Proud to see our very own Mr. Levin featured in this The New York Times round-up of Science Educators - and how they’re using the Times in their classrooms.
Teachers tell us how they use Times reporting and multimedia to connect their science classrooms to the current events shaping our world.
Next Thursday we’re hosting a webinar about teaching science with The New York Times. In preparation for that event, we put a call out to educators: We wanted to hear about the many different ways science educators use the articles, graphs and multimedia in The New York Times to help students connect the concepts they’re learning in school to current events.
In the over 80 responses we received, K-12 teachers and college professors shared how they use the many corners of the Science section, such as Climate and Environment, Space and Astronomy and the Coronavirus coverage. But they also shared how they use sections of the paper far beyond, from Opinion, Video, Metro and even Food. One professor shared how she adapted the Styles feature “Tiny Love Stories” into “Tiny Biology Stories.” And many teachers also shared how they use the science resources in The Learning Network, like “What’s Going On in This Graph?” and our STEM Writing Contest, to develop their students’ data analysis, research and writing skills.
We curated a selection of these responses below, adding a few additional ideas teachers have shared with us in the past. We hope you’ll find this list helpful, and that you’ll join us on Feb. 10 when we’ll discuss some of these ideas and more in our live webinar.
“17. Compare and contrast.
Earlier this year, we researched energy and electricity consumption using “How Does Each State Make Electricity.” This was a hit. We then compiled a list of categorized climate disasters in each state. With our electricity findings and climate change impacts, we color-coded maps and observed any correlation between states that use minimal renewable energy with states at greater risks of climate change.”