Science News Article Analysis Worksheet

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Science News Article Analysis Worksheet Powered By Docstoc
					                               “It’s News to Me!”
              Teaching with Colorado’s Historic Newspaper Collection
                              Model Lesson Format

Fill out the list of the components to be included in a lesson using primary source materials that
                          is aligned to Colorado Model Content Standards.

Lesson Title:
 New Fangled Inventions: Using Colorado Historical Newspapers

Subject and Grade Level:
 Reading Grades 6-8

Focus of Lesson: A brief explanation of what students are to learn in this lesson
(content and/or skills). What is the purpose of the lesson?
 Students find nothing extraordinary about the inventions of the twenty-first
 century: high-speed computers, camera phones, and Ipods. However, many of the
 commonplace items that we take for granted were invented during the era of
 newspapers available at the Colorado Historic Newspaper Collection (CHNC), for
 example the horseless carriage, toilet paper, the telephone, and the cinematograph.
 For this lesson, students will use a digital timeline to choose a common household
 item, research its history, and write an informative report to be placed in a
 classroom Book of Inventions. In addition, students will obtain two articles or ads
 from the CHNC that demonstrate how the public responded to the invention.
 These pieces will be analyzed, printed out, and added to the classroom book.

Standards Assessed: Which standards will you be assessing in this lesson? Identify
the content area, the standard number and any key components or benchmarks that
are applicable.
History Standard 2.3: Students apply knowledge of the past to analyze present-day
issues and events from multiple, historically objective perspectives.
History 4.1: Students understand the impact of scientific and technological
developments on individuals and societies.
Reading and Writing Standard 2: Students write and speak for a variety of purposes
and audiences.
Reading and Writing Standard 4: Students apply thinking skills to their reading,
writing, speaking, listening, and viewing.
Reading and Writing Standard 5: Students read to locate, select, and make use of
relevant information from a variety of media, reference, and technological sources.
Reading and Writing Standard 6: Students read and recognize literature as a record
of human experience.
Information Literacy l: The information literate student accesses information
efficiently and effectively.
Assessment: Explain the assessment. (Include the formal 'assessment assignment'
and any forms, worksheets, etc. in the Materials Section)
 Research Rubric covering: (40 points)
 1. Cornell notes from student research on chosen invention
 2. Graphic organizer (outline) for report
 3. Informative report about chosen invention (to be placed in classroom Book
    of Inventions
 Historical Newspaper Article Analysis (20 points)

Standards Addressed: Which standards will you be addressing (but not assessing) in
this lesson? Identify the content area, the standard number and any key components
or benchmarks that are applicable.
 Science Standard 5: Students know and understand interrelationships among
 science, technology, and human activity and how they can affect the world.
 Reading and Writing Standard 1: Students read and understand a variety of
 Information Literacy 2: The information literate student evaluates information
 critically and competently.
 Information Literacy 3: The information literate student uses information
 accurately and creatively.

Time: The number of class periods required for the lesson as well as the length of
class period.
 Two weeks or ten 50 minute class periods

 Materials / Teacher Preparation Section: List the technology, handouts, chart
 paper, text resources, etc. needed to complete the lesson. Include what you need
 to do to prepare ahead of time for your students to complete the lesson.
 1. Arrange computer lab time.
 2. Overhead projector, transparencies, pens or chart paper and markers
 3. Depending on the research experience of your students, you may be starting
 from square one. Donna Duncan and Laura Lockhart have written a step-by-step
 manual that works well in middle school as well as elementary: I-Search, You
 Search, We All Learn To Research: A How-To-Do-It Manual For Teaching Elementary
 School Students To Solve Information Problems.
 4. Check URLs for accuracy.
 5. Prepare to model an example lesson for students. The horseless carriage or
 automobile is an interesting example. Print out this articles and copy for each
 6. As students research, listen for possible vernacular changes that will enhance
 the historical newspaper search, i.e. horseless carriage instead of automobile.
 7. Rubrics for each student (make your own at
 8. Book paper and binding
Possible Procedures: Enumerate the procedure teachers can follow to teach the
lesson to students. Provide the URL for the digital primary sources that you will use.
Day 1
Introduce the Colorado Historic Newspaper Collection and how to access it using
the search/browse instructions from this introductory lesson:

Day 2
Students will now be in the mode to think about how life was different 100 years
1. Discuss what people used or how they coped without modern conveniences,
   such as refrigeration, indoor plumbing, electricity, telephones and so on.
2. How do the students think people in history responded to these new
3. Introduce the project (Part 1) - Students will be investigating an invention
   from the target time period. They will use the Internet to research how their
   chosen invention came into being, how it developed to present day use, and
   who created it. They will share your findings with their classmates by writing
   an informative report, which will be compiled into a classroom Book of
   Inventions. (Part 2) - How did these inventions impact society and history?
   What were society’s responses to these new ideas? Use the Colorado Historic
   Newspaper Collection at to find two
   articles that tell or show how society responded initially to a ‘new fangled’
   invention. These articles will be analyzed, printed out, and mounted to place
   into the previously mentioned classroom book.
4. Pass out rubrics.
5. Direct students to the following URLs: and
6. They can view on online timeline of notable American inventions. By the end
   of the period, each student should choose an invention.
Days 3-4
Begin the research process (refer to I-Search, You Search….)
1. Whole group: students think through what they want to learn about their
   inventions and inventors. Make sure to include questions about the cultural
   response to the invention and how the culture changed. Use the overhead or
   chart paper to write student generated questions.
2. Sort these questions into several broad categories, which can then be
   formulated into guiding questions. These guiding questions will direct all
   students’ note taking.
3. Use an overhead or chart paper to model t-notes with the questions on the left,
   key ideas paraphrased on the right.
4. Hand out article about the invention of the automobile. Model note taking
   using the invention of the automobile handout.
5. Students set up their own t-charts and write notes from their own research.
   Everyone’s reference citation will be similar if they used the referenced
Days 5-6
Access the Colorado Historic Newspaper Collection at

                                        3 for evidence of the invention’s impact on
1. Model how to find suitable articles from the digitalized newspaper collection.
2. Students print two appropriate articles or advertisements that state or infer the
   inventions’ effects on the culture.
3. For each article, students complete a “Historical News Article Analysis
4. Information from the worksheet will explain the invention’s impact on
5. Mount articles on your choice of paper for the classroom book
Days 7-9
Organize research notes into an outline and write informative report.
1. First model this process to the whole group using the automobile notes
   generated on previous days.
2. Demonstrate how each of the guiding questions may become a paragraph.
3. Ensure that information from the historical news articles is included.
4. Help students draw conclusions about the invention and its impact.
5. Revise rough drafts into final drafts.
Day 10: Sharing Day
1. Students share the fruit of their hard work with the class. In the remedial
   classes that I teach, I prefer to have students read their own writing aloud,
   though this activity could be extended into a formal oral presentation.
2. Create a classroom Book of Inventions to place in your classroom library. Do
   not forget to include the report on the horseless carriage.

Writing Extension:
Write an article modeled on the tone and voice in the historical news article.
However, for this article, the student imagines some futuristic invention has come
into being, for example paper-thin electronic screens or space vacations, and s/he
writes a news article in the same voice and tone as the historical news article.

Created by Joleen Cary, Eaton Middle School, Eaton, Colorado


     Historical News Article Analysis Worksheet
Newspaper: __________________________________ Pages: ______________

Name of article: _______________________________Date: _______________

1. Words and phrases used in reference to the new invention:

______________________________                ______________________________

______________________________                ______________________________

______________________________                ______________________________

______________________________                ______________________________

2. Personal Interpretation

In your own words, how does the author view this new invention?




3. Cultural Impact

Describe the personal, social, and/or economic impact this invention had on the
surrounding culture.






Revised from “News Article Analysis Worksheet” by Irene Angiletta, Ruth Cion, Choong L. How
(R.V.T.S.S) available at
                                 Research Report :
            New Fangled Inventions: Using Colorado Historical Newspapers

        Teacher Name: _________________________________________

        Student Name: _________________________________________

 CATEGORY         5 Advanced           4 Proficient         3 Partially Proficient 2 Unsatisfactory
Sources           All sources          All sources          All sources         Some sources are
                  (information         (information         (information and    not accurately
                  and graphics)        and graphics)        graphics) are       documented.
                  are accurately       are accurately       accurately
                  documented in        documented,          documented, but
                  the desired          but a few are        many are not in the
                  format.              not in the           desired format.
                                       desired format.
Internet Use      Successfully         Usually able to      Occasionally able to     Needs assistance
                  uses suggested       use suggested        use suggested            or supervision to
                  internet links to    internet links to    internet links to find   use suggested
                  find information     find information     information and          internet links
                  and navigates        and navigates        navigates within         and/or to navigate
                  within these         within these         these sites easily       within these sites.
                  sites easily         sites easily         without assistance.
                  without              without
                  assistance.          assistance.
Notes             Notes are            Notes are        Notes are recorded.          Notes are
                  recorded and         recorded legibly                              recorded only
                  organized in an      and are                                       with peer/teacher
                  extremely neat       somewhat                                      assistance and
                  and orderly          organized.                                    reminders.
Quality of        Information          Information          Information clearly      Information has
Information       clearly relates to   clearly relates to   relates to the main      little or nothing
                  the main topic.      the main topic.      topic. No details        to do with the
                  It includes          It provides 1-2      and/or examples are      main topic.
                  several              supporting           given.
                  supporting           details and/or
                  details and/or       examples.
Graphic           Graphic              Graphic              Graphic organizer or     Graphic
Organizer         organizer or         organizer or         outline has been         organizer or
                  outline has been     outline has been     started and includes     outline has not
                  completed and        completed and        some topics and          been attempted.
                  shows clear,         shows clear,         subtopics.
               logical             logical
               relationships       relationships
               between all         between most
               topics and          topics and
               subtopics.          subtopics.

First Draft    Detailed draft is   Draft includes Draft includes most      Draft is missing
               neatly presented    all required    required information    required
               and includes all    information and and is legible.         information and
               required            is legible.                             is difficult to
               information.                                                read.

Paragraph      All paragraphs      Most              Paragraphs included   Paragraphing
Construction   include             paragraphs        related information   structure was not
               introductory        include           but were typically    clear and
               sentence,           introductory      not constructed       sentences were
               explanations or     sentence,         well.                 not typically
               details, and        explanations or                         related within the
               concluding          details, and                            paragraphs.
               sentence.           concluding
Mechanics      No                  Almost no         A few grammatical Many
               grammatical,        grammatical,      spelling, or        grammatical,
               spelling or         spelling or       punctuation errors. spelling, or
               punctuation         punctuation                           punctuation
               errors.             errors                                errors.

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