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This lesson will help students observe and incorporate relevance in their science journalism articles.

“Information is made relevant to readers. Reported findings are linked to local concerns and new applications are considered. . . Readers’ implied questions are recognized and answered.”
SciJourn Standards for Scientific Literacy

Objective: Students will recognize and include a degree of relevance in
science journalism articles.
Materials: Ask me if I care?
relevance strips  (cut into individual strips)
lack of relevance strips (cut into individual strips)
Time: approximately 15-20 minutes

lesson – Who Cares – Making it Relevant

lesson – Who Cares – Making it Relevant (Editable Version)

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As journalists research topics, there may be times that some of the gathered facts appear to be inaccurate. Journalists and editors strive to present accurate information in their articles. Fact checking is an important job for journalists, editors and others asked to review stories. In this lesson students will be challenged to verify the accuracy of a variety of scientific facts.

“Scientific information is factually accurate . . . Students must pay attention to details, including ensuring the science is right . . . “
SciJourn Content Standards

Objective: Students will identify inaccurate facts and correct those facts using multiple and credible sources.

Time: 30 – 40 minutes

lesson – Something Seems Wrong – fact checking (pdf)

lesson – Something Seems Wrong – fact checking (Editable Version)

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In this lesson, students read several versions of the same article. ARTICLE A contains few quantitative measures (numbers), ARTICLE B offers a range of choices for reasonable quantitative measures, and ARTICLE C is the original article as published.

“Quantitative measures are given in correct and comparable units. Nearly
every story has a number—a percentage, cost, patients tested, etc. It is an
important element of science practice.”
SciJourn Content Standards

Objective: Students will recognize the importance of quantitative measures (numbers) in articles to enhance credibility and understanding.

Materials: ARTICLE A Slumber by the Numbers
ARTICLE B Slumber by the Numbers
ARTICLE C Slumber by the Numbers
Time: approximately 30 minutes

lesson – Slumber by the Numbers – quantitative measures (pdf)

lesson – Slumber by the Numbers – quantitative measures (Editable Version)

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Quantitative Measures
Lesson

In this lesson, students read several versions of the same article. ARTICLE A contains few quantitative measures (numbers), ARTICLE B offers a range of choices for reasonable quantitative measures, and ARTICLE C is the original article as published.

Quantitative measures are given in correct and comparable units.
SciJourn Standards for Scientific Literacy

Objective: Students will recognize the importance of quantitative measures (numbers) in articles to enhance credibility and understanding.

Materials: ARTICLE A Earth Knocked for a Loop
ARTICLE B Earth Knocked for a Loop
ARTICLE C Earth Knocked for a Loop
Time: approximately 40 minutes

lesson – Quantitative Measures

lesson – Quantitative Measures (Editable Version)

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In this lesson, students examine the differences between a press release and a science news article and consider the importance of distinguishing the two.

Objective: Students will recognize the differences between a press release and a science news article.

Materials:

Power Point: The Story of the New Discovery – power point
Press Release Detector
ITEM A Scientists cast doubt
ITEM B New blow for asteroid theory

Time: one 50 minute class period, or four 10-15 minute mini-lessons

lesson – Press Release vs News Article

lesson – Press Release vs News Article (Editable Version)

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In this lesson, students compare two different versions of the same article. ARTICLE B contains an abundance of quantitative measures while
ARTICLE A does not.

Quantitative measures are given in correct and comparable units.
SciJourn Standards for Scientific Literacy

Objective: Students will recognize the importance of quantitative measures to the credibility of articles.
Materials: ARTICLE A “Exceptions” to the foster care system
ARTICLE B  “Exceptions” to the foster care system

Time: approximately 30 minutes

lesson – Numbers Make it Real – quantitative measures

lesson – Numbers Make it Real – quantitative measures (Editable Version)

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In this lesson, students read several versions of the same article. ARTICLE A contains few quantitative measures (numbers), ARTICLE B offers a range of choices for reasonable quantitative measures, and ARTICLE C is the original article as published.

“Quantitative measures are given in correct and comparable units. Nearly
every story has a number—a percentage, cost, patients tested, etc. It is an
important element of science practice.”
SciJourn Standards for Scientific Literacy

Objective: Students will recognize the importance of quantitative measures (numbers) in articles to enhance credibility and understanding.

Materials: ARTICLE A Creatine: Safe for Teen Athletes?
ARTICLE B Creatine: Safe for Teen Athletes?
ARTICLE C Creatine: Safe for Teen Athletes?
Time: approximately 40 minutes

lesson – It’s in the Numbers – quantitative measures

lesson – It’s in the Numbers – quantitative measures (Editable Version)

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