Rebecca Newburn is a middle school science and math educator interested in developing solutions to the human impact on our ecosystem. She was the video talent for a national algebra project after being discovered on YouTube, where she won 19 awards and Greatest Do-It-Yourself Guru status. She co-founded the Richmond Grows Seed Lending Library and created it as a replicable model, which helped launch hundreds of seed libraries globally. Passion for biodiversity inspires her teaching.
By Rebecca Newburn
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"content": "\u003cp>Tiny Tom Thumbs and towering Smoke Signals are two of the traditional popcorn varieties our sixth graders harvested from the first planting of a multiyear adventure to breed a new variety of popcorn. We’re \u003ca href=\"http://www.rebeccanewburn.com/u3-planting-seeds.html\">documenting our journey as seed savers and using our experience to create public service announcements\u003c/a> (PSAs) to invite others to join us as we launch the One Million Seed Savers Campaign in collaboration with the \u003ca href=\"https://rockymountainseeds.org/\">Rocky Mountain Seed Alliance\u003c/a>. The students’ goal is to bring awareness to the staggering loss in plant genetic diversity over the last 100 years, and we are working to get 1 million citizens to join us in becoming seed savers.\u003c/p>\n\u003cp>In the past, my students have done \u003ca href=\"https://www.youtube.com/watch?v=chsrg77fWuo\">PSAs on soil conservation\u003c/a> and on a variety of environmental issues as part of our \u003ca href=\"https://ww2.kqed.org/education/2016/09/29/earth-care-geek-exploring-complex-science-issues/\">Earth Care Geek Project\u003c/a>. PSAs provide opportunities for students to use persuasive skills and be a voice for social change.\u003c/p>\n\u003cp>There is a rich selection of possible topics for PSAs: health issues in PE, current events in social studies, and environmental issues in science. Choosing a topic that has relevance to your students will increase buy-in for the project, especially if they know their PSAs will be shared outside the classroom. Partnering with a nonprofit or public agency that can provide expert input on the topic can enrich the experience, and can help get the PSAs to a wider audience, which can energize students’ interest.\u003c/p>\n\u003ch4>Getting Started\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>\u003cb>Introduction to PSAs: \u003c/b>\u003c/b>Review \u003ca href=\"https://www.washingtonpost.com/national/the-10-best-psas-of-all-time/2013/09/13/10cb0ebe-1bf2-11e3-8685-5021e0c41964_gallery.html\">classic examples of PSAs\u003c/a> to determine the purpose of the work. And for inspiration!\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Content Knowledge: \u003c/b>Discuss the chosen PSA topic and what information would persuade people to make some behavior changes. Craft a strong emotional appeal backed by facts.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Voice and Choice: \u003c/b>Provide a framework for the project by setting clear expectations yet allowing students to express their own interest in the topic. For our One Million Seed Savers PSAs, students have a choice between educating the public on the benefits of seed saving, concerns about the loss of genetic diversity, or the basics of seed saving.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Authentic Audience: \u003c/b>Help students identify their target audience as well as how are they going to reach that audience.\u003c/li>\n\u003c/ul>\n\u003ch4>Determining the Guidelines for a PSA\u003c/h4>\n\u003cp>We first review classic PSAs as a class, and generate a list of criteria. Here are some student-generated PSAs guidelines.\u003c/p>\n\u003cul>\n\u003cli>PSAs are for the public benefit.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>They encourage people to change behavior or take action (e.g., \u003ca href=\"https://www.youtube.com/watch?v=B8Ct5hjs0Jw\">get people to wear seat belts\u003c/a>).\u003c/li>\n\u003cli>They often have a strong emotional appeal (e.g., \u003ca href=\"https://www.youtube.com/watch?v=8Suu84khNGY\">Native American sheds a tear at the site of all the trash\u003c/a>).\u003c/li>\n\u003cli>The slogan is memorable such as “\u003ca href=\"https://www.youtube.com/watch?v=gYElilHVVoo\">A mind is a terrible thing to waste\u003c/a>.” Rosie the Riveter and her proud “\u003ca href=\"https://en.wikipedia.org/wiki/We_Can_Do_It!\">We Can Do It!\u003c/a>” motto is an American icon.\u003c/li>\n\u003cli>They are professional pieces that do not have your name on it or “thanks for watching” at the end.\u003c/li>\n\u003cli>Most are exactly 30- or 60-seconds long, to fit TV or radio slots.\u003c/li>\n\u003c/ul>\n\u003cp>One of my students’ favorites is this Girl Scouts video about how to make a PSA:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=_J85cXpDtMQ\u003c/p>\n\u003cp>There are also some helpful tips in this article by the \u003ca href=\"http://www.centerdigitaled.com/artsandhumanities/How-to-Create-the-Perfect-Public-Service-Announcement.html\">Center for Digital Education\u003c/a> to help guide the process.\u003c/p>\n\u003cp>\u003cb>Rubric \u003c/b>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.readwritethink.org/files/resources/lesson_images/lesson939/psa-rubric.pdf\">PSA rubric from the International Reading Association\u003c/a> provides a solid framework for assessing student work. Our project has an additional time constraint — a point is deducted for every two seconds a PSA is off the 30- or 60-second mark.\u003c/p>\n\u003ch4>Data-Driven Slogans\u003c/h4>\n\u003cp>Data-driven selection of slogans can enhance PSAs and make them more memorable. I have students start by individually generating a list of relevant words about the topic, which they use to formulate at least three slogan. Ideas are shared and the group selects the top three — synthesizing suggestions when appropriate.\u003c/p>\n\u003cp>Before starting to make a PSA, students need to conduct market research on their slogan’s appeal. As teams, and as a class, we discuss the demographics that we are trying to reach with our message. In the past, students designed their own data-collection tools on paper. This year, since all of my classes will use one slogan for the One Million Seed Savers campaign, we’re going to use \u003ca href=\"https://www.polleverywhere.com/\">Poll Everywhere\u003c/a>. The free version does not require a signup, nor does it collect personal data. It also offers open-ended questions, rank order and up/down voting options, which help students collect more comprehensive input on their slogan ideas.\u003c/p>\n\u003ch4>Production\u003c/h4>\n\u003cp>We’re using \u003ca href=\"https://spark.adobe.com/\">Adobe Spark\u003c/a> to produce PSAs It’s a free Web-based program that works on any device. It also has a variety of built-in storyboards, depending on your focus, which will guide you to “Promote an Idea” or “Teach a Lesson.” I ask students to first fill in Google docs storyboards, created with the same format as the Adobe Spark interface, to make sure they’ve written solid content and scripts before being distracted by the rich selection of stock photos, well-designed icons and open-source music available in Spark. And yes, they have dozens of seed icons!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>PSAs can change communities and improve our lives by planting seeds for a better society. As we work to educate and inspire 1 million citizens to save and share seeds from their home and school gardens, we hope that Rosie the Riveter’s new slogan will be: Save Seeds! We Can Do It!\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Tiny Tom Thumbs and towering Smoke Signals are two of the traditional popcorn varieties our sixth graders harvested from the first planting of a multiyear adventure to breed a new variety of popcorn. We’re \u003ca href=\"http://www.rebeccanewburn.com/u3-planting-seeds.html\">documenting our journey as seed savers and using our experience to create public service announcements\u003c/a> (PSAs) to invite others to join us as we launch the One Million Seed Savers Campaign in collaboration with the \u003ca href=\"https://rockymountainseeds.org/\">Rocky Mountain Seed Alliance\u003c/a>. The students’ goal is to bring awareness to the staggering loss in plant genetic diversity over the last 100 years, and we are working to get 1 million citizens to join us in becoming seed savers.\u003c/p>\n\u003cp>In the past, my students have done \u003ca href=\"https://www.youtube.com/watch?v=chsrg77fWuo\">PSAs on soil conservation\u003c/a> and on a variety of environmental issues as part of our \u003ca href=\"https://ww2.kqed.org/education/2016/09/29/earth-care-geek-exploring-complex-science-issues/\">Earth Care Geek Project\u003c/a>. PSAs provide opportunities for students to use persuasive skills and be a voice for social change.\u003c/p>\n\u003cp>There is a rich selection of possible topics for PSAs: health issues in PE, current events in social studies, and environmental issues in science. Choosing a topic that has relevance to your students will increase buy-in for the project, especially if they know their PSAs will be shared outside the classroom. Partnering with a nonprofit or public agency that can provide expert input on the topic can enrich the experience, and can help get the PSAs to a wider audience, which can energize students’ interest.\u003c/p>\n\u003ch4>Getting Started\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>\u003cb>Introduction to PSAs: \u003c/b>\u003c/b>Review \u003ca href=\"https://www.washingtonpost.com/national/the-10-best-psas-of-all-time/2013/09/13/10cb0ebe-1bf2-11e3-8685-5021e0c41964_gallery.html\">classic examples of PSAs\u003c/a> to determine the purpose of the work. And for inspiration!\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Content Knowledge: \u003c/b>Discuss the chosen PSA topic and what information would persuade people to make some behavior changes. Craft a strong emotional appeal backed by facts.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Voice and Choice: \u003c/b>Provide a framework for the project by setting clear expectations yet allowing students to express their own interest in the topic. For our One Million Seed Savers PSAs, students have a choice between educating the public on the benefits of seed saving, concerns about the loss of genetic diversity, or the basics of seed saving.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Authentic Audience: \u003c/b>Help students identify their target audience as well as how are they going to reach that audience.\u003c/li>\n\u003c/ul>\n\u003ch4>Determining the Guidelines for a PSA\u003c/h4>\n\u003cp>We first review classic PSAs as a class, and generate a list of criteria. Here are some student-generated PSAs guidelines.\u003c/p>\n\u003cul>\n\u003cli>PSAs are for the public benefit.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>They encourage people to change behavior or take action (e.g., \u003ca href=\"https://www.youtube.com/watch?v=B8Ct5hjs0Jw\">get people to wear seat belts\u003c/a>).\u003c/li>\n\u003cli>They often have a strong emotional appeal (e.g., \u003ca href=\"https://www.youtube.com/watch?v=8Suu84khNGY\">Native American sheds a tear at the site of all the trash\u003c/a>).\u003c/li>\n\u003cli>The slogan is memorable such as “\u003ca href=\"https://www.youtube.com/watch?v=gYElilHVVoo\">A mind is a terrible thing to waste\u003c/a>.” Rosie the Riveter and her proud “\u003ca href=\"https://en.wikipedia.org/wiki/We_Can_Do_It!\">We Can Do It!\u003c/a>” motto is an American icon.\u003c/li>\n\u003cli>They are professional pieces that do not have your name on it or “thanks for watching” at the end.\u003c/li>\n\u003cli>Most are exactly 30- or 60-seconds long, to fit TV or radio slots.\u003c/li>\n\u003c/ul>\n\u003cp>One of my students’ favorites is this Girl Scouts video about how to make a PSA:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/_J85cXpDtMQ'\n title='//www.youtube.com/embed/_J85cXpDtMQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>There are also some helpful tips in this article by the \u003ca href=\"http://www.centerdigitaled.com/artsandhumanities/How-to-Create-the-Perfect-Public-Service-Announcement.html\">Center for Digital Education\u003c/a> to help guide the process.\u003c/p>\n\u003cp>\u003cb>Rubric \u003c/b>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.readwritethink.org/files/resources/lesson_images/lesson939/psa-rubric.pdf\">PSA rubric from the International Reading Association\u003c/a> provides a solid framework for assessing student work. Our project has an additional time constraint — a point is deducted for every two seconds a PSA is off the 30- or 60-second mark.\u003c/p>\n\u003ch4>Data-Driven Slogans\u003c/h4>\n\u003cp>Data-driven selection of slogans can enhance PSAs and make them more memorable. I have students start by individually generating a list of relevant words about the topic, which they use to formulate at least three slogan. Ideas are shared and the group selects the top three — synthesizing suggestions when appropriate.\u003c/p>\n\u003cp>Before starting to make a PSA, students need to conduct market research on their slogan’s appeal. As teams, and as a class, we discuss the demographics that we are trying to reach with our message. In the past, students designed their own data-collection tools on paper. This year, since all of my classes will use one slogan for the One Million Seed Savers campaign, we’re going to use \u003ca href=\"https://www.polleverywhere.com/\">Poll Everywhere\u003c/a>. The free version does not require a signup, nor does it collect personal data. It also offers open-ended questions, rank order and up/down voting options, which help students collect more comprehensive input on their slogan ideas.\u003c/p>\n\u003ch4>Production\u003c/h4>\n\u003cp>We’re using \u003ca href=\"https://spark.adobe.com/\">Adobe Spark\u003c/a> to produce PSAs It’s a free Web-based program that works on any device. It also has a variety of built-in storyboards, depending on your focus, which will guide you to “Promote an Idea” or “Teach a Lesson.” I ask students to first fill in Google docs storyboards, created with the same format as the Adobe Spark interface, to make sure they’ve written solid content and scripts before being distracted by the rich selection of stock photos, well-designed icons and open-source music available in Spark. And yes, they have dozens of seed icons!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>PSAs can change communities and improve our lives by planting seeds for a better society. As we work to educate and inspire 1 million citizens to save and share seeds from their home and school gardens, we hope that Rosie the Riveter’s new slogan will be: Save Seeds! We Can Do It!\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Earth Care Geek: Exploring Complex Science Issues with Students",
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"content": "\u003cp>Whenever my sixth grade students tackle difficult topics, such as climate change, I want them to not only learn about the science, but also to to explore personal and community-based solutions. Enter \u003ca href=\"http://earthcaregeek.weebly.com/\">Earth Care Geek\u003c/a> — the project we embarked on last year to explore some of the complex science issues in the headlines.\u003c/p>\n\u003cp>Although my preference for a large project is to have it mapped out before starting, this time I had just a rough sketch in mind: learn about a topic, look at Web content with a critical eye, understand there are multiple points of view on complex issues, and communicate findings with evidence and passion to the public to inspire others to care about, and even take action on, an issue.\u003c/p>\n\u003cp>Since this project-based learning would take place over the course of several months, selecting inquiry groups was particularly important. I selected about a dozen current events and students rated their interest in learning more about each topic. Groups were formed based on expressed interest — with group dynamics factored in to create a workable balance.\u003c/p>\n\u003cp>I explained to students that they would create a website to share their findings with the world, but before we started, we would need to learn about vetting websites. As part of that process, students would dissect organizations’ names and mission statements as well as look at sites’ authors, sponsors and content for evidence of possible bias. They’d also need to determine if the statistics cited were published in peer reviewed science journals.\u003c/p>\n\u003cp>To begin, I had them review several pre-selected sites on the topic of genetically modified organisms (GMOs). We started with a straight-forward site that everyone could clearly see had a perspective on the issue: the Non-GMO Project, which had plenty of evidence — from the URL to their mission statement — of a particular perspective on the topic. The website for a consumer journal about healthy eating choices was less obviously biased, and was even thought by students to be neutral until one found on a PDF embedded in the last question of the FAQs page that listed the sites’ sponsors. Although they didn’t recognize the names of the large biotech sponsors of the site, they were familiar with the half-dozen fast food restaurants listed. One student blurted out: “Hey, how can these folks tell us what healthy food is? They don’t even serve any. I really question what this website says since these companies are paying for it.” It was a big “Aha!” moment. With a skeptical eye established, they started to explore other websites. I provided a Google document that each group used to aggregate their research, including who took the notes, whether a site was neutral or had a perspective and evidence to back their claim.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With this information, each group wrote a paper giving an overview of their topic. Then each student had to write a \u003ca href=\"http://thegreatpacificgarbageptch.weebly.com/learn.html\">point-of-view summary\u003c/a> from the perspective of one member of society. For example, students whose group did an Earth Care Geek project on honeybee \u003ca href=\"http://rescuethebees.weebly.com/learn.html\">Colony Collapse Disorder\u003c/a> examined how consumers, local beekeepers and large scale orchardists might be impacted.\u003c/p>\n\u003cp>Students were also encouraged to use a variety of sources, from articles to essays to video, to help them understand how different people might respond to their assigned issue. A few groups asked if they could conduct interviews with experts and scientists and activists. They also wrote their own reflections on the topic. Each student’s piece of the assignment was peer reviewed by other group members, then by other classmates. Only after multiple revisions were students allowed to create a public website to share their findings.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Requiring students to deeply explore topics before creating their websites provided a strong foundation as we moved into the next phase — Act and Geek Out. The Act section included creating a PSA as well as a five-minute educational video about the topic. And since many people change behaviors due to emotional appeal, we added an element of joy into the topics with the Geek Out section. Students provided fun tips on how to change your life and engage your community. We learned that we can all be Earth Care Geeks with fun strategies to make a difference.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Whenever my sixth grade students tackle difficult topics, such as climate change, I want them to not only learn about the science, but also to to explore personal and community-based solutions. Enter \u003ca href=\"http://earthcaregeek.weebly.com/\">Earth Care Geek\u003c/a> — the project we embarked on last year to explore some of the complex science issues in the headlines.\u003c/p>\n\u003cp>Although my preference for a large project is to have it mapped out before starting, this time I had just a rough sketch in mind: learn about a topic, look at Web content with a critical eye, understand there are multiple points of view on complex issues, and communicate findings with evidence and passion to the public to inspire others to care about, and even take action on, an issue.\u003c/p>\n\u003cp>Since this project-based learning would take place over the course of several months, selecting inquiry groups was particularly important. I selected about a dozen current events and students rated their interest in learning more about each topic. Groups were formed based on expressed interest — with group dynamics factored in to create a workable balance.\u003c/p>\n\u003cp>I explained to students that they would create a website to share their findings with the world, but before we started, we would need to learn about vetting websites. As part of that process, students would dissect organizations’ names and mission statements as well as look at sites’ authors, sponsors and content for evidence of possible bias. They’d also need to determine if the statistics cited were published in peer reviewed science journals.\u003c/p>\n\u003cp>To begin, I had them review several pre-selected sites on the topic of genetically modified organisms (GMOs). We started with a straight-forward site that everyone could clearly see had a perspective on the issue: the Non-GMO Project, which had plenty of evidence — from the URL to their mission statement — of a particular perspective on the topic. The website for a consumer journal about healthy eating choices was less obviously biased, and was even thought by students to be neutral until one found on a PDF embedded in the last question of the FAQs page that listed the sites’ sponsors. Although they didn’t recognize the names of the large biotech sponsors of the site, they were familiar with the half-dozen fast food restaurants listed. One student blurted out: “Hey, how can these folks tell us what healthy food is? They don’t even serve any. I really question what this website says since these companies are paying for it.” It was a big “Aha!” moment. With a skeptical eye established, they started to explore other websites. I provided a Google document that each group used to aggregate their research, including who took the notes, whether a site was neutral or had a perspective and evidence to back their claim.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With this information, each group wrote a paper giving an overview of their topic. Then each student had to write a \u003ca href=\"http://thegreatpacificgarbageptch.weebly.com/learn.html\">point-of-view summary\u003c/a> from the perspective of one member of society. For example, students whose group did an Earth Care Geek project on honeybee \u003ca href=\"http://rescuethebees.weebly.com/learn.html\">Colony Collapse Disorder\u003c/a> examined how consumers, local beekeepers and large scale orchardists might be impacted.\u003c/p>\n\u003cp>Students were also encouraged to use a variety of sources, from articles to essays to video, to help them understand how different people might respond to their assigned issue. A few groups asked if they could conduct interviews with experts and scientists and activists. They also wrote their own reflections on the topic. Each student’s piece of the assignment was peer reviewed by other group members, then by other classmates. Only after multiple revisions were students allowed to create a public website to share their findings.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Requiring students to deeply explore topics before creating their websites provided a strong foundation as we moved into the next phase — Act and Geek Out. The Act section included creating a PSA as well as a five-minute educational video about the topic. And since many people change behaviors due to emotional appeal, we added an element of joy into the topics with the Geek Out section. Students provided fun tips on how to change your life and engage your community. We learned that we can all be Earth Care Geeks with fun strategies to make a difference.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"tagline": "Art is where you find it",
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"soldout": {
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