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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">During my senior year of college at UC Davis, I took an \u003c/span>\u003ca href=\"https://che.engineering.ucdavis.edu/undergraduate/ecm1/\">\u003cspan style=\"font-weight: 400\">introduction to chemical engineering class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that taught its basic concepts through the medium of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">coffee\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. I was intrigued by how the class took something so many college students were familiar with, coffee, and utilized it to teach a concept as complex as chemical engineering. However, over the course of the class, we came to learn that the basic concepts of chemical engineering were not that hard to grasp at all—at least, not when you have coffee to help you learn them!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school teacher, I often look for models and investigations that can make chemistry more relatable to students. As I reviewed the NGSS standards and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1KAB6qy6brPZWkjErilxb2AwzSSMJPKmxQO3ORbVJx_c/edit\">\u003cspan style=\"font-weight: 400\">HS PS 1-5\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (“Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs”)\u003c/span>\u003cb>, \u003c/b>\u003cspan style=\"font-weight: 400\">the coffee lab from college came to mind. Why not combine chemistry and coffee again, but this time as a teacher instead of a student?\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531790\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/20190311_125810.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To secure the funds needed to purchase the equipment needed for the lab, I applied for a grant from our \u003c/span>\u003ca href=\"https://upperdistrict.org/educate/outreach-programs/\">\u003cspan style=\"font-weight: 400\">local water district\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The grant is dependent on creating a lesson that ties in to water, and coffee, as my students learned in class, is roughly 98.5% water! The next step was to invite local coffee shops to participate with us and donate their time and coffee beans to our lab. I reached out to a friend of mine at \u003c/span>\u003ca href=\"https://www.bodhileafcoffee.com/\">\u003cspan style=\"font-weight: 400\">Bodhi Leaf Coffee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and he was able to provide coffee beans and his expertise by coming in to teach my students the basics of brewing coffee. I also reached out to\u003c/span>\u003ca href=\"http://www.mantracoffeeco.com/new-page-1\">\u003cspan style=\"font-weight: 400\"> Mantra Coffee Shop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who has a page on their website dedicated to giving back to the community they serve. They also agreed to supply our students with coffee and send their coffee trainer to come and speak to our students on the fundamentals of coffee roasting. It was quite a nice to surprise to find two businesses who were willing to donate their time and resources to our classroom. Through their participation, students saw members from their community investing in them. As a result, buy-in for this lab was much higher than the typical activities I facilitate in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531787\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/20190312_141009.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over a two-week period, students embarked on a journey to design a cup of coffee in the most energy efficient manner they could. During the first week, students were exposed to the different variables that go in to a cup of coffee. Students learned about how the temperature of water, the rate of extraction, grind size and roast profile all affect the overall taste of coffee. Students utilized different brewing methods and received feedback on their work from the coffee professionals who came for a classroom visit. Although students were initially taken aback by the concept of drinking black coffee, over time students became more receptive to the idea and even began comparing tasting notes with the help of a \u003c/span>\u003ca href=\"https://sca.coffee/research/coffee-tasters-flavor-wheel\">\u003cspan style=\"font-weight: 400\">coffee flavor wheel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> I put up in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the second week, students were tasked with taking what they had learned the previous week to design their own coffee using recipes of their own formulation. With the only constraint being the amount of water used, groups chose their own water to coffee ratio, grind size and type of bean. Students recorded their data using data tables, and over a three-day period they completed multiple trials to get their ideal coffee down. On the fourth day, students presented their final designs to a panel of judges, including the professionals who had stopped by the previous week in class. The judges’ overall ratings on coffee flavor and strength, and the overall amount of energy (in kilojoules) used in grinding the beans and boiling the water, were taken into consideration to determine an overall winner. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531785\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/20190312_141611.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During this lab I incorporated a few different strategies that worked really well:\u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Utilize a Pre- and Post-Lab Survey: \u003c/b>\u003cspan style=\"font-weight: 400\">With the suggestion from a mentor teacher, I created a pre- and post-lab survey in which students answered a battery of questions about the coffee lab. Over the course of the lab’s two-week period, I saw a statistically significant change in responses to Questions 4 and 5 on the survey: \u003c/span>\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Pre Lab Question 4\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Average Score \u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Post Lab Question 4\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Average Score \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cb>\u003ci>I am looking forward to working with professionals who work with coffee for a living\u003c/i>\u003c/b>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">3.7/5\u003c/span>\u003c/td>\n\u003ctd>\u003cb>\u003ci>I enjoyed working with professionals who work with coffee for a living\u003c/i>\u003c/b>\u003c/td>\n\u003ctd>\u003cb>4.0/5\u003c/b>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Pre Lab Question 5\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Average Score \u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Post Lab Question 5\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Average Score \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cb>\u003ci>Turning classroom assignments in to competitions makes classroom activities more interesting\u003c/i>\u003c/b>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">3.8/5\u003c/span>\u003c/td>\n\u003ctd>\u003cb>\u003ci> Turning classroom assignments in to competitions makes classroom activities more interesting\u003c/i>\u003c/b>\u003c/td>\n\u003ctd>\u003cb>4.1/5\u003c/b>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>\u003cspan style=\"font-weight: 400\">This data not only informed my teaching and how I want to design future labs, I also shared this with my students as well. As we broke down the numbers, students also identified certain strategies that would help them better engage in their learning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Provide a meaningful reward and engage the community:\u003c/b>\u003cspan style=\"font-weight: 400\"> As a prize for designing the best tasting cup of coffee in the most energy efficient manner, the winning team will have their recipe replicated by Mantra Coffee Company and featured on their pour over menu for a three week run. I’ve \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/04/04/microscope-photo-contest-extends-wonder-beyond-the-science-classroom/\">\u003cspan style=\"font-weight: 400\">experimented before \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">with using contests and connections with businesses to broaden an interest in science, and this strategy continues to give my students fun and meaningful experiences. When the students found out that their design could potentially be on a menu of an actual coffee shop, their commitment and buy-in to the lab increased significantly (as we saw in the surveys). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, the winning team, in a collaboration with our local Industry Business Council, held a tasting at our local “Taste of the Town” event. Students were recognized for their contribution to the event, served over 500 members in the community, and got to taste different food samples from local businesses. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a final treat, I took my students on a half day field trip to the coffee shops we partnered with, where students got an in-depth tour of the coffee roasting and grading process. None of this was expected in any way, but through contacting local businesses and companies, you will be quite surprised at how many are interested in giving back to the community but just need a tangible and feasible way to do so.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531782\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/20190501_083310.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003cstrong>3. \u003c/strong>\u003cb>Incorporate technology: \u003c/b>As their final assessment, each group had to design a video in which they share their coffee design on YouTube. Students were challenged with creating a video that demonstrated how to make their ideal cup of coffee and shared their tasting notes and opinions on their coffee. Giving students the ability to share their work in a different media besides pencil and paper really showcased the different talents some of my students bring into the classroom. Examples of some projects are included \u003ca href=\"https://www.youtube.com/watch?v=cJIu4bNScTM&feature=youtu.be\">here\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=U5UEDdWolxE\">here\u003c/a>.\u003c/p>\n\u003cp>Just as students had learned the basics of brewing coffee from professionals, creating videos now allowed students the opportunity to communicate their learnings to others who might be unfamiliar with the science behind coffee. As a part of the project, I gave students the option to leave their video unlisted on YouTube so only students from the class with the link could see the videos. While some took that path, many posted their videos on their individual school accounts and made them visible to the public as they were eager to share their brew and what they learned.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/U5UEDdWolxE\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although this lab took some time to plan, it was the most fun lab I taught this entire school year. Watching students invested in their work and watching others invest in them was a rich and fulfilling experience. Having a two-week supply of coffee did not hurt either! \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make videos in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/video-storytelling-essentials?utm_source=ITC&utm_medium=blog\">Video Storytelling Essentials\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "During my senior year of college at UC Davis, I took an introduction to chemical engineering class that taught its basic concepts through the medium of coffee. I was intrigued by how the class took something so many college students were familiar with, coffee, and utilized it to teach a concept as complex as chemical",
"title": "How to Connect Your Classroom to Your Community (Through Coffee) | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">During my senior year of college at UC Davis, I took an \u003c/span>\u003ca href=\"https://che.engineering.ucdavis.edu/undergraduate/ecm1/\">\u003cspan style=\"font-weight: 400\">introduction to chemical engineering class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that taught its basic concepts through the medium of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">coffee\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. I was intrigued by how the class took something so many college students were familiar with, coffee, and utilized it to teach a concept as complex as chemical engineering. However, over the course of the class, we came to learn that the basic concepts of chemical engineering were not that hard to grasp at all—at least, not when you have coffee to help you learn them!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school teacher, I often look for models and investigations that can make chemistry more relatable to students. As I reviewed the NGSS standards and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1KAB6qy6brPZWkjErilxb2AwzSSMJPKmxQO3ORbVJx_c/edit\">\u003cspan style=\"font-weight: 400\">HS PS 1-5\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (“Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs”)\u003c/span>\u003cb>, \u003c/b>\u003cspan style=\"font-weight: 400\">the coffee lab from college came to mind. Why not combine chemistry and coffee again, but this time as a teacher instead of a student?\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531790\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/20190311_125810.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190311_125810-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To secure the funds needed to purchase the equipment needed for the lab, I applied for a grant from our \u003c/span>\u003ca href=\"https://upperdistrict.org/educate/outreach-programs/\">\u003cspan style=\"font-weight: 400\">local water district\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The grant is dependent on creating a lesson that ties in to water, and coffee, as my students learned in class, is roughly 98.5% water! The next step was to invite local coffee shops to participate with us and donate their time and coffee beans to our lab. I reached out to a friend of mine at \u003c/span>\u003ca href=\"https://www.bodhileafcoffee.com/\">\u003cspan style=\"font-weight: 400\">Bodhi Leaf Coffee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and he was able to provide coffee beans and his expertise by coming in to teach my students the basics of brewing coffee. I also reached out to\u003c/span>\u003ca href=\"http://www.mantracoffeeco.com/new-page-1\">\u003cspan style=\"font-weight: 400\"> Mantra Coffee Shop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who has a page on their website dedicated to giving back to the community they serve. They also agreed to supply our students with coffee and send their coffee trainer to come and speak to our students on the fundamentals of coffee roasting. It was quite a nice to surprise to find two businesses who were willing to donate their time and resources to our classroom. Through their participation, students saw members from their community investing in them. As a result, buy-in for this lab was much higher than the typical activities I facilitate in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531787\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/20190312_141009.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141009-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over a two-week period, students embarked on a journey to design a cup of coffee in the most energy efficient manner they could. During the first week, students were exposed to the different variables that go in to a cup of coffee. Students learned about how the temperature of water, the rate of extraction, grind size and roast profile all affect the overall taste of coffee. Students utilized different brewing methods and received feedback on their work from the coffee professionals who came for a classroom visit. Although students were initially taken aback by the concept of drinking black coffee, over time students became more receptive to the idea and even began comparing tasting notes with the help of a \u003c/span>\u003ca href=\"https://sca.coffee/research/coffee-tasters-flavor-wheel\">\u003cspan style=\"font-weight: 400\">coffee flavor wheel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> I put up in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the second week, students were tasked with taking what they had learned the previous week to design their own coffee using recipes of their own formulation. With the only constraint being the amount of water used, groups chose their own water to coffee ratio, grind size and type of bean. Students recorded their data using data tables, and over a three-day period they completed multiple trials to get their ideal coffee down. On the fourth day, students presented their final designs to a panel of judges, including the professionals who had stopped by the previous week in class. The judges’ overall ratings on coffee flavor and strength, and the overall amount of energy (in kilojoules) used in grinding the beans and boiling the water, were taken into consideration to determine an overall winner. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531785\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/20190312_141611.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190312_141611-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During this lab I incorporated a few different strategies that worked really well:\u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Utilize a Pre- and Post-Lab Survey: \u003c/b>\u003cspan style=\"font-weight: 400\">With the suggestion from a mentor teacher, I created a pre- and post-lab survey in which students answered a battery of questions about the coffee lab. Over the course of the lab’s two-week period, I saw a statistically significant change in responses to Questions 4 and 5 on the survey: \u003c/span>\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Pre Lab Question 4\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Average Score \u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Post Lab Question 4\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Average Score \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cb>\u003ci>I am looking forward to working with professionals who work with coffee for a living\u003c/i>\u003c/b>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">3.7/5\u003c/span>\u003c/td>\n\u003ctd>\u003cb>\u003ci>I enjoyed working with professionals who work with coffee for a living\u003c/i>\u003c/b>\u003c/td>\n\u003ctd>\u003cb>4.0/5\u003c/b>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Pre Lab Question 5\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Average Score \u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Post Lab Question 5\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">Average Score \u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cb>\u003ci>Turning classroom assignments in to competitions makes classroom activities more interesting\u003c/i>\u003c/b>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400\">3.8/5\u003c/span>\u003c/td>\n\u003ctd>\u003cb>\u003ci> Turning classroom assignments in to competitions makes classroom activities more interesting\u003c/i>\u003c/b>\u003c/td>\n\u003ctd>\u003cb>4.1/5\u003c/b>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>\u003cspan style=\"font-weight: 400\">This data not only informed my teaching and how I want to design future labs, I also shared this with my students as well. As we broke down the numbers, students also identified certain strategies that would help them better engage in their learning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Provide a meaningful reward and engage the community:\u003c/b>\u003cspan style=\"font-weight: 400\"> As a prize for designing the best tasting cup of coffee in the most energy efficient manner, the winning team will have their recipe replicated by Mantra Coffee Company and featured on their pour over menu for a three week run. I’ve \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/04/04/microscope-photo-contest-extends-wonder-beyond-the-science-classroom/\">\u003cspan style=\"font-weight: 400\">experimented before \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">with using contests and connections with businesses to broaden an interest in science, and this strategy continues to give my students fun and meaningful experiences. When the students found out that their design could potentially be on a menu of an actual coffee shop, their commitment and buy-in to the lab increased significantly (as we saw in the surveys). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, the winning team, in a collaboration with our local Industry Business Council, held a tasting at our local “Taste of the Town” event. Students were recognized for their contribution to the event, served over 500 members in the community, and got to taste different food samples from local businesses. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a final treat, I took my students on a half day field trip to the coffee shops we partnered with, where students got an in-depth tour of the coffee roasting and grading process. None of this was expected in any way, but through contacting local businesses and companies, you will be quite surprised at how many are interested in giving back to the community but just need a tangible and feasible way to do so.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531782\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/20190501_083310.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/20190501_083310-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003c/p>\n\u003cp>\u003cstrong>3. \u003c/strong>\u003cb>Incorporate technology: \u003c/b>As their final assessment, each group had to design a video in which they share their coffee design on YouTube. Students were challenged with creating a video that demonstrated how to make their ideal cup of coffee and shared their tasting notes and opinions on their coffee. Giving students the ability to share their work in a different media besides pencil and paper really showcased the different talents some of my students bring into the classroom. Examples of some projects are included \u003ca href=\"https://www.youtube.com/watch?v=cJIu4bNScTM&feature=youtu.be\">here\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=U5UEDdWolxE\">here\u003c/a>.\u003c/p>\n\u003cp>Just as students had learned the basics of brewing coffee from professionals, creating videos now allowed students the opportunity to communicate their learnings to others who might be unfamiliar with the science behind coffee. As a part of the project, I gave students the option to leave their video unlisted on YouTube so only students from the class with the link could see the videos. While some took that path, many posted their videos on their individual school accounts and made them visible to the public as they were eager to share their brew and what they learned.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/U5UEDdWolxE\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although this lab took some time to plan, it was the most fun lab I taught this entire school year. Watching students invested in their work and watching others invest in them was a rich and fulfilling experience. Having a two-week supply of coffee did not hurt either! \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make videos in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/video-storytelling-essentials?utm_source=ITC&utm_medium=blog\">Video Storytelling Essentials\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>With #dresscoded and #Imnotadistraction, school dress codes are coming under fire from students who say these policies can be sexist and racist. But many argue strict dress codes are necessary for a safe learning environment. So, how should schools decide on dress code policies?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1copyBH7KaLD0BwT9zUNtXYVdMPcZA9yQY_TSvP3lYi0/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/183zNdq6SlR0Wkij4zWPbq2_oMKnGHdxJlr788YbGGZg/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1iJ6GqWmrwSGVn92mXM3iRot5ZKe7cojqrd7NIISUFSE/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1oIJz-tlCHVjeOIyNh9jUrXlda65vHilP4AYdm0Kskg4/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are school dress codes?\u003c/strong>\u003c/p>\n\u003cp>School dress codes are policies that mandate how students should dress in school. They vary from school to school, district to district.\u003c/p>\n\u003cp>\u003cstrong>Are school dress codes sexist?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that some school dress code policies unfairly target women since most of the items that are banned are items that women would wear, like certain types of skirts and tops. Many also argue that school dress codes can be unfairly enforced based on body type, where more developed women or heavier women are punished more frequently compared to less developed or thinner women. Critics say that this sends the wrong message to young women about their bodies and contributes to the sexualization of young women.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Are school dress codes racist?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that some school dress code policies unfairly target people of color by banning things that may wear like durags, hair wraps, braids, and dreadlocks. Critics argue this criminalizes culture, and can lead to a system where students of color are getting disciplined more for dress code violations.\u003c/p>\n\u003cp>\u003cstrong>What are advantages of dress codes?\u003c/strong>\u003c/p>\n\u003cp>Many proponents of dress codes feel that dress codes contribute to a safe learning environment. Dress codes that prohibit gang related clothing or clothing that others may find offensive or distracting helps create an environment where students can focus on their education rather than distracting or dangerous clothes. Many also feel that strict dress codes help prepare students for work life after school, since many jobs require employees to dress a certain way.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://pudding.cool/2019/02/dress-code-sexualization/\">Pudding: The sexualized Messages Dress Codes Are Sending to Students\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/the-goods/2018/9/13/17847542/students-waging-war-sexist-racist-school-dress-codes\">Vox: Students are waging war on sexist and racist school dress codes — and they’re winning\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edweek.org/ew/articles/2018/09/05/do-school-dress-codes-discrimate-against-girls.html\">Ed Week: Do School Dress Dodes Discriminate Against Girls?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kappanonline.org/pavlakis-roegman-dress-codes-gender-race-discrimination/\">Phi Delta Kappan: How dress codes criminalize males and sexualize females of color\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/ed/2017/07/17/534448313/when-black-hair-violates-the-dress-code\">NPR: When Black Hair Violates the Dress Code:\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/nbcblk/parents-outraged-over-school-s-discriminatory-racist-dress-code-n759821\">NBC News: Parents Outraged Over School’s ‘Discriminatory,’ ‘Racist’ Dress Code:\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.thedailybeast.com/aclu-naacp-take-on-florida-schools-discriminatory-hair-policy-after-boy-banned-for-having-locs\">The Daily Beast: ‘Discriminatory’: ACLU, NAACP Go After Florida School That Banned Child for Dreadlocks\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/nbcblk/louisiana-girl-sent-home-school-over-braided-hair-extensions-n902811\">NBC News: Louisiana girl sent home from school over braided hair extensions\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sfchronicle.com/bayarea/article/Alameda-schools-new-dress-code-Tube-tops-are-13167331.php\">SF Chronicle: Alameda schools’ new dress code: Tube tops are in, shaming girls is out\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://alamedausd-ca.schoolloop.com/file/1514016404908/1376459767278/4266656840010053803.pdf\">An Introduction to AUSD’s Revised Dress Code:\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>With #dresscoded and #Imnotadistraction, school dress codes are coming under fire from students who say these policies can be sexist and racist. But many argue strict dress codes are necessary for a safe learning environment. So, how should schools decide on dress code policies?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1copyBH7KaLD0BwT9zUNtXYVdMPcZA9yQY_TSvP3lYi0/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/183zNdq6SlR0Wkij4zWPbq2_oMKnGHdxJlr788YbGGZg/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1iJ6GqWmrwSGVn92mXM3iRot5ZKe7cojqrd7NIISUFSE/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1oIJz-tlCHVjeOIyNh9jUrXlda65vHilP4AYdm0Kskg4/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are school dress codes?\u003c/strong>\u003c/p>\n\u003cp>School dress codes are policies that mandate how students should dress in school. They vary from school to school, district to district.\u003c/p>\n\u003cp>\u003cstrong>Are school dress codes sexist?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that some school dress code policies unfairly target women since most of the items that are banned are items that women would wear, like certain types of skirts and tops. Many also argue that school dress codes can be unfairly enforced based on body type, where more developed women or heavier women are punished more frequently compared to less developed or thinner women. Critics say that this sends the wrong message to young women about their bodies and contributes to the sexualization of young women.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Are school dress codes racist?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that some school dress code policies unfairly target people of color by banning things that may wear like durags, hair wraps, braids, and dreadlocks. Critics argue this criminalizes culture, and can lead to a system where students of color are getting disciplined more for dress code violations.\u003c/p>\n\u003cp>\u003cstrong>What are advantages of dress codes?\u003c/strong>\u003c/p>\n\u003cp>Many proponents of dress codes feel that dress codes contribute to a safe learning environment. Dress codes that prohibit gang related clothing or clothing that others may find offensive or distracting helps create an environment where students can focus on their education rather than distracting or dangerous clothes. Many also feel that strict dress codes help prepare students for work life after school, since many jobs require employees to dress a certain way.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://pudding.cool/2019/02/dress-code-sexualization/\">Pudding: The sexualized Messages Dress Codes Are Sending to Students\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/the-goods/2018/9/13/17847542/students-waging-war-sexist-racist-school-dress-codes\">Vox: Students are waging war on sexist and racist school dress codes — and they’re winning\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edweek.org/ew/articles/2018/09/05/do-school-dress-codes-discrimate-against-girls.html\">Ed Week: Do School Dress Dodes Discriminate Against Girls?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kappanonline.org/pavlakis-roegman-dress-codes-gender-race-discrimination/\">Phi Delta Kappan: How dress codes criminalize males and sexualize females of color\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/ed/2017/07/17/534448313/when-black-hair-violates-the-dress-code\">NPR: When Black Hair Violates the Dress Code:\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/nbcblk/parents-outraged-over-school-s-discriminatory-racist-dress-code-n759821\">NBC News: Parents Outraged Over School’s ‘Discriminatory,’ ‘Racist’ Dress Code:\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.thedailybeast.com/aclu-naacp-take-on-florida-schools-discriminatory-hair-policy-after-boy-banned-for-having-locs\">The Daily Beast: ‘Discriminatory’: ACLU, NAACP Go After Florida School That Banned Child for Dreadlocks\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/nbcblk/louisiana-girl-sent-home-school-over-braided-hair-extensions-n902811\">NBC News: Louisiana girl sent home from school over braided hair extensions\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sfchronicle.com/bayarea/article/Alameda-schools-new-dress-code-Tube-tops-are-13167331.php\">SF Chronicle: Alameda schools’ new dress code: Tube tops are in, shaming girls is out\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://alamedausd-ca.schoolloop.com/file/1514016404908/1376459767278/4266656840010053803.pdf\">An Introduction to AUSD’s Revised Dress Code:\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In late 2018, a Chinese researcher revealed that he created the first ever genetically edited babies. He altered the DNA of twin girls before they were born. In response, the world kind of went nuts, raising a HUGE bio ethical question. When is gene editing OK? How far is too far when altering life itself?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/topics/26\">https://learn.kqed.org/topics/26\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What, exactly, are genes?\u003c/strong>\u003c/p>\n\u003cp>Genes are kind of like the instructions for life. All living things have them. They determine most of your physical traits, like the color of your eyes, whether your hair is curly or straight, the density of your bones, even how your heart responds to exercise.\u003c/p>\n\u003cp>\u003cstrong>What is CRISPR\u003c/strong>\u003c/p>\n\u003cp>CRISPR stands for clustered regularly interspaced short palindromic repeats. It’s one of the BIGGEST scientific breakthroughs in DECADES. It’s a gene editing tool that can target specific genes, allowing scientists to make precise edits much like a software engineer modifies code. It can cut out a gene. It can modify a gene. It can add in an entirely NEW gene.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What are the potential benefits of CRISPR?\u003c/strong>\u003c/p>\n\u003cp>If CRISPR delivers even a FRACTION of what’s been promised, it could be be a game changer in how we fight diseases. It could cure diseases caused by single gene mutations, like sickle cell anemia. It could also help prevent infectious diseases. If germ-line cells are altered, genetic changes can can be passed down to future offspring.\u003c/p>\n\u003cp>\u003cstrong>What are the potential pitfalls of CRISPR?\u003c/strong>\u003c/p>\n\u003cp>Scientists have recently learned that CRISPR has the potential to wipe out or rearrange large chunks of DNA, which could do anything from turning off the wrong genes to triggering some forms of cancer. It’s also possible that in the future, the rich and powerful can shell out the big bucks to customize their kids, protecting them from a bunch of diseases, reducing their risk for anxiety and depression, and maybe giving them a height and IQ boost. Meanwhile, the rest of us might only be able to afford a more limited amount of gene changes, if any.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.statnews.com/2018/11/25/china-first-gene-edited-babies-born/\">Chinese researcher claims birth of first gene-edited babies\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/science/2018/jan/15/gene-editing-and-what-it-really-means-to-rewrite-the-code-of-life\">What is gene editing?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/2018/7/23/17594864/crispr-cas9-gene-editing\">A simple guide to CRISPR\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://news.harvard.edu/gazette/story/2019/01/perspectives-on-gene-editing/\">Perspectives on gene editing\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nature.com/articles/nbt.4192\">CRISPR may lead DNA deletion and rearrangement\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.smithsonianmag.com/science-nature/these-are-extinct-animals-we-can-should-resurrect-180954955/\">Using CRISPR for de-extinction\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In late 2018, a Chinese researcher revealed that he created the first ever genetically edited babies. He altered the DNA of twin girls before they were born. In response, the world kind of went nuts, raising a HUGE bio ethical question. When is gene editing OK? How far is too far when altering life itself?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/topics/26\">https://learn.kqed.org/topics/26\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What, exactly, are genes?\u003c/strong>\u003c/p>\n\u003cp>Genes are kind of like the instructions for life. All living things have them. They determine most of your physical traits, like the color of your eyes, whether your hair is curly or straight, the density of your bones, even how your heart responds to exercise.\u003c/p>\n\u003cp>\u003cstrong>What is CRISPR\u003c/strong>\u003c/p>\n\u003cp>CRISPR stands for clustered regularly interspaced short palindromic repeats. It’s one of the BIGGEST scientific breakthroughs in DECADES. It’s a gene editing tool that can target specific genes, allowing scientists to make precise edits much like a software engineer modifies code. It can cut out a gene. It can modify a gene. It can add in an entirely NEW gene.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What are the potential benefits of CRISPR?\u003c/strong>\u003c/p>\n\u003cp>If CRISPR delivers even a FRACTION of what’s been promised, it could be be a game changer in how we fight diseases. It could cure diseases caused by single gene mutations, like sickle cell anemia. It could also help prevent infectious diseases. If germ-line cells are altered, genetic changes can can be passed down to future offspring.\u003c/p>\n\u003cp>\u003cstrong>What are the potential pitfalls of CRISPR?\u003c/strong>\u003c/p>\n\u003cp>Scientists have recently learned that CRISPR has the potential to wipe out or rearrange large chunks of DNA, which could do anything from turning off the wrong genes to triggering some forms of cancer. It’s also possible that in the future, the rich and powerful can shell out the big bucks to customize their kids, protecting them from a bunch of diseases, reducing their risk for anxiety and depression, and maybe giving them a height and IQ boost. Meanwhile, the rest of us might only be able to afford a more limited amount of gene changes, if any.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.statnews.com/2018/11/25/china-first-gene-edited-babies-born/\">Chinese researcher claims birth of first gene-edited babies\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/science/2018/jan/15/gene-editing-and-what-it-really-means-to-rewrite-the-code-of-life\">What is gene editing?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/2018/7/23/17594864/crispr-cas9-gene-editing\">A simple guide to CRISPR\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://news.harvard.edu/gazette/story/2019/01/perspectives-on-gene-editing/\">Perspectives on gene editing\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nature.com/articles/nbt.4192\">CRISPR may lead DNA deletion and rearrangement\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.smithsonianmag.com/science-nature/these-are-extinct-animals-we-can-should-resurrect-180954955/\">Using CRISPR for de-extinction\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The Benefits of Podcasting in the Science Classroom",
"headTitle": "The Benefits of Podcasting in the Science Classroom | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Climate change is one of the most serious crises of our time. The \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=rVjp3TO_juI\">\u003cspan style=\"font-weight: 400\">IPCC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> states that in order to prevent catastrophic climate change, nations must reduce CO\u003c/span>\u003cspan style=\"font-weight: 400\">2\u003c/span>\u003cspan style=\"font-weight: 400\"> emissions in half by 2030 in order to keep global temperature rise at or below 1.5 ℃. If we rise above 1.5 ℃, we face extreme risks to our ecosystems, food and water security, health, development and economic growth. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school science teacher, I often wonder how I can best address this crisis with my students. This year, I tried out something new: a podcast for our project “Quest to Save the Earth.” (See the \u003ca href=\"https://docs.google.com/document/d/1GVMCgOE5qXkCBgSGWxKtfwuYzIZmY91WO3tg5NQPD1Y/edit?usp=sharing\">lesson plan here\u003c/a>.) In this month-long project, students researched the science behind climate change, conducted laboratory experiments and developed a podcast to present their findings. The goal of this project was to create an informed citizenry that would be able to understand the science behind climate change and that would hopefully help support, develop and implement solutions to this crisis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason I chose the digital media presentation method of a podcast for my students to present their findings was so that they could submit their podcast to the \u003c/span>\u003ca href=\"https://www.npr.org/\">\u003cspan style=\"font-weight: 400\">National Public Radio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s \u003c/span>\u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">\u003cspan style=\"font-weight: 400\">Student Podcast Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a new contest for students in grades 5 through 12. Giving my students the option to submit their podcasts to the contest was a great opportunity to elevate student voice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students created their podcasts in teams. As the teams’ conversations bounced back and forth while they created their podcasts, I could see that they were deeply engaged and enjoying the project. And the students that submitted their podcasts to the contest were excited by the opportunity to have their voices heard on National Public Radio. Additionally, all of the teams had to submit their podcasts to the \u003ca href=\"https://learn.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Learn\u003c/a> discussion: \u003c/span>\u003ca href=\"https://learn.kqed.org/topics/19?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Is a Carbon Tax the Best Way to Slow Climate Change?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> This upped their game knowing that students from other schools would be listening to their work.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/fUGYW9xTFas\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Editor’s Note: \u003c/span>\u003c/i>\u003ca href=\"https://learn.kqed.org/?utm_source=ITC&utm_medium=blog\">\u003ci>\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> is a free, flexible platform for inquiry-based learning, a hub for student-voice, a launching pad for exploration and a showcase for student-made media that inspires students to research, reflect and respond to timely issues.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I am always looking at new technologies to see how they can be used to present science content. This requires me to be constantly learning, but I love to learn—it keeps me young! How can I grade the quality of my students’ podcasts unless I know how to make one myself? In order to gain the skills to help my students create a successful podcast, I first took the \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a> course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Podcasting with Youth Radio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In this free online course, I learned:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">the basics of podcasting, including how to create a brief pitch for a podcast of my own,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">new techniques for interviewing different types of people, and conducted a brief interview with an expert for my podcast,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">how to find and record great sounds,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">how to turn raw audio into a story through editing,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">and created my own edited audio story.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students started this project by first learning the science behind climate change through peer reviewed articles and websites such as \u003c/span>\u003ca href=\"https://www.ipcc.ch/sr15/\">\u003cspan style=\"font-weight: 400\">IPCC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.who.int/en/news-room/fact-sheets/detail/climate-change-and-health\">\u003cspan style=\"font-weight: 400\">WHO\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.noaa.gov/education/resource-collections/climate-education-resources/climate-change-impacts\">\u003cspan style=\"font-weight: 400\">NOAA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://climate.nasa.gov/resources/education/pbs_modules/\">\u003cspan style=\"font-weight: 400\">NASA/ PBS\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.climatechange.ca.gov/\">\u003cspan style=\"font-weight: 400\">climatechange.ca.gov\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://350bayarea.org/\">\u003cspan style=\"font-weight: 400\">BayArea350\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Then, in \u003c/span>\u003cspan style=\"font-weight: 400\">teams of four, they conducted a series of \u003c/span>\u003ca href=\"https://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/climate%20change%20inquiry/Climate%20Change%20Inquiry%20TG.pdf\">\u003cspan style=\"font-weight: 400\">NASA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> inquiry-based laboratories in order to see for themselves the science of climate change. The NASA labs gave them greater insights into the processes that cause climate change.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They then studied the politics and possible solutions of climate change by researching the International Paris Agreement, and how California specifically has been responding to climate change by reducing greenhouse gases back to \u003c/span>\u003ca href=\"https://www.kqed.org/science/1927229/california-meets-key-climate-change-goal-early?utm_medium=Email&utm_source=ExactTarget&utm_campaign=20180719Science&mc_key=00Qi000001Uh8XNEAZ\">\u003cspan style=\"font-weight: 400\">1990 levels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also looked at how climate change has been affecting California, such as the drought and the devastating fires. Finally, they researched the viability of possible global solutions such as carbon tax and carbon sequestration, and solutions tied to California’s \u003c/span>\u003ca href=\"https://www.climatechange.ca.gov/\">\u003cspan style=\"font-weight: 400\">2030 climate goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the research stage of the project, they learned how to make a podcast. They used their research to create a script for their podcast, conducted an \u003c/span>\u003ca href=\"https://s3.amazonaws.com/media.youthradio.org/wp-content/uploads/2014/08/Youth-Radio-Tips-For-Interviewing-Experts.pdf\">\u003cspan style=\"font-weight: 400\">expert-style interview\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with one of them posing as a climate change expert and the other the interviewer, and recorded the interview using their smartphones. They learned how to use the free editing software \u003c/span>\u003ca href=\"https://www.audacityteam.org/\">\u003cspan style=\"font-weight: 400\">Audacity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to clean up and splice their recording. Once their podcast was finished, they created an account on \u003c/span>\u003ca href=\"https://soundcloud.com\">\u003cspan style=\"font-weight: 400\">SoundCloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in order to upload their podcasts so everyone could listen to them. Some of them also uploaded their podcast to the \u003c/span>\u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">\u003cspan style=\"font-weight: 400\">Student Podcast Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Below are a couple samples of student work submitted to NPR.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aditya and Patrick share the world view of climate change: \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" allow=\"autoplay\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/597058950&color=%23ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Samantha and Michelle present a California-centric view: \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" allow=\"autoplay\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/597921921&color=%23ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overall, the project was a great success. My students conducted meaningful research and embraced using podcasts as a way to communicate their conclusions and get their voices heard. I was stressed learning a new technology during the middle of the school year, but KQED had all the resources I needed to succeed. I felt that the NPR contest was a perfect vehicle for my students to get the word out about climate change and reach a wider audience than just our classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’re looking forward to hearing the results of the contest!\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note: \u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Dan has been a KQED Media Literacy Innovator since 2017. Learn more about the program and how to get involved \u003c/span>\u003c/i>\u003ca href=\"https://ww2.kqed.org/education/teacher-ambassador-program/?utm_source=ITC&utm_medium=blog\">\u003ci>\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cem>If you want to learn more about how to make podcasts in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">Podcasting with Youth Radio\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "Climate change is one of the most serious crises of our time. The IPCC states that in order to prevent catastrophic climate change, nations must reduce CO2 emissions in half by 2030 in order to keep global temperature rise at or below 1.5 ℃. If we rise above 1.5 ℃, we face extreme risks to",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Climate change is one of the most serious crises of our time. The \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=rVjp3TO_juI\">\u003cspan style=\"font-weight: 400\">IPCC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> states that in order to prevent catastrophic climate change, nations must reduce CO\u003c/span>\u003cspan style=\"font-weight: 400\">2\u003c/span>\u003cspan style=\"font-weight: 400\"> emissions in half by 2030 in order to keep global temperature rise at or below 1.5 ℃. If we rise above 1.5 ℃, we face extreme risks to our ecosystems, food and water security, health, development and economic growth. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a high school science teacher, I often wonder how I can best address this crisis with my students. This year, I tried out something new: a podcast for our project “Quest to Save the Earth.” (See the \u003ca href=\"https://docs.google.com/document/d/1GVMCgOE5qXkCBgSGWxKtfwuYzIZmY91WO3tg5NQPD1Y/edit?usp=sharing\">lesson plan here\u003c/a>.) In this month-long project, students researched the science behind climate change, conducted laboratory experiments and developed a podcast to present their findings. The goal of this project was to create an informed citizenry that would be able to understand the science behind climate change and that would hopefully help support, develop and implement solutions to this crisis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason I chose the digital media presentation method of a podcast for my students to present their findings was so that they could submit their podcast to the \u003c/span>\u003ca href=\"https://www.npr.org/\">\u003cspan style=\"font-weight: 400\">National Public Radio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s \u003c/span>\u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">\u003cspan style=\"font-weight: 400\">Student Podcast Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a new contest for students in grades 5 through 12. Giving my students the option to submit their podcasts to the contest was a great opportunity to elevate student voice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students created their podcasts in teams. As the teams’ conversations bounced back and forth while they created their podcasts, I could see that they were deeply engaged and enjoying the project. And the students that submitted their podcasts to the contest were excited by the opportunity to have their voices heard on National Public Radio. Additionally, all of the teams had to submit their podcasts to the \u003ca href=\"https://learn.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Learn\u003c/a> discussion: \u003c/span>\u003ca href=\"https://learn.kqed.org/topics/19?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Is a Carbon Tax the Best Way to Slow Climate Change?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> This upped their game knowing that students from other schools would be listening to their work.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/fUGYW9xTFas\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Editor’s Note: \u003c/span>\u003c/i>\u003ca href=\"https://learn.kqed.org/?utm_source=ITC&utm_medium=blog\">\u003ci>\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> is a free, flexible platform for inquiry-based learning, a hub for student-voice, a launching pad for exploration and a showcase for student-made media that inspires students to research, reflect and respond to timely issues.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I am always looking at new technologies to see how they can be used to present science content. This requires me to be constantly learning, but I love to learn—it keeps me young! How can I grade the quality of my students’ podcasts unless I know how to make one myself? In order to gain the skills to help my students create a successful podcast, I first took the \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a> course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Podcasting with Youth Radio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In this free online course, I learned:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">the basics of podcasting, including how to create a brief pitch for a podcast of my own,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">new techniques for interviewing different types of people, and conducted a brief interview with an expert for my podcast,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">how to find and record great sounds,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">how to turn raw audio into a story through editing,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">and created my own edited audio story.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students started this project by first learning the science behind climate change through peer reviewed articles and websites such as \u003c/span>\u003ca href=\"https://www.ipcc.ch/sr15/\">\u003cspan style=\"font-weight: 400\">IPCC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.who.int/en/news-room/fact-sheets/detail/climate-change-and-health\">\u003cspan style=\"font-weight: 400\">WHO\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.noaa.gov/education/resource-collections/climate-education-resources/climate-change-impacts\">\u003cspan style=\"font-weight: 400\">NOAA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://climate.nasa.gov/resources/education/pbs_modules/\">\u003cspan style=\"font-weight: 400\">NASA/ PBS\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.climatechange.ca.gov/\">\u003cspan style=\"font-weight: 400\">climatechange.ca.gov\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://350bayarea.org/\">\u003cspan style=\"font-weight: 400\">BayArea350\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Then, in \u003c/span>\u003cspan style=\"font-weight: 400\">teams of four, they conducted a series of \u003c/span>\u003ca href=\"https://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/climate%20change%20inquiry/Climate%20Change%20Inquiry%20TG.pdf\">\u003cspan style=\"font-weight: 400\">NASA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> inquiry-based laboratories in order to see for themselves the science of climate change. The NASA labs gave them greater insights into the processes that cause climate change.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They then studied the politics and possible solutions of climate change by researching the International Paris Agreement, and how California specifically has been responding to climate change by reducing greenhouse gases back to \u003c/span>\u003ca href=\"https://www.kqed.org/science/1927229/california-meets-key-climate-change-goal-early?utm_medium=Email&utm_source=ExactTarget&utm_campaign=20180719Science&mc_key=00Qi000001Uh8XNEAZ\">\u003cspan style=\"font-weight: 400\">1990 levels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also looked at how climate change has been affecting California, such as the drought and the devastating fires. Finally, they researched the viability of possible global solutions such as carbon tax and carbon sequestration, and solutions tied to California’s \u003c/span>\u003ca href=\"https://www.climatechange.ca.gov/\">\u003cspan style=\"font-weight: 400\">2030 climate goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the research stage of the project, they learned how to make a podcast. They used their research to create a script for their podcast, conducted an \u003c/span>\u003ca href=\"https://s3.amazonaws.com/media.youthradio.org/wp-content/uploads/2014/08/Youth-Radio-Tips-For-Interviewing-Experts.pdf\">\u003cspan style=\"font-weight: 400\">expert-style interview\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with one of them posing as a climate change expert and the other the interviewer, and recorded the interview using their smartphones. They learned how to use the free editing software \u003c/span>\u003ca href=\"https://www.audacityteam.org/\">\u003cspan style=\"font-weight: 400\">Audacity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to clean up and splice their recording. Once their podcast was finished, they created an account on \u003c/span>\u003ca href=\"https://soundcloud.com\">\u003cspan style=\"font-weight: 400\">SoundCloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in order to upload their podcasts so everyone could listen to them. Some of them also uploaded their podcast to the \u003c/span>\u003ca href=\"https://www.npr.org/2018/11/15/650500116/npr-student-podcast-challenge-home\">\u003cspan style=\"font-weight: 400\">Student Podcast Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Below are a couple samples of student work submitted to NPR.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aditya and Patrick share the world view of climate change: \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" allow=\"autoplay\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/597058950&color=%23ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Samantha and Michelle present a California-centric view: \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" allow=\"autoplay\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/597921921&color=%23ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overall, the project was a great success. My students conducted meaningful research and embraced using podcasts as a way to communicate their conclusions and get their voices heard. I was stressed learning a new technology during the middle of the school year, but KQED had all the resources I needed to succeed. I felt that the NPR contest was a perfect vehicle for my students to get the word out about climate change and reach a wider audience than just our classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’re looking forward to hearing the results of the contest!\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note: \u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Dan has been a KQED Media Literacy Innovator since 2017. Learn more about the program and how to get involved \u003c/span>\u003c/i>\u003ca href=\"https://ww2.kqed.org/education/teacher-ambassador-program/?utm_source=ITC&utm_medium=blog\">\u003ci>\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cem>If you want to learn more about how to make podcasts in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">Podcasting with Youth Radio\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>This article was updated on April 7, 2021.\u003c/em>\u003c/p>\n\u003cp>Science literacy skills are grounded in the ability to evaluate data, build arguments based on evidence and clearly communicate those ideas to others. With our current environmental challenges make this more crucial than ever. Media literacy strengthens these skills by giving students modern tools, such as podcasts, infographics and map-making, to demonstrate the science concepts they are learning.\u003c/p>\n\u003cp>Whether you’re looking to learn new skills yourself or want some fresh content that’ll generate lively engagement in your classroom, we’ve got you covered. Our \u003cstrong>free resources\u003c/strong> for science teachers will help you integrate media literacy into lessons on the environment, climate, carbon tracking and more.\u003c/p>\n\u003ch2>Professional Development\u003c/h2>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/graphic-and-interactive-media-production-for-the-classroom-april-2021?utm_source=KQED-ed&utm_medium=blog&utm_campaign=teach\" target=\"_blank\" rel=\"noopener noreferrer\">Graphic and Interactive Media Production for the Classroom \u003c/a>(Grades K-12)\u003cbr>\nIn this online, instructor-led KQED Media Academy course, you’ll learn to represent complex ideas, information, and data in compelling infographics and interactive maps. Participants will receive personalized feedback on their work by KQED content experts and a certificate of completion. Course starts April 12, but enrollment is open through April 18.\u003c/p>\n\u003cp>\u003cem>You can find additional courses on media making and media analysis on \u003ca href=\"https://teach.kqed.org/?utm_source=KQED-ed&utm_medium=blog&utm_campaign=teach\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/education/533553/upcoming-events?utm_source=KQED-ed&utm_medium=blog&utm_campaign=events_page\" target=\"_blank\" rel=\"noopener noreferrer\">Media Literacy Workshops \u003c/a>(Grades 6-12)\u003cbr>\nKQED offers many free 1-hour workshops to boost your media literacy skills, from infographics to video projects to micro-credentials. Some of our upcoming media-making workshops include:\u003c/p>\n\u003cul>\n\u003cli>April 29: \u003ca href=\"https://crscience.org/educators/infographics/\" target=\"_blank\" rel=\"noopener noreferrer\">Infographics to Strengthen Data Literacy and Student Voice in Science\u003c/a>\u003c/li>\n\u003cli>May 19: \u003ca href=\"https://kqed.zoom.us/webinar/register/5016178124959/WN_yZsJatR6T9iwVfBPrZgt3g\" target=\"_blank\" rel=\"noopener noreferrer\">Using Video Projects to Motivate Student Learning\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2>Classroom Resources\u003c/h2>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering?utm_source=KQED-ed&utm_medium=blog&utm_campaign=YMC-e4G\" target=\"_blank\" rel=\"noopener noreferrer\">Youth Media Challenge: Engineering for Good \u003c/a>(Grades 6-12)\u003cbr>\nMiddle and high school students show off their creative problem solving through the engineering design process by developing solutions for real-world problems. The project culminates in students making short videos to communicate their solutions that will get published on an online nationwide showcase and considered for publication on KQED programming. \u003ca href=\"https://learn.kqed.org/challenges/curriculum/engineering?utm_source=KQED-ed&utm_medium=blog&utm_campaign=YMC-e4G\" target=\"_blank\" rel=\"noopener noreferrer\">Preview the curriculum\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/discussions?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn Discussions \u003c/a>(Grades 6-12)\u003cbr>\nOur Above the Noise videos for middle and high school students prompt discussions that require students to analyze information about environmental topics and build arguments supported by evidence. Try one of these for starters:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/discussions/47?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Are You an Optimist or Pessimist About Our Ability to Take on Climate Change?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/discussions/88?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Is It Time for You to Ditch Meat and Dairy?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/topics/7?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Is Earth Running Out of Water?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/topics/19?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Is Carbon Tax the Best Way to Slow Climate Change?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/discussions/41?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Would Banning Plastic Bottles Help or Hurt the Planet?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/\" target=\"_blank\" rel=\"noopener noreferrer\">PBS LearningMedia \u003c/a>(Grades 4+)\u003cbr>\nEvery day is Earth Day with \u003ca href=\"https://ca.pbslearningmedia.org/collection/celebrate-earth-day/\" target=\"_blank\" rel=\"noopener noreferrer\">this video collection\u003c/a> for grades 4 and up that covers a range of topics like the history of the environmental movement, environmental justice implications of pollution and waste disposal, and the role of new technologies in conservation efforts. Or explore big scientific mysteries by going incredibly small with our popular video series \u003ca href=\"https://ca.pbslearningmedia.org/collection/deep-look/\" target=\"_blank\" rel=\"noopener noreferrer\">Deep Look\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This article was updated on April 7, 2021.\u003c/em>\u003c/p>\n\u003cp>Science literacy skills are grounded in the ability to evaluate data, build arguments based on evidence and clearly communicate those ideas to others. With our current environmental challenges make this more crucial than ever. Media literacy strengthens these skills by giving students modern tools, such as podcasts, infographics and map-making, to demonstrate the science concepts they are learning.\u003c/p>\n\u003cp>Whether you’re looking to learn new skills yourself or want some fresh content that’ll generate lively engagement in your classroom, we’ve got you covered. Our \u003cstrong>free resources\u003c/strong> for science teachers will help you integrate media literacy into lessons on the environment, climate, carbon tracking and more.\u003c/p>\n\u003ch2>Professional Development\u003c/h2>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/graphic-and-interactive-media-production-for-the-classroom-april-2021?utm_source=KQED-ed&utm_medium=blog&utm_campaign=teach\" target=\"_blank\" rel=\"noopener noreferrer\">Graphic and Interactive Media Production for the Classroom \u003c/a>(Grades K-12)\u003cbr>\nIn this online, instructor-led KQED Media Academy course, you’ll learn to represent complex ideas, information, and data in compelling infographics and interactive maps. Participants will receive personalized feedback on their work by KQED content experts and a certificate of completion. Course starts April 12, but enrollment is open through April 18.\u003c/p>\n\u003cp>\u003cem>You can find additional courses on media making and media analysis on \u003ca href=\"https://teach.kqed.org/?utm_source=KQED-ed&utm_medium=blog&utm_campaign=teach\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/education/533553/upcoming-events?utm_source=KQED-ed&utm_medium=blog&utm_campaign=events_page\" target=\"_blank\" rel=\"noopener noreferrer\">Media Literacy Workshops \u003c/a>(Grades 6-12)\u003cbr>\nKQED offers many free 1-hour workshops to boost your media literacy skills, from infographics to video projects to micro-credentials. Some of our upcoming media-making workshops include:\u003c/p>\n\u003cul>\n\u003cli>April 29: \u003ca href=\"https://crscience.org/educators/infographics/\" target=\"_blank\" rel=\"noopener noreferrer\">Infographics to Strengthen Data Literacy and Student Voice in Science\u003c/a>\u003c/li>\n\u003cli>May 19: \u003ca href=\"https://kqed.zoom.us/webinar/register/5016178124959/WN_yZsJatR6T9iwVfBPrZgt3g\" target=\"_blank\" rel=\"noopener noreferrer\">Using Video Projects to Motivate Student Learning\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2>Classroom Resources\u003c/h2>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering?utm_source=KQED-ed&utm_medium=blog&utm_campaign=YMC-e4G\" target=\"_blank\" rel=\"noopener noreferrer\">Youth Media Challenge: Engineering for Good \u003c/a>(Grades 6-12)\u003cbr>\nMiddle and high school students show off their creative problem solving through the engineering design process by developing solutions for real-world problems. The project culminates in students making short videos to communicate their solutions that will get published on an online nationwide showcase and considered for publication on KQED programming. \u003ca href=\"https://learn.kqed.org/challenges/curriculum/engineering?utm_source=KQED-ed&utm_medium=blog&utm_campaign=YMC-e4G\" target=\"_blank\" rel=\"noopener noreferrer\">Preview the curriculum\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/discussions?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn Discussions \u003c/a>(Grades 6-12)\u003cbr>\nOur Above the Noise videos for middle and high school students prompt discussions that require students to analyze information about environmental topics and build arguments supported by evidence. Try one of these for starters:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/discussions/47?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Are You an Optimist or Pessimist About Our Ability to Take on Climate Change?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/discussions/88?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Is It Time for You to Ditch Meat and Dairy?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/topics/7?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Is Earth Running Out of Water?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/topics/19?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Is Carbon Tax the Best Way to Slow Climate Change?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/discussions/41?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Would Banning Plastic Bottles Help or Hurt the Planet?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/\" target=\"_blank\" rel=\"noopener noreferrer\">PBS LearningMedia \u003c/a>(Grades 4+)\u003cbr>\nEvery day is Earth Day with \u003ca href=\"https://ca.pbslearningmedia.org/collection/celebrate-earth-day/\" target=\"_blank\" rel=\"noopener noreferrer\">this video collection\u003c/a> for grades 4 and up that covers a range of topics like the history of the environmental movement, environmental justice implications of pollution and waste disposal, and the role of new technologies in conservation efforts. Or explore big scientific mysteries by going incredibly small with our popular video series \u003ca href=\"https://ca.pbslearningmedia.org/collection/deep-look/\" target=\"_blank\" rel=\"noopener noreferrer\">Deep Look\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The Best Way to Teach Current Events? Let Students Lead.",
"headTitle": "The Best Way to Teach Current Events? Let Students Lead. | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">We’ve all been there. Students presenting current events, reciting the “news” but not having any idea what it actually means. The problem is that students’ lack of background knowledge, which is often required to understand the news event, ends up making it meaningless to them, or requires so much teacher intervention that the activity isn’t practical. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one day I was trying to address news about U.S. involvement in Syria with my students. Although I used a source that was supposed to consolidate the history of ISIS for students, it took us a full day to analyze the background information before we were ready to discuss the current issue of U.S. involvement in Syria. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I asked my seniors in my U.S. Government classes what would make current issues more meaningful to them. They said it wasn’t that they weren’t interested in current issues, but they needed time to learn about them. Homework, jobs, sports and familial duties left no time in the five to six hours after school to learn about current issues. Then a lightbulb went off. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I realized that a better way to teach current events would be for students to follow the same issue throughout an entire year in order to deepen their understanding of the topic. After coming up with the initial idea, I then wondered—what kind of structure and supports would such an ambitious year-long assignment need in order to be successful? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Could I give students class time to discuss current issues? Could I allow students to choose their topic to make it more meaningful to them? How would I track student participation and assess their learning? And the ultimate question: How would I know students were gaining enough background information to understand current events? \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Solution: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To give students choice and hopefully generate more interest in current events, students determined their top two topics of interest from a list I provided: Crime & Punishment, Energy & Environment, Economy, Public Services & Infrastructure, Individual Rights & Liberties, and National Security & War. I then created Current Issues Groups of three to five students based on their interests. To track the current issues and student participation, I created a website for each class on Google Sites where students posted relevant news stories bi-weekly on a blog with accompanying questions. To address students’ request to have time to read current events, groups met in class every other week to read the articles and then discuss the news events posted for their topic with their peers. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531662 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg\" width=\"1418\" height=\"694\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg 1418w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-160x78.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-800x392.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-768x376.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-1020x499.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-1200x587.jpg 1200w\" sizes=\"(max-width: 1418px) 100vw, 1418px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cb>The Details: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure credible sources and expand students’ skills in media analysis, each group needed to find news stories from various levels of media—local, national and international—and from different types of media—print, web and broadcast. For example, students in the Environment Issues Group posted news stories from a national print news source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), a local news source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Seattle Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), and a broadcast or international media source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">KPTV\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make sure the assignment was meeting the ultimate goal of students having enough background information to understand current events, students were required to create “Inquiry” or comprehension questions for the news story. As shown in the blog post below, the student asked the basic who, what and why of the article to make sure their peers understood the main point of the news story. To deepen student understanding of the event, students were also asked to create “Discussion” questions for their group which required them to use higher level questioning skills involving application and evaluation. The “Discussion” questions below ask students what they think government action should be, moving from the basics of the news story to evaluating and making a judgement based on the evidence presented.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot1.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531654 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot1.png\" width=\"1273\" height=\"711\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1.png 1273w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-800x447.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-768x429.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-1020x570.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-1200x670.png 1200w\" sizes=\"(max-width: 1273px) 100vw, 1273px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On Current Issues day in class, we began with individual work time. Each student chose a different news story from their group to read and then posted answers to the inquiry questions in the comments section of the post. Each student verbally summarized their news story and led a discussion on the current status of the issue using the pre-prepared discussion questions. I moved from group to group to listen and join in on their discussion and marked off student participation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Result: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After trying out many iterations of current events in the classroom, students really took to this. Groups were always on task, both when reading the news stories and when discussing them. One year, students in the Individual Rights & Liberties group were especially engaged with news stories on the NSA and an individual’s right to privacy. During one of our Current Issues days, the group was discussing Edward Snowden and the National Security Issues group jumped in. I didn’t have to try and make the current issues have meaning or relevance to one another, it just happened naturally.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students liked that they had class time to read current issues, access to computers to search for things they didn’t understand, and the chance to learn from the peers in their group. For a discussion on how the United States should deal with countries engaging in cyber attacks on the U.S., several students looked up the word “sanctions.” Through conversation with peers, they learned what international courts were and how they would work in this scenario. I didn’t have to fill in the background knowledge for them—my students were self-driven, finding the information themselves or working with their peers to figure it out\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout the semester, students developed an expertise on the topic that allowed them to have meaningful discussions in their group and share with their friends, both in and outside of the classroom. By the end of this assignment one year, the Energy & Environment group had a solid understanding of what fracking was, its advantages and disadvantages, and how public policy addressed the issue. These students ended up discussing the issue in their science and environment classes, too. They were able to bring their public policy knowledge to their science classes, and offer science insights to our class. And I ended up learning more about fracking from my students because of their engagement with the issue both inside and outside of our classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I enjoyed going from group to group, listening and offering my own comments and questions to push students’ critical thinking. The informal, small groups resulted in more students participating than in a large class discussion. I knew that students were engaged and learning. Not only did the students understand current issues better as a result of this assignment, they developed invaluable skills in media analysis, researching, close reading, questioning, discussion and deliberation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Future: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">No lesson is ever perfect. And while feedback from students was positive and learning about current events was apparent in discussion, the assignment needed modifications.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students wanted class time to find news stories, as well as to read and discuss them. However, I still haven’t figured out how to allocate more than one day to current issues, which was already taken up by reading, posting answers to questions and discussion. Students also wanted to switch their topics for the second semester, which was an easy fix.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From the teacher perspective, the website and blog posts posed challenges with assessment: \u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">Grading student posts took an immense amount of time, especially because during class time I was going around from group to group listening to current events discussion. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Not every student was talking during discussion participation check-off, so I decided to grade their discussion participation based on their written answer to their peers’ questions on the website.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot2.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531653 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot2.jpg\" width=\"957\" height=\"431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2.jpg 957w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-800x360.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-768x346.jpg 768w\" sizes=\"(max-width: 957px) 100vw, 957px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, students struggled with posting reliable information and sources so I ended up requiring students only use “hard news,” not news commentary, opinion or blogs. This eliminated at least some potential for inaccurate facts. To help them with this requirement, I began the year with a unit on how to evaluate news sources for credibility and bias. This proved invaluable as “fake news” has grown over the years. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology changes at a rapid pace, and the website could probably be replaced with some other tool or platform. But the essential component of the lesson—to track a current issue throughout the year to enable students to gain enough background knowledge to truly understand the event—was ultimately a success.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">We’ve all been there. Students presenting current events, reciting the “news” but not having any idea what it actually means. The problem is that students’ lack of background knowledge, which is often required to understand the news event, ends up making it meaningless to them, or requires so much teacher intervention that the activity isn’t practical. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one day I was trying to address news about U.S. involvement in Syria with my students. Although I used a source that was supposed to consolidate the history of ISIS for students, it took us a full day to analyze the background information before we were ready to discuss the current issue of U.S. involvement in Syria. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I asked my seniors in my U.S. Government classes what would make current issues more meaningful to them. They said it wasn’t that they weren’t interested in current issues, but they needed time to learn about them. Homework, jobs, sports and familial duties left no time in the five to six hours after school to learn about current issues. Then a lightbulb went off. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I realized that a better way to teach current events would be for students to follow the same issue throughout an entire year in order to deepen their understanding of the topic. After coming up with the initial idea, I then wondered—what kind of structure and supports would such an ambitious year-long assignment need in order to be successful? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Could I give students class time to discuss current issues? Could I allow students to choose their topic to make it more meaningful to them? How would I track student participation and assess their learning? And the ultimate question: How would I know students were gaining enough background information to understand current events? \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Solution: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To give students choice and hopefully generate more interest in current events, students determined their top two topics of interest from a list I provided: Crime & Punishment, Energy & Environment, Economy, Public Services & Infrastructure, Individual Rights & Liberties, and National Security & War. I then created Current Issues Groups of three to five students based on their interests. To track the current issues and student participation, I created a website for each class on Google Sites where students posted relevant news stories bi-weekly on a blog with accompanying questions. To address students’ request to have time to read current events, groups met in class every other week to read the articles and then discuss the news events posted for their topic with their peers. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531662 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg\" width=\"1418\" height=\"694\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg 1418w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-160x78.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-800x392.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-768x376.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-1020x499.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-1200x587.jpg 1200w\" sizes=\"(max-width: 1418px) 100vw, 1418px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cb>The Details: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure credible sources and expand students’ skills in media analysis, each group needed to find news stories from various levels of media—local, national and international—and from different types of media—print, web and broadcast. For example, students in the Environment Issues Group posted news stories from a national print news source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), a local news source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Seattle Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), and a broadcast or international media source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">KPTV\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make sure the assignment was meeting the ultimate goal of students having enough background information to understand current events, students were required to create “Inquiry” or comprehension questions for the news story. As shown in the blog post below, the student asked the basic who, what and why of the article to make sure their peers understood the main point of the news story. To deepen student understanding of the event, students were also asked to create “Discussion” questions for their group which required them to use higher level questioning skills involving application and evaluation. The “Discussion” questions below ask students what they think government action should be, moving from the basics of the news story to evaluating and making a judgement based on the evidence presented.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot1.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531654 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot1.png\" width=\"1273\" height=\"711\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1.png 1273w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-800x447.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-768x429.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-1020x570.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-1200x670.png 1200w\" sizes=\"(max-width: 1273px) 100vw, 1273px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On Current Issues day in class, we began with individual work time. Each student chose a different news story from their group to read and then posted answers to the inquiry questions in the comments section of the post. Each student verbally summarized their news story and led a discussion on the current status of the issue using the pre-prepared discussion questions. I moved from group to group to listen and join in on their discussion and marked off student participation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Result: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After trying out many iterations of current events in the classroom, students really took to this. Groups were always on task, both when reading the news stories and when discussing them. One year, students in the Individual Rights & Liberties group were especially engaged with news stories on the NSA and an individual’s right to privacy. During one of our Current Issues days, the group was discussing Edward Snowden and the National Security Issues group jumped in. I didn’t have to try and make the current issues have meaning or relevance to one another, it just happened naturally.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students liked that they had class time to read current issues, access to computers to search for things they didn’t understand, and the chance to learn from the peers in their group. For a discussion on how the United States should deal with countries engaging in cyber attacks on the U.S., several students looked up the word “sanctions.” Through conversation with peers, they learned what international courts were and how they would work in this scenario. I didn’t have to fill in the background knowledge for them—my students were self-driven, finding the information themselves or working with their peers to figure it out\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout the semester, students developed an expertise on the topic that allowed them to have meaningful discussions in their group and share with their friends, both in and outside of the classroom. By the end of this assignment one year, the Energy & Environment group had a solid understanding of what fracking was, its advantages and disadvantages, and how public policy addressed the issue. These students ended up discussing the issue in their science and environment classes, too. They were able to bring their public policy knowledge to their science classes, and offer science insights to our class. And I ended up learning more about fracking from my students because of their engagement with the issue both inside and outside of our classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I enjoyed going from group to group, listening and offering my own comments and questions to push students’ critical thinking. The informal, small groups resulted in more students participating than in a large class discussion. I knew that students were engaged and learning. Not only did the students understand current issues better as a result of this assignment, they developed invaluable skills in media analysis, researching, close reading, questioning, discussion and deliberation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Future: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">No lesson is ever perfect. And while feedback from students was positive and learning about current events was apparent in discussion, the assignment needed modifications.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students wanted class time to find news stories, as well as to read and discuss them. However, I still haven’t figured out how to allocate more than one day to current issues, which was already taken up by reading, posting answers to questions and discussion. Students also wanted to switch their topics for the second semester, which was an easy fix.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From the teacher perspective, the website and blog posts posed challenges with assessment: \u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">Grading student posts took an immense amount of time, especially because during class time I was going around from group to group listening to current events discussion. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Not every student was talking during discussion participation check-off, so I decided to grade their discussion participation based on their written answer to their peers’ questions on the website.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot2.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531653 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot2.jpg\" width=\"957\" height=\"431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2.jpg 957w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-800x360.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-768x346.jpg 768w\" sizes=\"(max-width: 957px) 100vw, 957px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, students struggled with posting reliable information and sources so I ended up requiring students only use “hard news,” not news commentary, opinion or blogs. This eliminated at least some potential for inaccurate facts. To help them with this requirement, I began the year with a unit on how to evaluate news sources for credibility and bias. This proved invaluable as “fake news” has grown over the years. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology changes at a rapid pace, and the website could probably be replaced with some other tool or platform. But the essential component of the lesson—to track a current issue throughout the year to enable students to gain enough background knowledge to truly understand the event—was ultimately a success.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Lately, I have been thinking a lot about the digital world that my middle school students live in. I grew up in a world where charts, graphs and maps were mainly used in academic publications. Although I was taught in my statistics class in college that you can make a graph say pretty much anything, it was not until much later that I understood the implications of that. In the past few years, I’ve watched data flying around the internet that has no citations for where it came from, and have seen mainstream media both support and refute a particular point in an argument using the same visual representation of data. In an era where visual representations of data have become so widespread, it became imperative to me that my students learn and understand how to read, interpret, and most of all \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">question \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">the data they see in graphs, maps, and charts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It started small, with a statement made off-hand to my students: “The axis means something.” I was teaching my students about climate change and per our usual weekly assignment, they had to write a blog post, which includes a summary of what was learned and an image related to the topic. Imagine my surprise when I encountered this little nugget:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/carbon1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531640 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/carbon1.jpg\" width=\"610\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/carbon1.jpg 610w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/carbon1-160x132.jpg 160w\" sizes=\"(max-width: 610px) 100vw, 610px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Did the post have an image and summary? Yes. But the graph is used completely inappropriately to illustrate the concept. Now, you may think that this was a one-off, but the reality is that most of our students do not question the “first hit” of their search results. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another group was tasked to create maps for the incidence of natural disasters by state, and several students mistakenly identified states simply because they failed to look closely at the map legend, which used different colors to communicate low or high incidence of disasters. Instead of interpreting this legend, my students simply checked off states based on whether they were “highlighted.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With these problems in mind, I started asking what I could do to provide my students with the tools to read and understand graphs, as well as how to question them. I knew this needed to be more than a one-time deal. In order to really help them become better consumers of information, they would need lots and lots of practice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While looking for resources, I came across \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">New York Times \u003c/span>\u003c/i>\u003ca href=\"https://www.nytimes.com/column/whats-going-on-in-this-graph\">\u003cspan style=\"font-weight: 400\">“What’s Going On in This Graph?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” series. In this weekly publication, I found not only a collection of graphs, maps and charts that are recent and relevant, but also a discussion framework (“\u003c/span>\u003ca href=\"https://www.nctm.org/mathforum/\">\u003cspan style=\"font-weight: 400\">Notice and Wonder\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”), an invitation for students to write a title for the graphs featured (more critical thinking practice), and even an invitation for students to discuss them live. It was almost as if \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The New York Times \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">had read my mind! \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">The New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> activity offers two ways to participate:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">For students 13 and older, through the comment section on the weekly activity (where comments are moderated for civility).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">For younger students, commenting through Desmos, a “closed classroom” environment.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">For my students, neither of these options were “just right” at the time. On one hand, I relished the thought of the public commentary, but worried about privacy. On the other, the closed classroom environment of Desmos seemed too restrictive and would be new to us–I wanted to roll the activity out without introducing another login and platform. So, I decided to simply publish the activity using \u003c/span>\u003ca href=\"https://goformative.com/\">\u003cspan style=\"font-weight: 400\">Formative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a tool where I could post the graph with links, ask students the “Notice and Wonder” questions, and follow them with the “propose a catchy title” prompt. I liked the idea of using this tool since I could use it to share students’ answers with the whole class without displaying their names, and we could then have a class discussion about their noticings, wonderings and titles.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531639\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/form1.jpg\" alt=\"\" width=\"1352\" height=\"568\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1.jpg 1352w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-160x67.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-800x336.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-768x323.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-1020x429.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-1200x504.jpg 1200w\" sizes=\"(max-width: 1352px) 100vw, 1352px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This process worked the first few times, and while their noticings and wonderings started to strengthen with each discussion, their titles quickly became uninspiring, a simple restatement of what the graph was saying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one of those moments of inspiration-while-driving, I remembered the “\u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-memes-gifs?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Making Memes and GIFs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” course I had taken on \u003c/span>\u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a few months back. I wondered if using memes instead of titles would be more engaging, while still hitting the learning objective of providing a critical summary and analysis of the graph’s message. When I arrived at school that day, I quickly substituted the “Write a catchy title” prompt with “Create a meme, using Google draw or any meme creation platform of your choice, that is supported by the evidence presented in the graph.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, this class already had some experience with creating memes since we had done that as part of a different assignment (\u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-memes-gifs/lesson/lesson-plan-making-memes-gifs\">\u003cspan style=\"font-weight: 400\">Organelle Wars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). We discussed the idea that while their memes could be funny, satirical or ironic, for this assignment they needed to also be based specifically on the evidence provided in the graph. Through their meme, they needed to call attention to the information in such a way that would make people want to share their meme. The rule of thumb was the question, “Would this go viral?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As they started creating their memes for that first assignment, they asked an obvious question: “How can this go viral if no one sees it but us?” The point was valid. I needed three things: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A way to share their posts with a wider audience, other than my own social media accounts. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A way for my students who were not comfortable with posting publicly to opt out of sharing.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A way for my students who don’t have social media accounts to provide votes or likes.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The answer to these three needs came from \u003c/span>\u003ca href=\"https://padlet.com\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online bulletin board that can be set with different privacy options and that can easily be shared on a myriad of platforms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I created our “What’s Going on in This Graph?” meme \u003c/span>\u003ca href=\"https://padlet.com/mgarcia31/z5qp2tnczxtk\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, showed it to students and invited them to share their memes there without making it mandatory. For the last few weeks, our in-class assignment has morphed into a discussion of whether or not the memes shared are really supported by the data in the graph being analyzed. This adds yet another level of depth to the original intent of providing students with the skills and practice necessary to read, interpret and question graphs, maps and charts. Little by little, our collection of evidence-based memes has grown, and I am very proud of what my students have decided to share. I invite you to take a look at our \u003c/span>\u003ca href=\"https://padlet.com/mgarcia31/z5qp2tnczxtk\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and vote on your favorites. These are mine. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://padlet.com/mgarcia31/z5qp2tnczxtk\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531637 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/Kermit-1.png\" width=\"960\" height=\"720\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Kermit-1.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Kermit-1-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Kermit-1-800x600.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Kermit-1-768x576.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://padlet.com/mgarcia31/z5qp2tnczxtk\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531636 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/Global-warming.png\" width=\"960\" height=\"720\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Global-warming.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Global-warming-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Global-warming-800x600.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Global-warming-768x576.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make memes in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-memes-gifs?utm_source=ITC&utm_medium=blog\">Making Memes & GIFs\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Lately, I have been thinking a lot about the digital world that my middle school students live in. I grew up in a world where charts, graphs and maps were mainly used in academic publications. Although I was taught in my statistics class in college that you can make a graph say pretty much anything, it was not until much later that I understood the implications of that. In the past few years, I’ve watched data flying around the internet that has no citations for where it came from, and have seen mainstream media both support and refute a particular point in an argument using the same visual representation of data. In an era where visual representations of data have become so widespread, it became imperative to me that my students learn and understand how to read, interpret, and most of all \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">question \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">the data they see in graphs, maps, and charts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It started small, with a statement made off-hand to my students: “The axis means something.” I was teaching my students about climate change and per our usual weekly assignment, they had to write a blog post, which includes a summary of what was learned and an image related to the topic. Imagine my surprise when I encountered this little nugget:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/carbon1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531640 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/carbon1.jpg\" width=\"610\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/carbon1.jpg 610w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/carbon1-160x132.jpg 160w\" sizes=\"(max-width: 610px) 100vw, 610px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Did the post have an image and summary? Yes. But the graph is used completely inappropriately to illustrate the concept. Now, you may think that this was a one-off, but the reality is that most of our students do not question the “first hit” of their search results. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another group was tasked to create maps for the incidence of natural disasters by state, and several students mistakenly identified states simply because they failed to look closely at the map legend, which used different colors to communicate low or high incidence of disasters. Instead of interpreting this legend, my students simply checked off states based on whether they were “highlighted.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With these problems in mind, I started asking what I could do to provide my students with the tools to read and understand graphs, as well as how to question them. I knew this needed to be more than a one-time deal. In order to really help them become better consumers of information, they would need lots and lots of practice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While looking for resources, I came across \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">New York Times \u003c/span>\u003c/i>\u003ca href=\"https://www.nytimes.com/column/whats-going-on-in-this-graph\">\u003cspan style=\"font-weight: 400\">“What’s Going On in This Graph?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” series. In this weekly publication, I found not only a collection of graphs, maps and charts that are recent and relevant, but also a discussion framework (“\u003c/span>\u003ca href=\"https://www.nctm.org/mathforum/\">\u003cspan style=\"font-weight: 400\">Notice and Wonder\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”), an invitation for students to write a title for the graphs featured (more critical thinking practice), and even an invitation for students to discuss them live. It was almost as if \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The New York Times \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">had read my mind! \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">The New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> activity offers two ways to participate:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">For students 13 and older, through the comment section on the weekly activity (where comments are moderated for civility).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">For younger students, commenting through Desmos, a “closed classroom” environment.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">For my students, neither of these options were “just right” at the time. On one hand, I relished the thought of the public commentary, but worried about privacy. On the other, the closed classroom environment of Desmos seemed too restrictive and would be new to us–I wanted to roll the activity out without introducing another login and platform. So, I decided to simply publish the activity using \u003c/span>\u003ca href=\"https://goformative.com/\">\u003cspan style=\"font-weight: 400\">Formative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a tool where I could post the graph with links, ask students the “Notice and Wonder” questions, and follow them with the “propose a catchy title” prompt. I liked the idea of using this tool since I could use it to share students’ answers with the whole class without displaying their names, and we could then have a class discussion about their noticings, wonderings and titles.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531639\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/form1.jpg\" alt=\"\" width=\"1352\" height=\"568\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1.jpg 1352w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-160x67.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-800x336.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-768x323.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-1020x429.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/form1-1200x504.jpg 1200w\" sizes=\"(max-width: 1352px) 100vw, 1352px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This process worked the first few times, and while their noticings and wonderings started to strengthen with each discussion, their titles quickly became uninspiring, a simple restatement of what the graph was saying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one of those moments of inspiration-while-driving, I remembered the “\u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-memes-gifs?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">Making Memes and GIFs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” course I had taken on \u003c/span>\u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a few months back. I wondered if using memes instead of titles would be more engaging, while still hitting the learning objective of providing a critical summary and analysis of the graph’s message. When I arrived at school that day, I quickly substituted the “Write a catchy title” prompt with “Create a meme, using Google draw or any meme creation platform of your choice, that is supported by the evidence presented in the graph.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, this class already had some experience with creating memes since we had done that as part of a different assignment (\u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-memes-gifs/lesson/lesson-plan-making-memes-gifs\">\u003cspan style=\"font-weight: 400\">Organelle Wars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). We discussed the idea that while their memes could be funny, satirical or ironic, for this assignment they needed to also be based specifically on the evidence provided in the graph. Through their meme, they needed to call attention to the information in such a way that would make people want to share their meme. The rule of thumb was the question, “Would this go viral?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As they started creating their memes for that first assignment, they asked an obvious question: “How can this go viral if no one sees it but us?” The point was valid. I needed three things: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A way to share their posts with a wider audience, other than my own social media accounts. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A way for my students who were not comfortable with posting publicly to opt out of sharing.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A way for my students who don’t have social media accounts to provide votes or likes.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The answer to these three needs came from \u003c/span>\u003ca href=\"https://padlet.com\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online bulletin board that can be set with different privacy options and that can easily be shared on a myriad of platforms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I created our “What’s Going on in This Graph?” meme \u003c/span>\u003ca href=\"https://padlet.com/mgarcia31/z5qp2tnczxtk\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, showed it to students and invited them to share their memes there without making it mandatory. For the last few weeks, our in-class assignment has morphed into a discussion of whether or not the memes shared are really supported by the data in the graph being analyzed. This adds yet another level of depth to the original intent of providing students with the skills and practice necessary to read, interpret and question graphs, maps and charts. Little by little, our collection of evidence-based memes has grown, and I am very proud of what my students have decided to share. I invite you to take a look at our \u003c/span>\u003ca href=\"https://padlet.com/mgarcia31/z5qp2tnczxtk\">\u003cspan style=\"font-weight: 400\">Padlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and vote on your favorites. These are mine. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://padlet.com/mgarcia31/z5qp2tnczxtk\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531637 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/Kermit-1.png\" width=\"960\" height=\"720\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Kermit-1.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Kermit-1-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Kermit-1-800x600.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Kermit-1-768x576.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://padlet.com/mgarcia31/z5qp2tnczxtk\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531636 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/Global-warming.png\" width=\"960\" height=\"720\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Global-warming.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Global-warming-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Global-warming-800x600.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Global-warming-768x576.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make memes in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-memes-gifs?utm_source=ITC&utm_medium=blog\">Making Memes & GIFs\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Apply Now to the KQED Media Literacy Innovator Program | KQED",
"content": "\u003cp>\u003cem>If you are a K-12 classroom teacher, instructional coach or librarian anywhere in the U.S. who is passionate about making media, amplifying youth voice and increasing civic engagement, learn more about becoming a KQED Media Literacy Innovator. \u003ca href=\"https://ww2.kqed.org/education/teacher-ambassador-program/\" target=\"_blank\" rel=\"noopener\">Apply by April 28!\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Applications are now open for the KQED Media Literacy Innovators 2019-2020 cohort. This program brings together educator ambassadors who successfully integrate critical thinking about media and media-making skills into their classrooms, or who provide media literacy training to other educators. These education leaders collaborate with KQED over the course of a year to share their expertise with KQED and create the best professional development and classroom resources on media literacy.\u003c/p>\n\u003cblockquote>\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-thumbnail wp-image-530454\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Jayne-160x160.png\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jayne-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jayne-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jayne-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jayne-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jayne-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jayne-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jayne-150x150.png 150w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jayne.png 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">“As a media literacy ambassador, I am in contact with teachers, counselors, admin and district personnel from across the country, and I have upped my game as a teacher inside and out. Most importantly, my students feel they are on the cutting edge of NGSS, real world science, careers, hot issues and more because of the things I bring into the classroom, like KQED Learn. I am proud of the media and science literacy I bring to them.”\u003cbr>\n– Jayne Lecky, High School Science & Art\u003c/p>\u003c/blockquote>\n\u003cp>KQED Media Literacy Innovators enjoy benefits such as\u003c/p>\n\u003cul>\n\u003cli>Joining a community of fellow education leaders you can share ideas and strategies with.\u003c/li>\n\u003cli>Early access to forthcoming KQED resources and services.\u003c/li>\n\u003cli>Support and tools from KQED to help you empower peers in your school and district, and inspire your students.\u003c/li>\n\u003cli>The opportunity to be eligible for nomination to the \u003ca href=\"http://www.pbs.org/education/digitalinnovators\" target=\"_blank\" rel=\"noopener\">PBS Digital Innovator All-Stars\u003c/a> program.\u003c/li>\n\u003c/ul>\n\u003cblockquote>\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-thumbnail wp-image-530455\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Jeff-160x160.png\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jeff-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jeff-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jeff-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jeff-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jeff-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jeff-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jeff-150x150.png 150w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jeff.png 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">“The KQED teacher ambassador program is an enlightening, collaborative and inspiring experience. It has pushed me to stretch my own professional expertise, with outstanding support from my ambassador colleagues, and to pass that creative inspiration on to my students in all aspects of technology curriculum integration.”\u003cbr>\n– Jeff Brain, Middle School Digital Media, Music, Poetry, Speech and Debate\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Applications are being accepted through April 28, 2019.\u003c/strong>\u003c/p>\n\u003cp>If you are a K-12 classroom teacher, instructional coach or librarian who is passionate about media literacy and excited to share KQED services and resources with other educators, visit our \u003ca href=\"https://ww2.kqed.org/education/teacher-ambassador-program/\" target=\"_blank\" rel=\"noopener\">KQED Media Literacy Innovator\u003c/a> web page to learn more and apply.\u003c/p>\n\u003ch3>\u003ca href=\"https://ww2.kqed.org/education/teacher-ambassador-program/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Learn more\u003c/strong>\u003c/a>\u003c/h3>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>If you are a K-12 classroom teacher, instructional coach or librarian anywhere in the U.S. who is passionate about making media, amplifying youth voice and increasing civic engagement, learn more about becoming a KQED Media Literacy Innovator. \u003ca href=\"https://ww2.kqed.org/education/teacher-ambassador-program/\" target=\"_blank\" rel=\"noopener\">Apply by April 28!\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Applications are now open for the KQED Media Literacy Innovators 2019-2020 cohort. This program brings together educator ambassadors who successfully integrate critical thinking about media and media-making skills into their classrooms, or who provide media literacy training to other educators. These education leaders collaborate with KQED over the course of a year to share their expertise with KQED and create the best professional development and classroom resources on media literacy.\u003c/p>\n\u003cblockquote>\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-thumbnail wp-image-530454\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Jayne-160x160.png\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jayne-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jayne-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jayne-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jayne-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jayne-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jayne-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jayne-150x150.png 150w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jayne.png 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">“As a media literacy ambassador, I am in contact with teachers, counselors, admin and district personnel from across the country, and I have upped my game as a teacher inside and out. Most importantly, my students feel they are on the cutting edge of NGSS, real world science, careers, hot issues and more because of the things I bring into the classroom, like KQED Learn. I am proud of the media and science literacy I bring to them.”\u003cbr>\n– Jayne Lecky, High School Science & Art\u003c/p>\u003c/blockquote>\n\u003cp>KQED Media Literacy Innovators enjoy benefits such as\u003c/p>\n\u003cul>\n\u003cli>Joining a community of fellow education leaders you can share ideas and strategies with.\u003c/li>\n\u003cli>Early access to forthcoming KQED resources and services.\u003c/li>\n\u003cli>Support and tools from KQED to help you empower peers in your school and district, and inspire your students.\u003c/li>\n\u003cli>The opportunity to be eligible for nomination to the \u003ca href=\"http://www.pbs.org/education/digitalinnovators\" target=\"_blank\" rel=\"noopener\">PBS Digital Innovator All-Stars\u003c/a> program.\u003c/li>\n\u003c/ul>\n\u003cblockquote>\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-thumbnail wp-image-530455\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/08/Jeff-160x160.png\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jeff-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jeff-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jeff-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jeff-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jeff-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jeff-128x128.png 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jeff-150x150.png 150w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/08/Jeff.png 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">“The KQED teacher ambassador program is an enlightening, collaborative and inspiring experience. It has pushed me to stretch my own professional expertise, with outstanding support from my ambassador colleagues, and to pass that creative inspiration on to my students in all aspects of technology curriculum integration.”\u003cbr>\n– Jeff Brain, Middle School Digital Media, Music, Poetry, Speech and Debate\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Applications are being accepted through April 28, 2019.\u003c/strong>\u003c/p>\n\u003cp>If you are a K-12 classroom teacher, instructional coach or librarian who is passionate about media literacy and excited to share KQED services and resources with other educators, visit our \u003ca href=\"https://ww2.kqed.org/education/teacher-ambassador-program/\" target=\"_blank\" rel=\"noopener\">KQED Media Literacy Innovator\u003c/a> web page to learn more and apply.\u003c/p>\n\u003ch3>\u003ca href=\"https://ww2.kqed.org/education/teacher-ambassador-program/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Learn more\u003c/strong>\u003c/a>\u003c/h3>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Microscope Photo Contest Extends Wonder Beyond the Science Classroom",
"headTitle": "Microscope Photo Contest Extends Wonder Beyond the Science Classroom | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Earlier last year, I was presented with an amazing opportunity by a colleague from another school. She was looking for schools who would be interested in partnering with Hitachi through their \u003c/span>\u003ca href=\"https://www.nature.com/articles/d42473-018-00293-9\">\u003cspan style=\"font-weight: 400\">Inspire STEM Education program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to receive a two-week loan on a Tabletop Scanning Electron Microscope (SEM). \u003c/span>\u003cspan style=\"font-weight: 400\">An SEM is a very powerful instrument that utilizes electrons to scan a surface and reflect an image at up to 100,000 times magnification at great clarity. Our chemistry class put the SEM to use in identifying different elements based on their physical features at nano-scale. Students learned how to use the SEM and were responsible for capturing images of different elements. Students then conducted an electronic “gallery walk” of the images they captured by looking through them in class on Google Drive, identifying the images with their corresponding location on the periodic table as a metal, non metal or metalloid. Below you will see a picture of the element sulfur, a non-metal. Below that, you will see a picture of zinc, a metal. Both of these images were taken by our students!\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531527\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/SULFURx100.jpg\" alt=\"\" width=\"1280\" height=\"960\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100.jpg 1280w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-1200x900.jpg 1200w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531528\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/ZINCx80.jpg\" alt=\"\" width=\"1280\" height=\"960\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80.jpg 1280w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-1200x900.jpg 1200w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003ch2>\u003cb>Logistics\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">You might be wondering, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how exactly do you get an\u003c/span>\u003c/i>\u003ca href=\"https://www.hitachi-hightech.com/global/tm/products/tm4000/\">\u003ci>\u003cspan style=\"font-weight: 400\"> instrument worth over six figures\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> onto your campus?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> It turns out, the whole process was surprisingly easy! More information on how to get an SEM to your school can be \u003c/span>\u003ca href=\"https://www.inspirestemeducation.us/\">\u003cspan style=\"font-weight: 400\">found here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After receiving confirmation that the SEM was arriving, technologists from Hitachi came and set up the microscope. The user interface was easy to use and, after a couple of trials, my teaching assistants were teaching my students how to use the SEM! At the end of the two-week loan, Hitachi came to pick it up to be delivered to the next school.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A School-Wide Opportunity \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While students who were currently taking chemistry were able to use the SEM in class, we struggled to find a way to provide an opportunity for other students to use the SEM as well. Then, one of my students mentioned how neat it would be to be able to take pictures of items they chose on their own, outside of the structure of the chemistry assignment. That’s when we realized how to extend use of the SEM to the entire campus. That simple conversation sparked Workman High School’s first (but hopefully not last) Scanning Electron Microscope Photo Contest! Here’s how it worked: students and teachers brought in samples to be viewed under the SEM, learned how to use it, and took their own photos. Then, participants had the option to have their pictures put into \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1uY-gARfSRkIJ6KaFEZL1CeUHyPQwc1oAIYZtJ2K-PVo/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">a Google Slides presentation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and, during homeroom, each class voted on their favorite image collected by both a teacher and student. The results were collected via Google Forms and listed below.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531530\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/Capture.png\" alt=\"\" width=\"509\" height=\"521\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Capture.png 509w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Capture-160x164.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Capture-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Capture-50x50.png 50w\" sizes=\"(max-width: 509px) 100vw, 509px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher, this was one of the most rewarding opportunities I have had. Science is not exactly the first thing people think of when Workman High School comes to mind, but while hosting the photo contest students came in before school and during lunch to use the microscope. Students even stopped me on campus to ask questions about the SEM. The excitement from a such a wide range of students, including those not directly involved in chemistry, made setting up a school-wide competition more than worth it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One student brought in a rusted “diamond” ring he had found on the floor. When his image was completed, both he and I stood in wonder realizing that the material of the ring had the same physical structure as the “diamond” in the ring! Another student brought in some glitter to see what it looked like under the microscope. She stared at me incredulously when, after teaching her how to use the instrument, I told her that she could operate the SEM on her own. After completing her first reading and realizing how simple it was to operate the SEM, she eagerly asked me if she could sample a second item. The image from the second item, chalk, ended up being the winning student photo!\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531529\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124.jpg\" alt=\"\" width=\"2328\" height=\"3175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124.jpg 2328w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-160x218.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-800x1091.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-768x1047.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-1020x1391.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-880x1200.jpg 880w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-1920x2619.jpg 1920w\" sizes=\"(max-width: 2328px) 100vw, 2328px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having students develop an “I wonder” moment organically, and then providing them a tool that can not only answer their question but can lead to more “I wonder” moments is what science is all about. What I thought would be a neat opportunity for my chemistry students turned into a school-wide activity in which every student, regardless if they used the SEM or not, was exposed to what an SEM is and to the work their peers did using it.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use photography in your teaching, take our free, online course \u003ca href=\"https://teach.kqed.org/course/communicating-with-photography?utm_source=ITC&utm_medium=blog\">Communicating with Photography\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Earlier last year, I was presented with an amazing opportunity by a colleague from another school. She was looking for schools who would be interested in partnering with Hitachi through their \u003c/span>\u003ca href=\"https://www.nature.com/articles/d42473-018-00293-9\">\u003cspan style=\"font-weight: 400\">Inspire STEM Education program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to receive a two-week loan on a Tabletop Scanning Electron Microscope (SEM). \u003c/span>\u003cspan style=\"font-weight: 400\">An SEM is a very powerful instrument that utilizes electrons to scan a surface and reflect an image at up to 100,000 times magnification at great clarity. Our chemistry class put the SEM to use in identifying different elements based on their physical features at nano-scale. Students learned how to use the SEM and were responsible for capturing images of different elements. Students then conducted an electronic “gallery walk” of the images they captured by looking through them in class on Google Drive, identifying the images with their corresponding location on the periodic table as a metal, non metal or metalloid. Below you will see a picture of the element sulfur, a non-metal. Below that, you will see a picture of zinc, a metal. Both of these images were taken by our students!\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531527\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/SULFURx100.jpg\" alt=\"\" width=\"1280\" height=\"960\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100.jpg 1280w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/SULFURx100-1200x900.jpg 1200w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531528\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/ZINCx80.jpg\" alt=\"\" width=\"1280\" height=\"960\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80.jpg 1280w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/ZINCx80-1200x900.jpg 1200w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003ch2>\u003cb>Logistics\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">You might be wondering, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how exactly do you get an\u003c/span>\u003c/i>\u003ca href=\"https://www.hitachi-hightech.com/global/tm/products/tm4000/\">\u003ci>\u003cspan style=\"font-weight: 400\"> instrument worth over six figures\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> onto your campus?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> It turns out, the whole process was surprisingly easy! More information on how to get an SEM to your school can be \u003c/span>\u003ca href=\"https://www.inspirestemeducation.us/\">\u003cspan style=\"font-weight: 400\">found here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After receiving confirmation that the SEM was arriving, technologists from Hitachi came and set up the microscope. The user interface was easy to use and, after a couple of trials, my teaching assistants were teaching my students how to use the SEM! At the end of the two-week loan, Hitachi came to pick it up to be delivered to the next school.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A School-Wide Opportunity \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While students who were currently taking chemistry were able to use the SEM in class, we struggled to find a way to provide an opportunity for other students to use the SEM as well. Then, one of my students mentioned how neat it would be to be able to take pictures of items they chose on their own, outside of the structure of the chemistry assignment. That’s when we realized how to extend use of the SEM to the entire campus. That simple conversation sparked Workman High School’s first (but hopefully not last) Scanning Electron Microscope Photo Contest! Here’s how it worked: students and teachers brought in samples to be viewed under the SEM, learned how to use it, and took their own photos. Then, participants had the option to have their pictures put into \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1uY-gARfSRkIJ6KaFEZL1CeUHyPQwc1oAIYZtJ2K-PVo/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">a Google Slides presentation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and, during homeroom, each class voted on their favorite image collected by both a teacher and student. The results were collected via Google Forms and listed below.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531530\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/Capture.png\" alt=\"\" width=\"509\" height=\"521\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Capture.png 509w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Capture-160x164.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Capture-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Capture-50x50.png 50w\" sizes=\"(max-width: 509px) 100vw, 509px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher, this was one of the most rewarding opportunities I have had. Science is not exactly the first thing people think of when Workman High School comes to mind, but while hosting the photo contest students came in before school and during lunch to use the microscope. Students even stopped me on campus to ask questions about the SEM. The excitement from a such a wide range of students, including those not directly involved in chemistry, made setting up a school-wide competition more than worth it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One student brought in a rusted “diamond” ring he had found on the floor. When his image was completed, both he and I stood in wonder realizing that the material of the ring had the same physical structure as the “diamond” in the ring! Another student brought in some glitter to see what it looked like under the microscope. She stared at me incredulously when, after teaching her how to use the instrument, I told her that she could operate the SEM on her own. After completing her first reading and realizing how simple it was to operate the SEM, she eagerly asked me if she could sample a second item. The image from the second item, chalk, ended up being the winning student photo!\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531529\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124.jpg\" alt=\"\" width=\"2328\" height=\"3175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124.jpg 2328w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-160x218.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-800x1091.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-768x1047.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-1020x1391.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-880x1200.jpg 880w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/Student-using-SEM-e1554230820124-1920x2619.jpg 1920w\" sizes=\"(max-width: 2328px) 100vw, 2328px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having students develop an “I wonder” moment organically, and then providing them a tool that can not only answer their question but can lead to more “I wonder” moments is what science is all about. What I thought would be a neat opportunity for my chemistry students turned into a school-wide activity in which every student, regardless if they used the SEM or not, was exposed to what an SEM is and to the work their peers did using it.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use photography in your teaching, take our free, online course \u003ca href=\"https://teach.kqed.org/course/communicating-with-photography?utm_source=ITC&utm_medium=blog\">Communicating with Photography\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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