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Students will learn how science journalists develop stories from scientific studies by analyzing a Science News article and the study on which it is based. Then, students will use a scientific study provided by the teacher to write their own news article.

Students will analyze a graph to identify inequities in COVID-19 vaccine access among nations based on wealth, discuss how affluence affects access to and distribution of vaccines as well as how disparities in vaccine distribution affect global pandemic recovery. Students will then work in groups to research COVID-19 vaccine access and distribution in their state or local area, identify potential inequities in vaccine access and distribution and construct a graph of their own.

Students will define invasive species and discuss how certain species affect ecosystems and human society. Then, students will research invasive species in their region and devise an invasiveness rating scale.

Students will answer questions about the online Science News article “A toxin behind mysterious eagle die-offs may have finally been found,” which explores scientists’ quest to ID a suspect in mass bird deaths. A version of the story, “Elusive killer in eagle die-offs ID’d,” appears in the April 24, 2021 issue of Science News.

Students will investigate animals that regenerate, discuss how energy plays a role in the process and think about why scientists might be interested in studying animal regeneration. Students will use what they’ve learned to write a script and narrate a Science News video of regenerating sea slugs.

Students will answer questions about the online Science News article “A sea slug’s detached head can crawl around and grow a whole new body,” which explores how some sea slugs regenerate. A version of the story, “No body is no problem for detached sea slug heads,” appears in the April 10, 2021 issue of Science News.

Students will think about how communities connect on local and global scales through the lens of COVID-19 vaccine distribution and consider why global collaboration in STEM is crucial for solving some large-scale issues.

Students will answer questions about the online Science News article “Global inequity in COVID-19 vaccination is more than a moral problem,” which explores the scientific and economic impacts of the failure to fairly distribute vaccines globally. A version of the story, “Vaccine inequity will prolong pandemic,” appears in the March 27, 2021 issue of Science News.

Students will take on the role of a planning board for a region identified as having an increased risk for natural hazards — wildfires, floods, droughts, heatwaves or hurricanes — due to climate change. After proposing regulations and other strategies to reduce the natural hazard’s impact, the students will discuss the merits of the proposed solutions before voting on a disaster plan and budget for their region.

Students will explore and analyze various approaches some universities have taken to manage the COVID-19 pandemic on their campuses before comparing the strategies to those used at their own school.

Students will answer questions about the online Science News article “How 5 universities tried to handle COVID-19 on campus,” which explores five universities’ strategies for monitoring and stemming the spread of the coronavirus on campuses. A version of the story, “COVID-19 on campus,” appears in the February 27, 2021 issue of Science News.

Students will explore diversity in the STEM community and discuss how future textbooks might highlight the scientific contributions of the women who won the 2020 Nobel Prize in chemistry. Students also will research and present on the achievements of women in STEM throughout history.