SHS2 Biomedical Science · Semester 2 Week 17: Research and Design in Biomedical Science

Lesson notes

Learning Objectives

Indicator: 2.4.1.LI.1 - Critique and compare science data presented in popular media with data presented in scientific journals.

By the end of the lesson, learners can:

Distinguish between popular media sources and scientific journal sources based on their purpose, audience, and editorial process.
Critique a science-related news article from popular media using a checklist that covers credibility, accuracy, currency, and evidence.
Compare how the same scientific finding is presented in a popular media article versus a scientific journal article, identifying omissions, exaggerations, or unsupported claims.
Justify their judgment of a source’s reliability by citing specific features such as author qualifications, peer review, citations, and funding disclosures.
Apply a source-evaluation checklist to new articles independently and communicate their findings clearly in a group discussion.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Biomedical Innovation (Strand 4)
Sub-strand: Research and Design in Biomedical Science (4.1)
Content standard: 2.4.1.CS.1 - Demonstrate understanding and application of a variety of biomedical experimental designs. 2.4.1.LO.1 Use scientific literature and statistics to design experiments and analyse results.
Indicator: 2.4.1.LI.1 - Critique and compare science data presented in popular media with data presented in scientific journals.
Suggested placement: Semester 2, Week 17 (Week 37 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 78

Exemplars (from the NaCCA curriculum)

Collaborative Learning: The teacher presents learners with two articles (one from public media another from a scientific journal) on a similar or same topic (e.g., homeopathy, infection, etc.) and let the learners read. Working in groups, learners comment on the credibility, accuracy, and reliability based on the source (trustworthiness of the author or organization), truthfulness and correctness of the information backed by evidence, how current the information is).
Activity-Based Learning: Teacher moderates a discussion on the review process of scientific articles. Learners then compare science data presented in popular media and in scientific journals in terms of credibility and substantiated or unsubstantiated claims using a checklist.
Teaching and Learning Resources:
- Printed articles
- Internet
- YEAR THREE
- Projector
- Writing boards
- Projector
Assessment (2.4.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Skills of conceptual and understanding