Duration of activity: 50 minutes (up to 1.5 hours with involved discussion)
Curriculum for Excellence objectives : Topical science: SCN 3-20b Through research and discussion, I have contributed to evaluations of media items with regard to scientific content and ethical implications. Also SCN 2-20b, SCN 4-20a, SCN 4-20b

Aims To understand that articles about science are not necessarily objective or scientific, and that articles may try to persuade you. To appreciate that some sources are more reliable than others, and to remember to think about who is writing the article and what their interests might be. To discover that you may have to work to find ‘truth’ or ‘fact’ in science articles. To promote discussion of the pupils' ideas, views and interpretation.

Word files

How to analyse a media article

Article 1 Monsanto

Article 2 Nature Journal

Article 3 BBC

Article 4 Greenpeace

PDF files

How to analyse a media article

Article 1 Monsanto

Article 2 Nature Journal

Article 3 BBC

Article 4 Greenpeace

Method
Pupils complete the task ideally in pairs, or small groups. Introduce the concept of genetic modification to your class.
The teacher’s notes ‘Introducing genetic modification’ provide a quick introduction for you. You also could use our explaining GM powerpoint.

Each pair or pupil gets:

• One copy of each of the media articles.
• Four copies of the A5 sheet ‘How to analyse a media article’.

Pupils read each article through once. Then they read through the article a second time, this time filling in the analysis sheet, making marks and notes on the article itself.

When all the articles have been analysed bring the class together for a discussion of their findings.

The following questions may help to start discussion:

• Which article did you find the most persuasive? Why?
• Did you find any of the articles alarming or scary?
• Which article contained the most science?
• Which article gives you the most helpful information?
• Are articles about science always written in a scientific way?