Way up over our heads satellites and rocket parts orbit the Earth. Sometimes pieces of metal fall towards us. Most burn up in the atmosphere, but not all. Flames come out of a satellite falling towards Earth. (Illustration by News Decoder) Back in 1978, a Soviet...
Can we turn from plastic to paper without cutting down more trees? At 16, Valentyn Frechka decided he could make paper from fallen leaves. Trees in an urban forest. (Photo by Tom & Anna on Pixnio) This article, by high school student Danylo Bryhinskyi, was...
Amina McCauley experienced climate change in the ancient forests of Tasmania. Now she wants students around the globe to understand its effects. Amina McCauley sits among the fern trees in Wellington Park, Tasmania. (Photo courtesy Amina McCauley) Concern about...
Sri Lanka is trying to do its part to combat climate change. But it will take a sea change to stop the ocean rising around the island nation. Cracks are visible from coastal erosion on sea shore in Iranawila, Sri Lanka, 19 June 2023. (AP Photo/Eranga Jayawardena )...
A cyclone can affect trees which impact insects and animals spreading diseases to people. Doctors are realizing that individual health is part of an ecosystem. A bat, a flowering tree and a horse against the backdrop of a tornado. (Illustration by News Decoder) This...
How is having a C-section connected to deforestation? How can a cyclone off the coast of Australia affect the population of fruit bats and horse trainers? Health and science correspondent Maggie Fox dissects the concept of One Health for students in this latest Classroom #Decoder. In the accompanying classroom activity, get students thinking about their own thinking in an exercise in metacognition.
Exercise: With this article, students will engage in The 4 C’s protocol, adapted from Project Zero of the Harvard Graduate School of Education. Students will read the article then answer the 4 C’s. (1) What connections do students draw between the text and their own lives? (2) What ideas or assumptions in the text do they want to challenge or learn more about? (3) What is the text’s key concept or takeaway? (4) How did the text change the way students thought about the topic? Did the text inspire a change in attitude or action? Have students underline or annotate the text in response to each question. Share responses in small groups, then as a larger class.