Science Tech

A New York Times Newspaper in Education Curriculum Guide
CURRENT
KNOWLEDGE
Teaching Science and Technology
With The New York Times
www.nytimes.com/nie | (800) 631-1222 07- 6370

TABLE OF CONTENTS
CURRENT KNOWLEDGE / Teaching Science and Technology With The New York Times
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
LESSONS
Lesson 1 Predicting the Impact of Today’s Innovations and Discoveries . . . . . . . . . . . . . . . . . .4

Lesson 2 Q & A: Teaching Inquiry Skills With The New York Times . . . . . . . . . . . . . . . . . . . .7
Lesson 3 Exploring a Difficult Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Lesson 4 Enhancing Science and Technology Vocabulary With The New York Times . . . . . . .13
Lesson 5 Celebrating the Lives of Scientists Through the Obituary Pages . . . . . . . . . . . . . . . .16
Lesson 6 Science Projects Inspired by Articles in The Times . . . . . . . . . . . . . . . . . . . . . . . . . .19
Lesson 7 Learning About Anatomy With The New York Times . . . . . . . . . . . . . . . . . . . . . . .22
Lesson 8 Scientists at Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Lesson 9 Staying Healthy With The New York Times . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Lesson 10 Using Today’s Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Lesson 11 Writing Effectively About Science and Technology . . . . . . . . . . . . . . . . . . . . . . . . . .34
Lesson 12 Science and Technology in the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
APPENDIX
Correlation to McREL K-12 Science and Technology Standards . . . . . . . . . . . . . . . . . . . . . . . . . .40
Written by Rachel McClain. Based on original material by Stanley Shapiro.

This educator’s guide was developed by The New York Times Newspaper in Education program. It did not involve
the reporting or editing staff of The New York Times.
©2007 The New York Times Newspaper in Education Program.
KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 1

Current Knowledge: Teaching Science and Technology With The New York Times
INTRODUCTION
HOW TO USE THE NEW YORK TIMES IN YOUR SCIENCE/TECHNOLOGY CLASSROOM
cience and technology are rapidly changing subjects. The lesson plans in this
S curriculum guide are designed to help you use The New York Times to keep
your students informed of the latest developments in science and technology
and to effectively teach required concepts.
You’ll find material to enrich your classroom in all parts of The Times. For example:
■ The news pages report on the latest scientific and technological discoveries, health
issues, natural disasters and other science and technology news from around the world.
You can begin your use of The Times any day of the week with a newspaper scavenger
hunt in which students identify headlines relating to science and technology. They will
be amazed at the reach of science and technology into every aspect of life on a daily basis.
■ Science Times, a section published Tuesdays, provides extensive background and illus-
trated material on stories that often originate in the news pages. The section also features
health and medical information for people of all ages. An interesting exercise is to have
students compare information in Science Times with information on the same topics in
their textbooks.
■ Circuits, which appears on Thursdays as part of Business Day, focuses on technology
and the Internet and how it affects our daily lives. Students interested in careers in this
area will find Circuits of particular interest.
■ The Patents column, which often appears on Monday in Business Day, reports on
inventions that reflect the application of scientific and technological principles – and the
ingenuity of inventors.
■ The Weather page is rich with scientific information. But weather can also be front-page
news. Encourage your students to connect the two.
■ The Editorial and Op-Ed pages often feature editorials and commentary by Times
readers and columnists on scientific and technological topics. (“Op-Ed” means opposite
the editorial page.)
■ Obituaries often have scientists and technological innovators as their subjects, focusing
on their lives, accomplishments and contributions to our knowledge of science. Students
will also learn about careers in science and technology by reading about the lives of these
men and women.

NEW YORK TIMES SERVICES FOR TEACHERS

nytimes.com/nie
SCHOOL DELIVERY CUSTOMER SERVICE
CALL: (800) 631-1222

FAX: (888) 619-6900
E-MAIL: schools@nytimes.com
Contact us to initiate school delivery of multiple copies for classroom use, report
missed deliveries to your school or to change or cancel deliveries.
HOME DELIVERY AT THE EDUCATOR RATE

AND SCHOOL LIBRARY RATE
CALL: (888) 698-2655
If you are a teacher or school librarian, call (888) 698-2655 to order a single home
delivery or library subscription at 60% off regular rates.
THE NEW YORK TIMES LEARNING NETWORK

nytimes.com/learning
This is a special section of The New York Times Web site for teachers, students and
parents. Resources include a lesson plan each weekday based on an article in that day’s
paper, and an archive of subject-based lesson plans, with accompanying articles from
The Times. You’ll also find Times crossword puzzles, “Ask a Reporter” dialogues with
Times reporters, test-prep questions, parent involvement activities and more.
THE NEW YORK TIMES ARCHIVE ONLINE

You can search more than 150 years of our Archive with TimesSelect, a service that
includes exclusive online access to Op-Ed columnists, multimedia features and more.
TimesSelect allows you to read and print up to 100 articles per month for free and is
available at no charge to New York Times home delivery customers and library
subscribers. For all others, TimesSelect is available for as little as $7.95 per month.
(School bulk delivery accounts do not qualify for free access to TimesSelect.) To learn
more, please visit NYTimes.com.
THE NEW YORK TIMES ELECTRONIC EDITION

For classroom use
The New York Times is available on your computer screen exactly as it appears in
print, with all the text and pictures of the New York edition of The Times. Students
can do keyword searches, move easily through pages and sections, zoom in on articles
and photos and much more. For information, visit NYTimes.com/nie.

TEACHER LESSON PLAN 1

PREDICTING THE IMPACT OF TODAY’S INNOVATIONS AND DISCOVERIES
OBJECTIVE PREPARATION
■ Assemble tools
At the conclusion of this
■ Scan today’s New York Times for articles about current scientific or technological
lesson, students will be
able to predict a long- innovations or discoveries. (Science Times, published every Tuesday, should offer a
term effect of a current number of possible features, but discoveries and innovations are reported almost every
scientific or technological day in the news pages of The Times, sometimes on Page 1.) Select an article that
innovation or discovery, describes the new discovery or innovation in a way that your students can understand.
as reported in The New ■ Before class, write on the board a recent scientific/technological innovation or device
York Times. that directly impacts the lives of your students, such as “the Internet” or “cell phones.”
TOOLS NEEDED
BACKGROUND INFORMATION
● The New York Times, If the article you’ve selected fits the lesson’s theme but includes some technical language
one copy per student that may be hard for students to follow, prepare your own simpler explanation of the
● Copies of the topic for the class. If the article lends itself to a short experiment, you may want to
Lesson 1 Worksheet conduct the experiment in class to give students a better understanding of the topic.
● Pens or pencils
and markers
● Poster board WARM-UP
Point to the item you’ve written on the board. Ask your class: “How would your life be
different without this technology/innovation/device?” Discuss the positive and negative
effects it has on their lives.
NEWSPAPER ACTIVITY
■ Distribute newspapers
■ Distribute the Lesson 1 Worksheet.
■ Direct students to the article you’ve selected. Read the article as a class, filling out
parts A and B of the worksheet as you read, referring to the Discussion Questions
as appropriate.
■ Divide students into groups of three or four. Give each group poster board and
markers. Direct students to items C, D and E on the worksheet.
■ When everyone has finished, each group presents its headline and article to the class.
Display the Times article and the groups’ front pages on a class bulletin board.
DISCUSSION QUESTIONS
(Where appropriate, sample answers are provided in italics after the question. Answers
will vary depending on the article, but they reflect the type of responses that the
questions should elicit.)
1. How does the headline sum up the article? (The headline shows the importance of the
event; such as this event as the first of its kind.) ➧➧➧


PREDICTING THE IMPACT OF TODAY’S INNOVATIONS AND DISCOVERIES
2. What references are made in the article as to how this innovation might affect the
world, in both the short and long term?
3. In your opinion, what benefits might this innovation or discovery yield? What
dangers might this innovation or discovery pose?
4. Why is it important to report such innovations in the newspaper? (If people are
informed about scientific discoveries, they can make educated decisions about their
value. It also makes the information available to other scientists and innovators who
may be able to make use of it in their own work.)
HOMEWORK/EXTENSION ACTIVITIES
Assign extension/homework activities. Establish due dates.
1. Create a class magazine, on the 10 greatest scientific innovations or discoveries in
the students’ lifetime. (Bring in examples of The New York Times Magazine, if you
wish, for reference on writing style.) Divide the class into groups, with each group
researching a different topic and creating a two-page spread with pictures and a
short article on the topic they researched. The magazine can then be assembled
and distributed schoolwide.
2. Have students write a science-fiction story based on the innovation or discovery
they read about in The Times. They should base the story on facts in the article, and
consider possible negative side effects of the discovery or innovation in the article.
3. Have your class conduct a poll of students in your school about the most significant
scientific or technological innovations in their lifetimes. Make a chart displaying the
results, and accompany the chart with articles from The Times on each innovation.

LESSON 1
WORKSHEET: PREDICTING THE IMPACT OF TODAY’S INNOVATIONS AND DISCOVERIES
NAME_______________________________________
Before reading the article, look at the headline. Based on the headline, what
A innovation or discovery do you think this article is about?
While reading the article, look for words or sentences that refer to the effects that this innovation
B or discovery might have. Write these effects, as well as others mentioned during your class
discussion, in the chart below:
Effects cited in article Other possible effects the class discussed
____________________________________________________________________________
____________________________________________________________________________
______________________________________________________________________
Write an article that might appear on the front page of The New York Times in 2025. The article
C should report on a future event that takes place as a result of the discovery or innovation you’ve been
learning about in class today.
Focus on one or two likely effects of the discovery or innovation. Write a headline and the first paragraph
of the article, reporting on the event that takes place in 2025 and relating it to the innovation or discovery
you’ve read about in today’s New York Times.
Draw a picture depicting the event.

D
Write headlines of other front page articles that might appear in 2025 and include features like
E the weather.


Q & A: TEACHING INQUIRY SKILLS WITH THE NEW YORK TIMES
■ Assemble tools
■ Scan today’s New York Times for a science or technology article that is accompanied
able to use inquiry skills by a graph, chart, photo, etc. The article can deal with a topic you may or may not
to create a children’s book have covered in class, but the article should not be particularly difficult to understand.
based on questions about
a science or technology
WARM-UP
topic reported in The
Project the graphic (or draw it on the board) and ask students to write down a question
New York Times.
they have about the information in the graphic.
TOOLS NEEDED
● The New York Times, NEWSPAPER ACTIVITY
one copy per student ■ Distribute newspapers.
● Copies of the Lesson 2 ■ Distribute the Lesson 2 Worksheet.
Worksheet, one per ■ Divide the class into groups of three of four. Direct students to the article you’ve
student selected. Have them read the article and complete part A of the Lesson 2 Worksheet.
● Pens or pencils
● Construction paper
● Markers DISCUSSION QUESTIONS
● Overhead projector (Where appropriate, sample answers are provided in italics after the question. Answers
will vary depending on the article, but they reflect the type of responses that the ques-
tions should elicit.)
1. Is the topic covered in the article one with which you were already familiar? If so,
what do you know about this topic?
2. Was your initial “warm-up” question based on the graphic answered by the article?
If not, based on what you learned in the article, what do you think the answer
might be, or how might you find the answer?
3. What new questions does the article raise in your mind?
4. How would you explain this subject to a child? (Use easy-to-understand language
and show pictures to reinforce the concepts.)
1. Have students read a Times science or technology article on their own, writing
down the questions raised and answered by the article. Compile the information in
a question-and-answer format book, devoting a page to each student’s findings.
2. Conduct a quiz game in class based on a Times science or technology article. Give
the article to students before to the game so that they may prepare, and have each ➧ ➧ ➧


student generate 10 questions, from which you can compile the list of questions to
be used in the game.
3. Have students prepare a lesson based on a Times science or technology article and
present it as a “guest lecturer” to your class.

LESSON 2
WORKSHEET: Q & A: TEACHING INQUIRY SKILLS WITH THE NEW YORK TIMES
NAME_______________________________________
After reading the article, look back at the questions you wrote down earlier. Choose 10 questions
A (two or three per group member) that you and your group asked and were answered by the article.
Put the questions and answers in the chart below:
Use these questions to create a question-and-answer book for children about the subject covered in
B the article. On each page of the book include: one question; the answer to the question from the
article; and a picture, chart or some other kind of visual aid to make it easier for the children reading the
book to understand the concepts presented.
QUESTIONS ANSWERS
1
___________________________________________________________________________________
2
___________________________________________________________________________________
3
___________________________________________________________________________________
4
___________________________________________________________________________________
5
___________________________________________________________________________________
6
___________________________________________________________________________________
7
___________________________________________________________________________________
8
___________________________________________________________________________________
9
___________________________________________________________________________________
Due Date_______________________________________


EXPLORING A DIFFICULT TOPIC
■ Assemble tools
At the conclusion of
■ Scan today’s New York Times for an article that deals with a complicated science or
this lesson, students
will be able to give an technology subject with which the students may or may not be familiar.
oral presentation on ■ Develop a list of subtopics to assign for the group activity.
one aspect of a ■ Write the headline of the article on the board prior to class. (You may also need to
complicated science or write a short summary of the article if the headline does not directly refer to the
technology topic. subject of the article.)
TOOLS NEEDED
WARM-UP
● The New York Times, At the start of class, refer students to the headline on the board. Give students one
one copy per student minute to write down what, if anything, they know about this topic. Then have them
● Copies of the Lesson 3 share what they’ve written with the class.
Worksheet
● Pens or pencils and
markers NEWSPAPER ACTIVITY
● Poster board ■ Distribute newspapers.
● Reference materials ■ Distribute worksheets.
(textbooks, ■ Divide students into groups of three or four, depending on the number of subtopics
encyclopedias, you have. Direct students to the article you’ve selected. Assign a subtopic to each
dictionaries, science group, and have students read the article silently and fill out the Lesson 3 Worksheet.
journals, etc.) ■ Conduct a class discussion using the Discussion Questions as a guideline.
1. Did you find the article difficult to understand? If so, how did you try to
understand it better as you read? (I tried to picture the information and relate it to
things I already knew.)
2. Do you think that this article can be understood by people your age? Why?
3. Do you think you would have chosen to read this article on your own? Why or
why not? (No, because it is too hard to understand, or, Yes, because this topic is
something I want to learn more about.)
4. Why do you think that The New York Times decided to publish an article on a
topic that many people might find difficult? (People enjoy learning new things, or,
An article like this might appeal to people who have a strong background in the topic,
or, This is a topic that, while difficult, is something that affects people, so The Times
wanted to inform them about it.) ➧➧➧


1. Have the groups conduct additional research on their subtopics and prepare and
develop oral presentations for the class.
2. Students can rewrite the article used in class in more “kid-friendly” language. The
article, along with the revised versions, can be displayed in the classroom.
3. Have students find their own Times article on a difficult science or technology
topic and research the topic further. Students can give oral presentations to the class
on their findings.
4. Have students write a bibliography of sources cited in the article. This will help
them appreciate the amount of research that science reporters must do to reliably
report on a topic. Then have each student research one of the sources and present it
to the class.

LESSON 3
WORKSHEET: EXPLORING A DIFFICULT TOPIC
NAME_______________________________________
As you read the article, underline any sentences that relate to your group’s
A subtopic, and take notes below on what you learn.
Using the information noted above as a starting point, research your subtopic using all available resources.
B Use the space below to note any new information you learn about this topic from your research.
Prepare an oral presentation about your subtopic for the class. Create (or find and reproduce) a photo,
C illustration or other visual aid to help explain one of the more difficult aspects of this topic.
Due Date_______________________________________


ENHANCING SCIENCE AND TECHNOLOGY VOCABULARY WITH THE NEW YORK TIMES
■ Assemble tools
■ Scan today’s New York Times for a science or technology article that will be of interest
able to use a dictionary to your students.
and context clues to find ■ Pick out 10 or more vocabulary words that you think students may not know or
or figure out the meaning words that are essential to understanding what the article is about.
of unfamiliar words in a ■ Look up all vocabulary words to make sure that you know the proper definition when
New York Times science you read the article in class.
or technology article. ■ Create “reminders” — anecdotes, rhymes or other pneumonic devices — that will
reinforce the definition of each word for students. Ideally, reminders should be
TOOLS NEEDED generated by students, but if students cannot think of a good reminder for a particular
● The New York Times, word, you should be prepared to provide one.
one copy per student ■ Before class, write the first vocabulary word in the article on the board.
● Copies of the Lesson 4
Worksheet WARM-UP
Refer students to the word on the board and ask them try to figure out its meaning.
markers Have students suggest definitions and explain why they think their definition is correct.
● Poster board
Write student definitions on the board. Then have a student look up the word in the
dictionary and read the definition to the class. Compare the definitions the class came up
with to the actual definition.
NEWSPAPER ACTIVITY
■ Distribute newspapers.
■ Distribute worksheets.
■ Fill out item 1 on the worksheet as a class with the word from the Warm-Up.
■ Direct students to the Times article you’ve selected. Give them two minutes to scan the
article for any words that look unfamiliar and underline them. Put all the words the
students underlined on the board.
■ Read the article as a class, stopping at each vocabulary word and writing the word on
the worksheet. For each word, students should first use context clues to try to figure
out its meaning, and then, if necessary, a dictionary. (Students do not need to come up
with a perfect “dictionary definition” of the word. As long as they have a working
definition that clarifies the meaning of the concept, they should be encouraged to
move on in the article.)
questions should elicit.) ➧➧➧


ENHANCING SCIENCE AND TECHNOLOGY VOCABULARY WITH THE NEW YORK TIMES
1. Do you think that the words in this article are too difficult for the average reader?
(Yes, I don’t think most people would understand the technical language, or, No, I
can figure out everything from the context of the article.)
2. What tactics do you use to remember the meaning of a word? (I try to create a
picture in my mind that is related to the word, or, I make flash cards, etc.)
3. Do you think that the subject of an article determines how difficult the vocabulary
is? (Yes, because if the subject is very complicated, it’s hard to avoid using complicated
and technical vocabulary.)
4. Do you think it would be a good idea to have a glossary to accompany articles with
technical vocabulary? (Yes, so people could refer to it as they read, or, No, because if
you keep referring to it, it might distract you and make it harder for you to understand
the article as a whole.)
Assign homework/extension activities. Establish due dates.
1. Students can create a dictionary of words from the article they read in class, using
definitions as well as anecdotal, mnemonic or other reminders to help them
remember the meaning.
2. Students can keep note cards of science and general vocabulary words they learn
from The Times throughout the year. Periodically have a “vocabulary bee” testing
their knowledge of the words they recently learned.
3. Students can create a crossword puzzle using the vocabulary words from the article.
Alternatively, each student could read a different short article from The Times,
choose 10 vocabulary words from the article, and create a crossword puzzle using
these words. Puzzles can be distributed to the class or made available for students to
complete for extra credit or just for fun. Each puzzle should have the article
attached so that students can see how the words are used in context.

LESSON 4
WORKSHEET: ENHANCING SCIENCE AND TECHNOLOGY VOCABULARY WITH THE NEW YORK TIMES
NAME_______________________________________
Fill out the worksheet as you read the article together as a class. For the “reminder,” think of an anecdote, a
rhyme or other mnemonic device that will help you remember the definition.
word: ______________________________ word: ______________________________

definition: ___________________________ definition: ___________________________
1 ____________________________________
____________________________________
5 ____________________________________
____________________________________
reminder:____________________________ reminder:____________________________
____________________________________ ____________________________________
word: ______________________________ word: ______________________________

2 ____________________________________
____________________________________
6 ____________________________________
____________________________________
____________________________________ ____________________________________
word: ______________________________ word: ______________________________

3 ____________________________________
____________________________________
7 ____________________________________
____________________________________
____________________________________ ____________________________________
word: ______________________________ word: ______________________________

4 ____________________________________
8 ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________


CELEBRATING THE LIVES OF SCIENTISTS THROUGH THE OBITUARY PAGES
■ Assemble tools
■ Scan today’s New York Times for an obituary about a scientist.
able to write an ■ Write a short obituary of a scientist (or use the example below) that your students have
obituary/biography of a been studying, leaving out the name of the scientist. Cite key discoveries or theories
famous scientist. for which he or she was responsible so that your students can figure out whose
obituary it is.
■ Write the obituary on the board prior to class, or use the overhead projector to display it.
TOOLS NEEDED
SAMPLE OBITUARY (for Richard Feynman)
● The New York Times,
one copy per student A Life of Discovery
worksheet NAME OF SCIENTIST died today in Los Angeles, California. Born in Far Rockaway,
● Pens or pencils and New York, in 1918, NAME made a name for himself early in his career by being one of
markers the youngest participants in the Manhattan Project. NAME, recipient of the 1965 Nobel
● Reference materials Prize in Science for his work on path integrals and for his famous diagrams, lived a life of
about famous learning and discovery. While most accomplished in the realm of science, NAME also
scientists (textbooks, prided himself on being, among other things, a musician, an artist, a lock picker, and an
encyclopedias, anthropologist. Most recently he gained fame for his critical testimony during the
computers with “Challenger” hearings, where, with nothing but a glass of ice water, NAME demonstrated
Internet access, etc.) how the disaster might have occurred. His acclaimed “Lectures on Physics,” given at Cal
● Overhead projector
Tech, were recorded and have become a staple of physics pedagogy. NAME is survived by
(if desired)
his sister, also an accomplished scientist, his second wife and children.
WARM-UP
Have students read the obituary and try to figure out whose it is. Give them a minute
to think before asking for answers. If they come up with more than one name, have the
class vote before revealing the actual name.
NEWSPAPER ACTIVITY
■ Distribute worksheet.
■ Direct students to the obituary you’ve selected from The Times. Read it together as a
class, stopping along the way to answer discussion questions 1-3. After reading the
entire obituary, go on to questions 4-7.
■ Have each student select a favorite scientist who they have learned about. You may
want to brainstorm with the class and put a list of names on the board so that students
can review their choices. More than one student can choose the same scientist, but
aim for a variety. ➧➧➧


CELEBRATING THE LIVES OF SCIENTISTS THROUGH THE OBITUARY PAGES
■ Students research their scientist and record their findings on the worksheet.
■ Completed obituaries can be displayed together on a class bulletin board.
1. Why is this scientist famous?
2. What awards or honors did this scientist receive?
3. What have other people said about this scientist?
4. Why do you think an obituary focuses more on the person’s life than on his or her
death? (The obituary is meant to celebrate the person’s accomplishments.)
5. If you could summarize this scientist’s life in one phrase, what would it be?
6. What is the style of writing in this obituary? (The author gives historical background
as well as colorful stories and quotes that reveal the scientist’s character.)
7. Which of the scientists you’ve studied do you think had the most interesting
lives and careers?
1. Have students find the actual Times obituary of the scientist they chose to write
about in class, and create a chart comparing the information provided in each.
2. Students can conduct an “interview” with a famous scientist based on the
information from a Times obituary. The student playing the scientist should try to
speak and act — even dress — as he/she imagines the scientist would, based on
information in the obituary.
3. Students can write biographies/obituaries of their favorite scientist, using The Times
to learn more about the scientist’s life and work.

LESSON 5
WORKSHEET: CELEBRATING THE LIVES OF SCIENTISTS THROUGH THE OBITUARY
PAGES
NAME_______________________________________
Using all available reference materials, conduct research on a living scientist, and record your findings on this
worksheet. Then write a 300-word obituary celebrating this scientist’s life, in the style of a New York Times
obituary. Read other obituaries from The Times before writing yours to get a sense of how they are written.
My scientist: ________________________________
1. For what discoveries, inventions, theories, etc., is this scientist most famous?
2. What awards did this scientist win?
3. What did you find most interesting or strange about this scientist?
4. What have other scientists said about this person?
5. Based on your research, what type of personality does this scientist have? Does this
scientist have any “quirky” behaviors or habits?


SCIENCE PROJECTS INSPIRED BY ARTICLES IN THE TIMES
OBJECTIVE BACKGROUND INFORMATION

Students should be familiar with the concept and the components of the scientific
method and how they relate to conducting an experiment (i.e., hypothesis, materials,
able to create a proposal procedure, data, conclusion). Many science textbooks have sections on the scientific
for a science experiment method and provide descriptions of each component, which you may want to review
— incorporating the with your class before beginning this lesson.
scientific method —
based on something
they’ve read in a New PREPARATION
York Times article. ■ Assemble tools
■ Scan today’s New York Times for an interesting science or technology article that will
stimulate ideas for student science projects.
TOOLS NEEDED ■ Write the Warm-up questions on the board before class:
a. What is the most interesting science experiment you have ever seen or
performed yourself?
one copy per student
b. What did you learn from this experiment?
worksheet
● Pens or pencils
WARM-UP
● Textbooks (for
Students write their answers to the questions on the board at their desks. Have a few
reference on the
students share their answers with the class.
scientific method)
NEWSPAPER ACTIVITY
■ Distribute newspapers and direct students to the article you’ve selected.
■ Use the Discussion Questions as the basis of a class discussion.
■ Distribute the worksheets and review with students.
1. What new information did you learn from the article?

2. Does this article make you want to create your own science project? (Yes, because it
shows some of the interesting things you can learn.)
3. What type of experiment would you like to conduct after reading the article?
Assign extension/homework activities. Establish due dates. ➧➧➧


SCIENCE PROJECTS INSPIRED BY ARTICLES IN THE TIMES
1. Attend a local science fair or other science competition as a class. Have students
write articles in the style of The Times about some of the projects they see.
2. Have students keep a scrapbook of New York Times articles that inspire them to
conduct their own experiments. Toward the end of the year, have students develop
an experiment to conduct (individually, in small groups or as a class), with the help
and guidance of experts (possibly those quoted and cited in the article).

LESSON 6
WORKSHEET: SCIENCE PROJECTS INSPIRED BY ARTICLES IN THE TIMES
NAME_______________________________________
Select an article from The New York Times that inspires you to think of a science project.
Headline of article____________________________________________________________________
Date_________________________________ Section/Page___________________________________
A List possible science projects that this article makes you consider.
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
Choose one of the projects listed above. Based on the information in the article, what is your
B hypothesis about the outcome of this project?
Project:__________________________________
Hypothesis:_________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
C Set up and perform your project/experiment following the scientific method.
Prepare a chart that includes the Times article that inspired your project, along
with a paragraph explaining why.
Ask your teacher how your can submit your project to one of the many local
and national student science competitions held every year.


LEARNING ABOUT ANATOMY WITH THE NEW YORK TIMES
■ Assemble tools
lesson, students will be ■ Scan today’s New York Times and select an article with a focus on anatomy. You may
able to create a choose an article about the human body, animal or plant life, viruses, etc., depending
meaningful and accurate on the focus of your course. The article may relate directly to a topic you are already
anatomical illustration to covering in class, or you can use this lesson to expose students to an aspect of anatomy
accompany a New York you have not yet covered. Try to pick an article with illustrations or photos to help
Times article. students understand the subject matter and prepare them for the activity.
TOOLS NEEDED WARM-UP

Before students read the article, have them draw a picture of the life form featured in the
one copy per student article (i.e., a bee, a human, a body part, a plant, etc.), labeling all the parts with which
● Copies of the Lesson 7 they are familiar. Then have several students put their drawings to the board (or project
Worksheet them with an overhead projector), and discuss the accuracy of the drawings.
● Pens or pencils
● Reference materials
(textbook, NEWSPAPER ACTIVITY
encyclopedias, ■ Distribute newspapers.
computers with ■ Read the Times article you’ve selected as a class, stopping to answer Discussion
Internet access, etc.) Questions as they arise.
● Markers
● Poster board
● Overhead projector DISCUSSION QUESTIONS
(optional) 1. What is the main idea of the article?
2. What information in the article did you know before you began reading?
3. What new information did you learn about this life form from reading the article?
4. What is the most interesting or surprising fact in the article?
WORKSHEETS
■ Distribute worksheets and review the assignments with students individually.
■ Establish due date for part B.
1. Have students make a “five kingdoms scrapbook” with New York Times articles
about the anatomy and functions of living things in each kingdom. Students can
combine their findings to create a classroom mural. ➧➧➧


LEARNING ABOUT ANATOMY WITH THE NEW YORK TIMES
2. Have students create appropriate illustrations for all the articles in today’s
Science Times.
3. Have students find two Science Times articles, one describing the anatomy of a
specific living thing, and another describing a technological device that shares
specific attributes with this living thing (i.e., a bat and an ultraviolet lens). Students
can create a poster displaying both items and labeling the attributes that are
common to both.

LESSON 7
WORKSHEET: LEARNING ABOUT ANATOMY WITH THE NEW YORK TIMES
NAME_______________________________________
Refer to your original drawing from the Warm-Up. Based on what you’ve
A learned from the article, what “mistakes” did you make in your original drawing?
Research one aspect of the life form discussed in the article (for example, its reproductive functions,
B life cycle or muscular structure). Write an additional paragraph, in the style of the original article,
adding new information to the article. Then create a detailed, accurate drawing depicting this information.
Create a poster displaying the article (with the additional paragraph you wrote) and the illustration.


SCIENTISTS AT WORK
■ Assemble tools
lesson, students will be ■ Scan today’s Science Times for an interesting “Scientists at Work” article or another
able to conduct a profile of or “Conversation With” a scientist (an obituary of a scientist would be fine, too).
meaningful interview ■ Write the Warm-Up question on the board before class.
with a local scientist.
WARM-UP
TOOLS NEEDED Have students answer the following question, written on the board prior to class, at their
desks: If you could interview one scientist from history, who would it be and why? Have
● The New York Times, some students share their answers with the class.
one copy per student
● Pens or pencils
● Copies of the Lesson 8 NEWSPAPER ACTIVITY
Worksheet ■ Distribute newspapers and worksheets.
■ Direct students to the article about a scientist or obituary you’ve selected for
silent reading.
■ Have students complete part A of the Lesson 8 Worksheet as they read.
■ After students are finished reading, move on to the Discussion Questions.
1. What was the most interesting thing you learned about this scientist?
2. What other information do you want to know about this scientist that was not in
the article?
3. Was there any information you think could have been left out of the article?
If so, why?
4. What was your favorite quote from the scientist in this article and why?
5. Why do you think The New York Times runs the Scientists at Work feature and
other profiles of scientists? (People like to read about real scientists; it makes science
come to life for the reader.)
WORKSHEET
■ Assign parts B and C from the worksheet.
■ After students complete their interviews, compile them into a class book entitled
“Scientists in (name of your town, city, or state) at Work.” ➧➧➧


SCIENTISTS AT WORK
1. Students create a scrapbook of their favorite Scientists at Work articles throughout
the school year. Toward the end of the year, each student contacts one scientist to
find out more about his or her work. If one of them works or lives nearby, you
might invite him or her to visit your school.
2. Arrange to have students “shadow” a local scientist for a day to observe his or her
work. Based on their observations, your class can create a book of “days in the lives”
of a group of scientists.
3. Have your students take home to read the same article about a scientist, followed
by a class discussion. Possible questions include: Do you think this scientist’s
discoveries or innovations are significant? Does this person’s personality sound like
what you would imagine the personality of a scientist to be? What most impresses
you about this scientist? What aspect of this scientist’s life is most disappointing to
you? What questions would you ask this scientist if you could interview him or her?

LESSON 8
WORKSHEET: SCIENTISTS AT WORK
NAME_______________________________________
As you read the “Scientists at Work” article, or other profile of a scientist, write down five quotations
A from the article in the spaces below. Next to each quotation, write the question that you think the
reporter asked to get this response.
QUOTE QUESTION
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
B Write down five questions that you would ask a scientist in an interview.
1.__________________________________________________________________________________
2.__________________________________________________________________________________
3.__________________________________________________________________________________
4.__________________________________________________________________________________
5.__________________________________________________________________________________
Choose a local scientist, computer technician or programmer, or anyone else in the fields of science or
C technology, such as a science teacher, to interview. Use the questions you wrote down in parts A and B
as the basis of your interview. (Depending on whom you choose to interview, you may have to modify the
questions from part A.)


STAYING HEALTHY WITH THE NEW YORK TIMES
■ Assemble tools
lesson, students will be ■ Find the Personal Health column in Science Times, or another health-related article.
able to create a ■ Write the subject of the column of article on the board prior to class.
handbook addressing an
area of health discussed
in The New York Times. WARM-UP
Ask students to think about to what extent the health issue on the board concerns them,
their family and friends, and write down the questions they have about this topic.
TOOLS NEEDED
● The New York Times, NEWSPAPER ACTIVITY
one copy per student ■ Distribute newspapers.
● Copies of the
■ Direct students to the Times article you’ve selected. Read the article as a class, stopping
Lesson 9 worksheet
to address the Discussion Questions as they arise.
● Pens or pencils
● Paper
1. Why do you think that the reporter chose this topic? (It is a topic that many
people are concerned about.)
2. What statistics are cited in the column/article?
3. What did you learn from the article?
4. Did this article answer all your questions? What other questions do you have?
WORKSHEET
■ Distribute Lesson 11 Worksheet and review with students. Assign due dates.
1. Have students each pick a different Personal Health column from Science Times
and create a health handbook based on information in the column. Set up a health
library for your classroom with all the handbooks.
2. Have students write their own Personal Health columns about a health topic that
concerns them. ➧➧➧


STAYING HEALTHY WITH THE NEW YORK TIMES
3. Have a “Health Fair” in your classroom. Each student (or pair or students) can
create a booth (or desk) devoted to a health topic addressed in a Personal Health
column. Have students from other classes attend, and if your school has a school
newspaper, arrange for the Health Fair to be “reviewed.”

LESSON 9
WORKSHEET: STAYING HEALTHY WITH THE NEW YORK TIMES
NAME_______________________________________
Select an article on a health topic (a disease, illness or other medical condition, etc.) from The New York Times.
Headline of Article____________________________________________________________________
Date_______________________________ Section/Page_____________________________________
What information did you find in the article Choose one quote from the article that
A about each of the following? B provides specific information about each of the
subtopics and write it down:
Causes:__________________________________ Quotation:_______________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
Symptoms:_______________________________ Quotation:_______________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
Prevention:_______________________________ Quotation:_______________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
Resources:_______________________________ Quotation:_______________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
Due Date_______________________________________


USING TODAY’S TECHNOLOGY
■ Assemble tools
lesson, students will create ■ Scan today’s New York Times for an article about a technological trend or device that
an instruction manual for students would find interesting.
a current technology or ■ Write Warm-Up assignment on the board prior to class: Draw a picture of your room
device covered in The at home and label all the electronic devices.
New York Times.
WARM-UP
TOOLS NEEDED Pass out blank paper to each student. After they’ve completed their drawings, have
students share them with the class to find out: who enjoys which electronic devices the
one copy per student most; who has an unusual device; and who thinks that he or she is the most dependent
● Copies of the on a technological device.
Lesson 10 Worksheet
● Pens or pencils
● Paper
NEWSPAPER ACTIVITY
■ Distribute newspaper.
1. How do you think this new technology or device might affect your life?
2. Do you think that people are too dependent on technology? (Yes, I think if the
power went out in our house everyone would panic.)
3. How does your use of technology differ from that of your parents and
grandparents? Why do you think these differences exist? (My parents use the
computer for word processing and sometimes for the Internet, but I have to help
them. My grandparents don’t even have a computer. I think the difference is that I
grew up with computers and they didn’t.)
WORKSHEET
■ Distribute Lesson 10 Worksheet.
■ Divide class into groups of four. Review with students.
■ Establish due dates for creating and publishing the Beginner’s Guide. ➧➧➧


USING TODAY’S TECHNOLOGY
1. Have students create a monthly newsletter composed of Briefs — like those in

The New York Times — on new technologies and devices. Possible topics include
reviews and features on Web sites, new computer programs and games, new
devices, patents, etc.
2. Have students research how newspaper production has changed in the last century,
and create a poster illustrating the differences.
3. Have students poll people in different age groups about their technology usage.
(Suggested groupings are 12 and under, 13-18, 19-25, 26-40, 40-65, and over 65.)
They should ask how much time people spend on their computers and the Internet
every day, as well as questions about their use of other modern technologies. Using
the information they collect, students can then write a news article with graphs and
charts like the articles about polls in The Times.

LESSON 10
WORKSHEET: USING TODAY’S TECHNOLOGY
NAME_______________________________________
Put together a list of practical applications of this technology or device that were not mentioned in the
A article._______________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
B Develop a Beginner’s Guide to this technology or device.
Write a chapter for each of the applications listed above, with each member of your group working on
one chapter.
Each chapter should include:
■ a brief explanation of how this technology/device can be used for this application.
■ step-by-step instructions explaining how to perform the tasks involved, and diagrams
where appropriate.
■ additional research that may be necessary to fully explain this new technology and its range of
practical applications.
TITLE OF GUIDE: Beginner’s Guide to___________________________________________________
MEMBERS OF GROUP CHAPTER TITLES

______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
Due Date for Chapter_______________________________________

Due Date for Editing Chapters_______________________________________
Due Date for Publishing the Guide_______________________________________


WRITING EFFECTIVELY ABOUT SCIENCE AND TECHNOLOGY
■ Assemble tools
lesson, students will ■ Scan today’s New York Times for an especially engaging article about a science or
produce their own well- technology topic. Choose an article that includes as much vivid imagery and expressive
written, engaging article vocabulary as possible.
on a science or technology ■ Write Warm-Up questions on the board prior to class.
topic they are currently
studying in class.
WARM-UP
Have students write answers at their desks to the following questions:
TOOLS NEEDED “Would you like to write articles for The New York Times?”
“What would be the hardest thing about writing articles for a newspaper?”
one copy per student Then have some students share their answers with the class.
● Copies of the Lesson
11 Worksheet
NEWSPAPER ACTIVITY
● Pens or pencils
● Paper
1. Does the headline make you want to read the article? Why or why not? Can you
come up with a better headline?
2. Is the opening sentence of the article engaging? Can you make it better?
3. Does the author’s vocabulary enhance or limit your understanding of the article?
4. Does the article contain quotations? If it does, do they enhance or hinder your
enjoyment of the article? What other types of quotations might the reporter have
used to enhance the article?
5. Which sentences or phrases stand out as you read the article? Why do these
sentences or phrases grab your attention?
6. What questions do you think the reporter asked in order to get the information to
write this article?
WORKSHEET
■ Distribute Lesson 11 Worksheet and review with students.
■ After reading the article, students work individually filling out part A.
■ Assign part B as homework, assigning each student a science or technology topic that
you have studied in class. ➧➧➧


WRITING EFFECTIVELY ABOUT SCIENCE AND TECHNOLOGY
1. Assign extension/homework activities. Establish due dates.
2. Have students critique each other’s articles (from part B of the Worksheet) based on
the criteria they noted on their worksheet. Students can revise their articles based
on these critiques, then compile the articles into a book.
3. Have students use the Ask a Reporter feature on The New York Times Learning
Network (www.nytimes.com/learning) to learn more about the art of newspaper
writing. Have students create a manual for other students on writing effective and
engaging newspaper articles.
4. Have students periodically write articles on science and technology topics of
interest. Compile them in a book and distribute it toward the end of the year. After
students have read all the articles, they can vote on which was the most fun to read,
which had the best imagery, etc.
(Science and technology reporters are in demand at the moment. Students who show an
interest in writing about these areas should be encouraged to consider a career in
journalism as a science and/or technology writer/editor.)

LESSON 11
WORKSHEET: WRITING EFFECTIVELY ABOUT SCIENCE AND TECHNOLOGY
NAME_______________________________________
What elements make a newspaper article interesting to read? Think about the class discussion of the
A article you just read and list the elements below. Then rate the article you read (with 1 the lowest
rating and 5 the highest) based on each element, and explain your ratings.
ELEMENT Rating in this article Explanation of rating
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Write an article in the style of The New York Times about a science or technology topic you are
B currently studying. Use all the resources available to you, including your textbook, other reference
materials, and the expertise of your teacher — interview him or her to learn more about the topic. Keep
each of the elements you listed above in mind as you write.


SCIENCE AND TECHNOLOGY IN THE ARTS
■ Assemble tools
■ Scan The New York Times for a review of a book or movie dealing in some way
lesson, students will write
with science or technology. Most movie reviews appear on Fridays and some
a review of a current
science or technology on Wednesdays.
film or book, modeled ■ Scan today’s New York Times for movie and book advertisements to show to students
on a New York Times as models for ads that they will create (for Homework/Extension activity #1).
movie or book review. ■ For the Warm-Up game, prepare a list of science and technology topics about which
books or movies have been written or made.
TOOLS NEEDED
WARM-UP
● The New York Times, Divide the class into two teams. Ask each team to name books/movies related to the
one copy per student science and technology topics you have listed, one topic at a time. The first student to
● Copies of the raise his or her hand provides an answer, and the team with the most points at the end
Lesson 12 Worksheet of the game wins. After the game, ask students why these topics are so popular in
movies and books.
markers
● Poster board
NEWSPAPER ACTIVITY
■ Direct students to the article you’ve selected from The Times. Read the article together
as a class, discussing questions 1-3 while you read. After finishing the article, go on to
questions 4-6.
1. What background information does the article provide about the science or
technology content of the movie/book?
2. According to the reporter/critic, how accurately does the movie/book represent
this topic?
3. What “mistakes,” if any, does the movie/book make in dealing with this topic?
4. Why do you think films/books about current science or technology trends are so
popular? (People like seeing movies about new and exciting things. Also, these are
things that have a big impact on our lives, and we like to see movies that show how
these trends might affect us now and in the future.)
5. What is the attitude toward progress taken in movies/books such as the one
reviewed in the article? Do you think this is how most people feel about progress? ➧ ➧ ➧


SCIENCE AND TECHNOLOGY IN THE ARTS
6. What current science or technology topic do you think would make a good subject
for a movie/book? Why?
WORKSHEET
■ Distribute worksheet. Review with students before they work on it individually.
1. Have students collect science or technology movie/book ads from The Times.
Have students create their own ads for a science or technology movie/book, using
the Times ads as models.
2. Have students watch a feature film that involves a science or technology topic you
have covered in class this year. Students can then write a review analyzing the film’s
depiction of this topic and whether or not it’s realistic.
3. Students can create their own film short or short story based on a science or
technology topic they have studied in class, or read about in The Times. Films can
be shown and stories distributed to the class, and classmates can write reviews,
using Times reviews as a model.

LESSON 12
WORKSHEET: SCIENCE & TECHNOLOGY IN THE ARTS
NAME_______________________________________
List the criteria (such as title, dialogue, accuracy, length, etc.) by which the movie/book
A reviewed was judged, and briefly summarize the reviewer’s assessment of each of the criteria:
CRITERIA ASSESSMENT
Example: title Example: Not descriptive enough
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Watch the movie/read the book reviewed in The Times and write your own review, using the original
B review as a model. Include an assessment of each of the criteria you cited for the original review.

APPENDIX
CORRELATION TO MCREL K-12 SCIENCE AND TECHNOLOGY STANDARDS
he 16 lessons in this guide all relate to science and technology. The McREL K-
T 12 Science and Technology Standards deal with understandings within the

specific sciences of: Earth and Space Sciences, Life Sciences, Physical Sciences,
the Nature of Science.
Some of the science and technology standards apply, as indicated below, to many or all
of the lessons. Since all the lessons stress the use of as yet unknown specific areas of
science, it is impossible to determine, in this guide, which specific science and
technology standards will apply to each lesson that you, the teacher, will design.
Once you’ve prepared your lessons, the specific standards should be noted in the lesson
plan. Over the course of the school year the teacher should use lesson topics and
articles that cover as many of the McREL Standards as possible.
Lesson 1: Predicting the Impact of Today’s Innovations and Discoveries

Science Standards 1 2 3 4 5 6 7 8 9 10 11 12 13
Earth & Space Science ● ● ● ● ● ● ● ● ● ● ● ● ●
Life Science ● ● ● ● ● ● ● ● ● ● ● ● ●
Physical Science ● ● ● ● ● ● ● ● ● ● ● ● ●
Nature of Science ● ● ● ● ● ● ● ● ● ● ● ● ●
Technology Standards ● ● ● ● ● ● ● ● ● ● ● ● ●
Lesson 2: Q & A: Teaching Inquiry Skills With The New York Times
Life Science ● ● ● ● ● ● ● ● ● ● ● ● ●
Lesson 3: Exploring Difficult Topics

Life Science ● ● ● ● ● ● ● ● ● ● ● ● ●
➧➧➧

APPENDIX
Lesson 4: Enhancing Science and Technology Vocabulary With The New York Times
Life Science ● ● ● ● ● ● ● ● ● ● ● ● ●
Lesson 5: Celebrating the Lives of Scientists Through the Obituary Pages

Life Science ● ● ● ● ● ● ● ● ● ● ● ● ●
Lesson 6: Science Projects Inspired by Articles in The Times

Life Science ● ● ● ● ● ● ● ● ● ● ● ● ●
Lesson 7: Learning About Anatomy With The New York Times

Life Science ● ● ● ● ● ● ● ● ● ● ● ● ●
➧➧➧

APPENDIX
Lesson 8: Scientists at Work

Life Science ● ● ● ● ● ● ● ● ● ● ● ● ●
Lesson 9: Staying Healthy With The New York Times

Life Science ● ● ● ● ● ● ● ● ● ● ● ● ●
Lesson 10 : Using Today’s Technology

Science Standards 1 2 3 4 5 6 7 8 9 1 0 11 12 13
Life Science ● ● ● ● ● ● ● ● ● ● ● ● ●
Lesson 11 : Writing Effectively About Science and Technology

Life Science ● ● ● ● ● ● ● ● ● ● ● ● ●
Lesson 12 : Science and Technology in the Arts

Life Science ● ● ● ● ● ● ● ● ● ● ● ● ●

Science Tech

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Science Tech

Hochgeladen von

Copyright:

Verfügbare Formate

A New York Times Newspaper in Education Curriculum Guide

www.nytimes.com/nie | (800) 631-1222 07- 6370

Lesson 1 Predicting the Impact of Today’s Innovations and Discoveries . . . . . . . . . . . . . . . . . .4

Correlation to McREL K-12 Science and Technology Standards . . . . . . . . . . . . . . . . . . . . . . . . . .40

Written by Rachel McClain. Based on original material by Stanley Shapiro.

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 1

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 2

NEW YORK TIMES SERVICES FOR TEACHERS

SCHOOL DELIVERY CUSTOMER SERVICE

CALL: (800) 631-1222

HOME DELIVERY AT THE EDUCATOR RATE

THE NEW YORK TIMES LEARNING NETWORK

THE NEW YORK TIMES ARCHIVE ONLINE

THE NEW YORK TIMES ELECTRONIC EDITION

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 3

TEACHER LESSON PLAN 1

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 4

TEACHER LESSON PLAN 1

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 5

Effects cited in article Other possible effects the class discussed

Draw a picture depicting the event.

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 6

TEACHER LESSON PLAN 2

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 7

TEACHER LESSON PLAN 2

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 8

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 9

TEACHER LESSON PLAN 3

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 10

TEACHER LESSON PLAN 3

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 11

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 12

TEACHER LESSON PLAN 4

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 13

TEACHER LESSON PLAN 4

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 14

word: ______________________________ word: ______________________________

word: ______________________________ word: ______________________________

word: ______________________________ word: ______________________________

word: ______________________________ word: ______________________________

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 15

TEACHER LESSON PLAN 5

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 16

TEACHER LESSON PLAN 5

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 17

2. What awards did this scientist win?

4. What have other scientists said about this person?

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 18

TEACHER LESSON PLAN 6

OBJECTIVE BACKGROUND INFORMATION

1. What new information did you learn from the article?

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 19

TEACHER LESSON PLAN 6

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 20

C Set up and perform your project/experiment following the scientific method.

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 21

TEACHER LESSON PLAN 7

TOOLS NEEDED WARM-UP

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 22

TEACHER LESSON PLAN 7

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 23

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 24

TEACHER LESSON PLAN 8

KNOWLEDGE NETWORK | www.nytimes.com/nie | (800) 631-1222 25

word: word:

word: word:

word: word:

word: word: