30 Ways Science Teachers Teach With The New York Times


25. Engage in debate.

In my oceanography class, we have two debates on ocean-related climate topics. The first debate is about sea level rise. Two of the articles the students read in preparation are “Is your city at risk of floods or fires? Consider a “managed retirement”. by Katharine J. Mach and AR Siders, and “Tiny Town, Big Decision: What Are We Willing to Pay to Fight the Rising Sea?” by Christophe Flavelle. The second debate is about ocean-based climate solutions. In preparation, students advocating for increased kelp cultivation read “The Climate-Friendly Vegetable You Should Eat” by Melissa Clark. – Sally Warner, Assistant Professor of Climate Science, Brandeis University, Waltham, Mass.

26. Develop scientific language and patterns.

Every morning before class, I scour the Times for climate- or curriculum-related articles that highlight past, present, or future topics that are important touchstones on the current state of affairs. global environmental. Sometimes I explain the articles to the students, but I really like to introduce the information and make them think about how it relates to previous discussions or work we have done in class. I want them to build their own blueprints to understand the natural and human influences in the world around them. I teach the vocabulary, the main goals and ideas, and the Times articles teach them how to use those ideas and vocabulary in a real-life context. They see that what they are learning has real-world application and serious meaning. — David W. Cooley, Sr., teacher of earth and environmental sciences, Hoke High School, Raeford, North Carolina

27. Conduct scientific research projects.

Each year, teachers invite students in their first-year biology courses to select a research topic from a list of pre-approved topics for their modern biology research project. These include topics such as genetically modified organisms, stem cell research, developments in cancer treatments, artificial organs, renewable energy, CRISPR, and aging research, among others.

Although the school library has books that provide important background information for their projects, students should also find material on the latest and most cutting-edge breakthroughs. Because fields like stem cell research and genetic engineering are constantly evolving, it’s vital to find papers that have been published within the last year or two.

To help students find resources like these, I always go through the various databases available to them and show them how to search for their topic on nytimes.com so they can see the wealth of information. available. — Susan Shatford, Library Media Specialist, Marblehead High School, Marblehead, Mass.


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