In India, tens of thousands need kidney transplants and can’t get them. High demand and short supply makes organs a valuable commodity. A line of people queue up for an organ transplant. (Illustration by News Decoder) This article was produced exclusively for...
Vaping has exploded in popularity with young people. But the case against e-cigarettes for both smokers and non-smokers is mounting. A man sits on steps while vaping. Credit: Yehor from Getty Images Editor’s note: On 8 May 2024, scientists from the Royal College...
It can spot cancer, answer medical questions and help develop drugs. But we don’t trust artificial intelligence to be our primary doctor just yet. A masked robot next to an MRI machine. (Photo illustration by News Decoder) You’re lying in a hospital bed about to enter...
Everyone has an origin story. For one woman, that story begins with the love between a husband and wife. And a petri dish. Lab staff prepare small petri dishes, each holding several 1-7-day-old embryos, at the Aspire Houston Fertility Institute in vitro fertilization...
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.