The Respiratory System: Gas Exchange
Investigating the mechanics of breathing and gas exchange at the alveoli, and adaptations to different environments.
Key Questions
- Explain how diffusion gradients drive the movement of O2 and CO2 in the lungs and tissues.
- Analyze how the body adapts to low-oxygen environments (high altitude).
- Predict the impact of environmental pollutants on lung function.
Common Core State Standards
About This Topic
Journalism is the 'first draft of history,' and its ethics are the 'rules of the road' for a free press. In this topic, students explore the responsibilities of a journalist: accuracy, independence, impartiality, and humanity. They grapple with difficult questions about 'the public's right to know' vs. 'an individual's right to privacy,' and they analyze the ethical implications of 'clickbait,' 'anonymous sources,' and 'sponsored content.'
This unit aligns with CCSS standards for determining an author's point of view or purpose and analyzing how an author uses rhetoric. In an age of 'instant' news, understanding the 'why' behind the 'what' is essential. This topic is best taught through 'ethical dilemma' simulations and 'editorial' workshops where students must make difficult choices under a deadline.
Active Learning Ideas
Simulation Game: The 'Deadline' Dilemma
Groups act as 'Editorial Boards.' They are given a 'breaking news' story with several 'unverified' details and one 'private' photo. They have 10 minutes to decide: 'What do we publish now?' and 'What do we wait for?' They must justify their choice using a 'Journalism Ethics Code.'
Think-Pair-Share: The 'Clickbait' Audit
Students find three 'clickbait' headlines from their own social media feeds. They pair up to 'rewrite' them into 'ethical' and 'accurate' headlines. They discuss: 'Which one would get more clicks?' and 'What is the 'cost' of the clickbait to the reader's trust?'
Role Play: The 'Source' Negotiation
One student acts as a 'Whistleblower' with a big secret; the other acts as a 'Journalist.' They must negotiate: 'Will the source be anonymous?' 'How will the journalist verify the story?' They discuss the 'risks' for both sides.
Watch Out for These Misconceptions
Common MisconceptionJournalists are supposed to be 'perfectly' neutral.
What to Teach Instead
While they should be 'impartial' (fair to all sides), they also have a duty to the 'truth.' If one side is lying, a journalist's job is to 'call it out,' not just report the lie. A 'Fairness vs. Truth' discussion helps students see this distinction.
Common MisconceptionIf it's on a 'news site,' it must be 'journalism.'
What to Teach Instead
Many sites look like news but are actually 'opinion blogs' or 'propaganda.' Use a 'Site Audit' (checking for a 'Corrections' policy and 'By-lines') to help students distinguish between 'professional journalism' and 'content creation.'
Suggested Methodologies
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Frequently Asked Questions
What is an 'anonymous source' and why are they controversial?
What is the 'Society of Professional Journalists' (SPJ) Code of Ethics?
What is 'libel'?
How can active learning help students understand journalism ethics?
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