In this lesson, students examine the organization and structure of the science news article and how it differs from the five paragraph essay.

“Journalism’s inverted triangle structure requires that the writer determine the gist of the story, what details are most important (these come next) and which details come later down. . .”
SciJourn Standards for Scientific Literacy

Objective: Students will recognize the elements and structure of the science news article.

Materials: The Inverted Triangle
ARTICLE A (to be cut into separate paragraphs)
ARTICLE B (intact version of article)
Several business envelopes (enough for each group of 3 students)
A piece of plain paper for each group
glue sticks

Preparation prior to lesson: Prepare enough copies of ARTICLE A so that there will be one for each group of 3 students. Cut the article along the dotted lines and place in random order into an envelope for each group.

Time: approximately 50 minutes
lesson – Science News Article Organization

lesson – Science News Article Organization (Editable Version)

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Objective: Students will recognize the elements of a well-written science news story and will evaluate the effectiveness of several examples.

Materials: ARTICLE A Apple probes iPhone explosion reports: EU
(article as originally published)
ARTICLE B Apple probes iPhone explosion reports: EU
(same as ARTICLE A but with teacher notations)
Science News Article Evaluation
ARTICLE C Teens with own cars have more crashes, study finds  – (article for students to evaluate independently)

Time: approximately 40-50 minutes

lesson – Make it Better – Improving a Science News Story

lesson – Make it Better – Improving a Science News Story (Editable Version)

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SciJourn Read-Aloud

LEDES

The lede of a news story is the hook that grabs the reader, usually at the beginning of the article. In this Seed Activity, students are shown several different possible ledes for the same story and are asked to decide which is most interesting.

Background: The spelling of lede is correct. The term was originally used by journalists to differentiate from lead (the metal) from which type for printing was made. Today, journalists continue to use the lede spelling.

Activity: Read and/or show each of the following ledes to the students. Ask which might entice a reader to read the article. Have students measure each lede on a scale of 0-10 with 10 being the most interesting or most likely to engage the readers.

 

Read Aloud – ledes

Read Aloud – ledes (Editable Version)

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