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"content": "\u003cp>\u003c!--more-->Reading, watching or listening to a well-told story about people undergoing trauma or persecution can certainly build compassion.\u003c/p>\n\u003cp>But just telling the story, no matter how compelling, may still fall short of providing audiences with a visceral glimpse into other people's realities, an understanding of what they're seeing and feeling that's impactful enough to inspire empathy and action.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: large;\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive here\u003c/a>.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"75\" height=\"75\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 75px) 100vw, 75px\">\u003cstrong>Read-Think-Respond:\u003c/strong> Can VR really make people more compassionate and encourage acts of kindness?\u003cspan style=\"font-size: medium;\">\u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28155 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png\" alt=\"\" width=\"69\" height=\"69\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download.png 512w\" sizes=\"(max-width: 69px) 100vw, 69px\">\u003cstrong>Youth media\u003c/strong>: \u003ca href=\"https://www.youtube.com/watch?v=N-52deHCPO4&feature=youtu.be\" target=\"_blank\" rel=\"noopener\">A short video\u003c/a> produced by students from BAYCAT about the VR experience\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/10/Lesson-Plan-Virtual-Reality.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/10/Source-List-Virtual-Reality.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom\u003c/p>\n\u003c/div>\n\u003cp>That’s where virtual reality can play an integral role, argue proponents of the technology. Beyond just an immersive experience for gamers or an influential tool for advertisers, VR can be a powerful empathy machine, as this latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ/about?sub_confirmation=1\" target=\"_blank\" rel=\"noopener\">Above the Noise\u003c/a> video explains.\u003c/p>\n\u003cp>\"I think that we can change minds with this machine,” says video artist Chris Milk, a champion of VR’s potential for spreading empathy and inspiring meaningful change.\u003c/p>\n\u003cp>In 2014, Milk and his team visited a refugee camp in Jordan and used a 360-degree camera system to capture the day-to-day life of a 12-year-old Syrian girl. The VR experience was later shown to attendees at the World Economic Forum in Davos, Switzerland. These are people who may never know what it’s like to be in a tent in a refugee camp in Jordan, Milk explains in his \u003ca href=\"http://www.npr.org/2015/09/11/439199892/what-happens-when-we-step-inside-the-screen\" target=\"_blank\" rel=\"noopener\">2015 TED talk\u003c/a>, but who make decisions that ultimately affect millions of people.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It connects humans to other humans in a profound way that I've never seen before in any other form of media. And it can change people's perceptions of each other. And that's how I think virtual reality has the potential to actually change the world.\"\u003c/p>\n\u003cp>It’s a position that a growing number of humanitarian organizations have \u003ca href=\"http://www.npr.org/sections/alltechconsidered/2017/01/09/508617333/can-virtual-reality-make-you-more-empathetic\" target=\"_blank\" rel=\"noopener\">begun to adopt\u003c/a> as a way of expanding their donor bases. And more social science researchers have also started exploring VR’s potential to actually change the perceptions and behaviors of viewers.\u003c/p>\n\u003cp>Jeremy Bailenson, who heads the \u003ca href=\"https://vhil.stanford.edu/\" target=\"_blank\" rel=\"noopener\">Virtual Human Interaction Laboratory\u003c/a> at Stanford University, has explored the issue in depth for more than a decade, conducting tests that enable viewers to, among other things, look into virtual mirrors and to see themselves reflected as members of different races, ages and physical abilities.\u003c/p>\n\u003cp>His work has shown that VR can trick the senses and give users the ability to identify with completely different types of people. The process, he argues, can be impactful enough to alter users’ beliefs and behavior, at least in the short run and potentially longer.\u003c/p>\n\u003cp>Not surprisingly, though, there are many skeptics of VR’s transformative power, and some have expressed concern with the technology’s potential to be used more as machine to manipulate viewers into believing or buying things, rather than a benign mechanism to spread truth and empathy and encourage acts of compassion.\u003c/p>\n\u003cp>“VR is far from the moral game changer that some make it out to be,” insists Paul Bloom, a psychology professor at Yale University. In an \u003ca href=\"https://www.theatlantic.com/technology/archive/2017/02/virtual-reality-wont-make-you-more-empathetic/515511/\" target=\"_blank\" rel=\"noopener\">article for the Atlantic\u003c/a>, Bloom argues that VR “doesn’t actually help you appreciate what it’s like to be a refugee, homeless or disabled. In fact, it can be dangerously misleading.”\u003c/p>\n\u003cp>He argues that these VR experiences do a good job in presenting glimpses of the physical environments of the people they focus on, but are largely ineffective at conveying the long-term experiences and psychological impacts of their conditions.\u003c/p>\n\u003cp>“The awfulness of the refugee experience isn’t about the sights and sounds of a refugee camp. It has more to do with the fear and anxiety of having to escape your country and relocate yourself in a strange land,” he says, noting that when users have control over the duration of the experience and the ability to turn it on and off, the experience becomes fundamentally different.\u003c/p>\n\u003cp>“It’s not hard to try out certain short-term experiences, such as dealing with a crying baby for a few minutes, sitting alone in a closet, or having strangers gawk at you on the street. But you can’t extrapolate from these to learn what it’s like to be a single parent, a prisoner in solitary confinement, or a famous movie star. You can’t take an event of minutes and hours and generalize to months and years.”\u003c/p>\n\u003cp class=\"story-body-text story-content\">\u003ca name=\"unique-identifier1\">\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>\u003c!--more-->Reading, watching or listening to a well-told story about people undergoing trauma or persecution can certainly build compassion.\u003c/p>\n\u003cp>But just telling the story, no matter how compelling, may still fall short of providing audiences with a visceral glimpse into other people's realities, an understanding of what they're seeing and feeling that's impactful enough to inspire empathy and action.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: large;\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive here\u003c/a>.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"75\" height=\"75\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 75px) 100vw, 75px\">\u003cstrong>Read-Think-Respond:\u003c/strong> Can VR really make people more compassionate and encourage acts of kindness?\u003cspan style=\"font-size: medium;\">\u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28155 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png\" alt=\"\" width=\"69\" height=\"69\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download.png 512w\" sizes=\"(max-width: 69px) 100vw, 69px\">\u003cstrong>Youth media\u003c/strong>: \u003ca href=\"https://www.youtube.com/watch?v=N-52deHCPO4&feature=youtu.be\" target=\"_blank\" rel=\"noopener\">A short video\u003c/a> produced by students from BAYCAT about the VR experience\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/10/Lesson-Plan-Virtual-Reality.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/10/Source-List-Virtual-Reality.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom\u003c/p>\n\u003c/div>\n\u003cp>That’s where virtual reality can play an integral role, argue proponents of the technology. Beyond just an immersive experience for gamers or an influential tool for advertisers, VR can be a powerful empathy machine, as this latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ/about?sub_confirmation=1\" target=\"_blank\" rel=\"noopener\">Above the Noise\u003c/a> video explains.\u003c/p>\n\u003cp>\"I think that we can change minds with this machine,” says video artist Chris Milk, a champion of VR’s potential for spreading empathy and inspiring meaningful change.\u003c/p>\n\u003cp>In 2014, Milk and his team visited a refugee camp in Jordan and used a 360-degree camera system to capture the day-to-day life of a 12-year-old Syrian girl. The VR experience was later shown to attendees at the World Economic Forum in Davos, Switzerland. These are people who may never know what it’s like to be in a tent in a refugee camp in Jordan, Milk explains in his \u003ca href=\"http://www.npr.org/2015/09/11/439199892/what-happens-when-we-step-inside-the-screen\" target=\"_blank\" rel=\"noopener\">2015 TED talk\u003c/a>, but who make decisions that ultimately affect millions of people.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It connects humans to other humans in a profound way that I've never seen before in any other form of media. And it can change people's perceptions of each other. And that's how I think virtual reality has the potential to actually change the world.\"\u003c/p>\n\u003cp>It’s a position that a growing number of humanitarian organizations have \u003ca href=\"http://www.npr.org/sections/alltechconsidered/2017/01/09/508617333/can-virtual-reality-make-you-more-empathetic\" target=\"_blank\" rel=\"noopener\">begun to adopt\u003c/a> as a way of expanding their donor bases. And more social science researchers have also started exploring VR’s potential to actually change the perceptions and behaviors of viewers.\u003c/p>\n\u003cp>Jeremy Bailenson, who heads the \u003ca href=\"https://vhil.stanford.edu/\" target=\"_blank\" rel=\"noopener\">Virtual Human Interaction Laboratory\u003c/a> at Stanford University, has explored the issue in depth for more than a decade, conducting tests that enable viewers to, among other things, look into virtual mirrors and to see themselves reflected as members of different races, ages and physical abilities.\u003c/p>\n\u003cp>His work has shown that VR can trick the senses and give users the ability to identify with completely different types of people. The process, he argues, can be impactful enough to alter users’ beliefs and behavior, at least in the short run and potentially longer.\u003c/p>\n\u003cp>Not surprisingly, though, there are many skeptics of VR’s transformative power, and some have expressed concern with the technology’s potential to be used more as machine to manipulate viewers into believing or buying things, rather than a benign mechanism to spread truth and empathy and encourage acts of compassion.\u003c/p>\n\u003cp>“VR is far from the moral game changer that some make it out to be,” insists Paul Bloom, a psychology professor at Yale University. In an \u003ca href=\"https://www.theatlantic.com/technology/archive/2017/02/virtual-reality-wont-make-you-more-empathetic/515511/\" target=\"_blank\" rel=\"noopener\">article for the Atlantic\u003c/a>, Bloom argues that VR “doesn’t actually help you appreciate what it’s like to be a refugee, homeless or disabled. In fact, it can be dangerously misleading.”\u003c/p>\n\u003cp>He argues that these VR experiences do a good job in presenting glimpses of the physical environments of the people they focus on, but are largely ineffective at conveying the long-term experiences and psychological impacts of their conditions.\u003c/p>\n\u003cp>“The awfulness of the refugee experience isn’t about the sights and sounds of a refugee camp. It has more to do with the fear and anxiety of having to escape your country and relocate yourself in a strange land,” he says, noting that when users have control over the duration of the experience and the ability to turn it on and off, the experience becomes fundamentally different.\u003c/p>\n\u003cp>“It’s not hard to try out certain short-term experiences, such as dealing with a crying baby for a few minutes, sitting alone in a closet, or having strangers gawk at you on the street. But you can’t extrapolate from these to learn what it’s like to be a single parent, a prisoner in solitary confinement, or a famous movie star. You can’t take an event of minutes and hours and generalize to months and years.”\u003c/p>\n\u003cp class=\"story-body-text story-content\">\u003ca name=\"unique-identifier1\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "One High School Science Department’s Quest to Save the Earth ",
"headTitle": "One High School Science Department’s Quest to Save the Earth | KQED",
"content": "\u003cp>Climate change is threatening the planet. It’s causing sea levels to rise, oceans to become warmer, forest fires to burn more wildly, freshwater supplies to dry up, and crops to wither. Yet one-third of all students in the United States spend only an hour of class time every year talking about climate change.\u003c/p>\n\u003cp>However, this is not the case here at American Canyon High School (Napa County, California). Here, the school’s science department students spent January and February of 2017 engaged in a project to save the earth.\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>The Physics and Preparatory Physics students\u003c/b>\u003cspan style=\"font-weight: 400\"> learned about how climate change has increased weather patterns (extreme weather) and how drought in the West has increased the frequency and intensity of \u003c/span>\u003ca href=\"https://ww2.kqed.org/science/2016/11/28/study-finds-surprising-culprit-drives-forest-fire-behavior/?utm_source=email&utm_medium=emailnewsletter&utm_campaign=KQEDScience\">\u003cspan style=\"font-weight: 400\">forest fires\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These are some of the resources that were used to help students make sense of this issue: \u003c/span>\u003ca href=\"https://ww2.kqed.org/quest/2014/12/12/evidence-of-global-warming/\">\u003cspan style=\"font-weight: 400\">Evidence of Global Warming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://ww2.kqed.org/science/2017/01/12/end-of-californias-epic-drought-is-in-sight/?utm_source=email&utm_medium=emailnewsletter&utm_campaign=KQEDScience\">\u003cspan style=\"font-weight: 400\">The End the California Drought\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://ca.pbslearningmedia.org/resource/phy03.sci.phys.matter.greenhouse2/global-warming-the-physics-of-the-greenhouse-effect/\">\u003cspan style=\"font-weight: 400\">Global Warming: The Physics of the Greenhouse Effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://ozonewatch.gsfc.nasa.gov/facts/SH.html\">\u003cspan style=\"font-weight: 400\">What is Ozone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Laboratory teams of four conducted a series of\u003c/span> \u003cspan style=\"font-weight: 400\">NASA inquiry-based laboratories in order to learn the science of climate change. \u003c/span>\u003cspan style=\"font-weight: 400\">The NASA labs gave them greater insights into the processes that cause climate change. All labs utilized sensors made by Vernier. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Lab 1:\u003c/b> \u003ca href=\"https://pmm.pps.eosdis.nasa.gov/education/sites/default/files/lesson_plan_files/climate%20change%20inquiry/climate%20change%20inquiry%20sea%20level%20lab.pdf\">\u003cspan style=\"font-weight: 400\">Melting Ice and Sea Level Rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www.pbslearningmedia.org/asset/ess05_int_icemelt/\">\u003cspan style=\"font-weight: 400\">Mountain of Ice: If the Ice Melts\u003c/span>\u003c/a>\u003cb>\u003cbr>\nLab 2: \u003c/b>\u003ca href=\"https://pmm.pps.eosdis.nasa.gov/education/sites/default/files/lesson_plan_files/climate%20change%20inquiry/climate%20change%20inquiry%20carbon%20dioxide%20lab.pdf\">\u003cspan style=\"font-weight: 400\">CO\u003c/span>\u003cspan style=\"font-weight: 400\">2\u003c/span>\u003cspan style=\"font-weight: 400\"> and Air Temperature\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Lab 3: \u003c/b>\u003ca href=\"https://pmm.pps.eosdis.nasa.gov/education/sites/default/files/lesson_plan_files/climate%20change%20inquiry/climate%20change%20inquiry%20sea%20ice%20lab.pdf\">\u003cspan style=\"font-weight: 400\">Sea Ice and Temperature\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Lab 4: \u003c/b>\u003ca href=\"http://www.vernier.com/experiments/esi/2/local_weather_study/\">\u003cspan style=\"font-weight: 400\">Local Weather Study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Lab 5: \u003c/b>\u003ca href=\"http://www.vernier.com/experiments/esi/20/global_warming/\">\u003cspan style=\"font-weight: 400\">Global Warming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Lab 6: \u003c/b>\u003ca href=\"http://www.vernier.com/experiments/esi/20/global_warming/\">\u003cspan style=\"font-weight: 400\">Particulates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the NOAA\u003c/span> \u003cspan style=\"font-weight: 400\">lessons, the students took the \u003c/span>\u003ca href=\"http://www.srh.noaa.gov/jetstream/synoptic/synoptic_intro.html\">\u003cspan style=\"font-weight: 400\">NOAA Weather Quiz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which showed how the weather transports the products of climate change around the world. \u003c/span>\u003cspan style=\"font-weight: 400\">Then student teams of two applied their knowledge to researching the effects of climate change on different regions of the Earth. Some of the topics they presented were \u003c/span>\u003cspan style=\"font-weight: 400\">deforestation, greenhouse gases and melting ice caps. Here are some examples of student work:\u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1SBz8IhdHvC7S2QbostUMkWBVnpMtut8itHU26LoNaGY/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\"> Forest Fire Behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1fC0qk0Vy30WTH-DXwepPcoe9eVClY6y_Np6jzNVeEZY/edit#slide=id.g35f391192_00\">\u003cspan style=\"font-weight: 400\">Zika virus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Anatomy / Physiology students \u003c/b>used resources like \u003ca href=\"https://ww2.kqed.org/science/2016/08/05/scientists-tease-out-climate-changes-role-in-zika-spread/\">Scientist Tease Out Climate Change’s Role in Zika Spread\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=TXSK7Qvmlps\">Effect of Air Pollutants on Health, \u003c/a>\u003cspan style=\"font-weight: 400\">students studied how the increase in greenhouse gases resulted in an increase in respiratory illnesses. They also analyzed how the increase in Earth’s temperature has caused longer warm periods in the tropics, which has allowed the Zika-carrying mosquito virus to spread to the United States. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The AP Environmental Science students\u003c/b> studied how climate change affects the environment, using resources such as\u003cb> \u003c/b>KQED’s \u003cb>\u003ca href=\"http://ww2.kqed.org/quest/2015/01/06/napa-wineries-face-global-warming/\" target=\"_blank\" rel=\"noopener\">Napa Wineries Face Global Warming\u003c/a>, \u003ca href=\"http://blogs.kqed.org/climatewatch/2012/02/03/the-unequal-effects-of-climate-change/\" target=\"_blank\" rel=\"noopener\">The Unequal effects of Climate Change\u003c/a>, \u003c/b>and\u003cb> \u003ca href=\"http://blogs.kqed.org/climatewatch/2012/09/23/heat-and-harvest-calif-farms-on-a-climate-collision-course/\" target=\"_blank\" rel=\"noopener\">Heat and Harvest\u003c/a>.\u003c/b>\u003c/p>\n\u003cp>\u003cb>The AP Chemistr\u003c/b>\u003cstrong>y\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong> students\u003c/strong> studied climate change and the acidification of the oceans, using KQED’s \u003c/span>\u003ca href=\"https://ww2.kqed.org/quest/collections/clue-into-climate/\">\u003cspan style=\"font-weight: 400\">Clue into Climate Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/quest/collections/ocean-acidification-2/\">Ocean Acidification\u003c/a> as references.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The STEM Club members \u003c/b>\u003cspan style=\"font-weight: 400\">used $996 in funds received from a James Cary Smith Community Science Grant (\u003c/span>\u003ca href=\"http://www.baaqmd.gov/\">\u003cspan style=\"font-weight: 400\">BAAQMD) \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to learn how to program the \u003c/span>\u003ca href=\"https://www.amazon.com/Vilros-Raspberry-Media-Center-Kit/dp/B01CYX4HRM/ref=sr_1_24?s=pc&ie=UTF8&qid=1504120430&sr=1-24&keywords=raspberry+pi\">\u003cspan style=\"font-weight: 400\">Raspberry Pi 3\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> computer. The students then built, coded, and calibrated these Raspberry Pi computers with a \u003c/span>\u003ca href=\"http://www.instructables.com/id/Sensly-Hat-for-the-Raspberry-Pi-Air-Quality-Gas-De/\">\u003cspan style=\"font-weight: 400\">Sensly gas sensor hat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.instructables.com/id/Weather-Display-With-Sense-Hat/\">\u003cspan style=\"font-weight: 400\">Astro Pi hat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to collect indoor/ outdoor environmental air quality data in their community. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch3>Culminating Event\u003c/h3>\n\u003cp>After completing the complex tasks mentioned above, sixty-four American Canyon High School students attended the \u003ca href=\"http://www.sparetheairyouth.org/2017-yes-conference\">2017 Youth for the Environment and Sustainability (YES) Conference\u003c/a>\u003ca href=\"http://www.sparetheairyouth.org/2017-yes-conference\">.\u003c/a>\u003c/p>\n\u003cp>[media-credit id=11390 align=\"aligncenter\" width=\"627\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527790 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-800x561.png\" width=\"627\" height=\"440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-800x561.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-160x112.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-768x539.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-240x168.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-375x263.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-520x365.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM.png 924w\" sizes=\"(max-width: 627px) 100vw, 627px\">[/media-credit]\u003c/p>\n\u003cp>About twenty of the student who attended the conference gave presentations on their climate change projects using \u003ca href=\"https://www.google.com/mymaps\">Google My Maps\u003c/a>, a public service announcement format (PSA), a poster or a multimedia presentation\u003c/p>\n\u003cp>Every year in February the Bay Area Air Quality Management Board puts on the YES Conference to promote youth awareness of air quality and to show students how they can help clean the air. \u003ca href=\"http://baaqmd\">BAAQMD\u003c/a> pays for transportation and food for the conference.\u003c/p>\n\u003cp>At the conference guest speakers spoke about their efforts in cleaning up the air and the environment. All the students interacted with other high and middle school students from the Bay Area. Throughout the day they went to workshops and attended presentations created by other students and designed to show what they had learned about air quality and climate change. This was a very empowering experience for them. Coming from a small community, they didn’t think that their voices would be heard.\u003c/p>\n\u003cp>If you live in the Bay Area, consider taking your students to the \u003ca href=\"http://www.sparetheairyouth.org/2018-yes-conference\">2018 YES Conference\u003c/a>. Last year, over 500 students attended and this year the conference organizers hope to attract 1,000!\u003c/p>\n\u003ch3>Plans for 2017-2018\u003c/h3>\n\u003cp>In the upcoming school year, I will incorporate some\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\"> Above the Noise\u003c/a> episodes including \u003ca href=\"https://ww2.kqed.org/lowdown/2017/06/15/why-mosquitoes-are-still-so-deadly/\">Bloodsuckers! The War on Mosquitoes\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=L4U4H5xLCoM&feature=youtu.be&utm_medium=Email&utm_source=ExactTarget&utm_campaign=20170908Science&mc_key=00Qi000001Uh8XNEAZ\">Does Climate Change Cause Extreme Weather\u003c/a>?\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=wmDvmBWmXUI\u003c/p>\n\u003cp>Also new this year, both the Humanities and the Mandarin Language classes will be joining our project. The Humanities classes will focus on the devastating impact of American industrialization on the environment and the connection between the fossil fuel industries and climate change. They will then design cities that will meet the challenges of a changing climate while minimizing their carbon footprints and environmental impact. The Mandarin Language classes will be focusing on China’s impact on climate change, both good and bad.\u003c/p>\n\u003ch3>Reflection\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>I believe that this project was extremely effective both in terms of presenting scientific content to the students and in terms of informing the students about the real-world problem of climate change. I also believe that because of their work on this project, a large number of American Canyon Hgh School students can be counted on to spend much of their adult lives doing what they can to save the Earth.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Climate change is threatening the planet. It’s causing sea levels to rise, oceans to become warmer, forest fires to burn more wildly, freshwater supplies to dry up, and crops to wither. Yet one-third of all students in the United States spend only an hour of class time every year talking about climate change.\u003c/p>\n\u003cp>However, this is not the case here at American Canyon High School (Napa County, California). Here, the school’s science department students spent January and February of 2017 engaged in a project to save the earth.\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>The Physics and Preparatory Physics students\u003c/b>\u003cspan style=\"font-weight: 400\"> learned about how climate change has increased weather patterns (extreme weather) and how drought in the West has increased the frequency and intensity of \u003c/span>\u003ca href=\"https://ww2.kqed.org/science/2016/11/28/study-finds-surprising-culprit-drives-forest-fire-behavior/?utm_source=email&utm_medium=emailnewsletter&utm_campaign=KQEDScience\">\u003cspan style=\"font-weight: 400\">forest fires\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These are some of the resources that were used to help students make sense of this issue: \u003c/span>\u003ca href=\"https://ww2.kqed.org/quest/2014/12/12/evidence-of-global-warming/\">\u003cspan style=\"font-weight: 400\">Evidence of Global Warming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://ww2.kqed.org/science/2017/01/12/end-of-californias-epic-drought-is-in-sight/?utm_source=email&utm_medium=emailnewsletter&utm_campaign=KQEDScience\">\u003cspan style=\"font-weight: 400\">The End the California Drought\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://ca.pbslearningmedia.org/resource/phy03.sci.phys.matter.greenhouse2/global-warming-the-physics-of-the-greenhouse-effect/\">\u003cspan style=\"font-weight: 400\">Global Warming: The Physics of the Greenhouse Effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://ozonewatch.gsfc.nasa.gov/facts/SH.html\">\u003cspan style=\"font-weight: 400\">What is Ozone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Laboratory teams of four conducted a series of\u003c/span> \u003cspan style=\"font-weight: 400\">NASA inquiry-based laboratories in order to learn the science of climate change. \u003c/span>\u003cspan style=\"font-weight: 400\">The NASA labs gave them greater insights into the processes that cause climate change. All labs utilized sensors made by Vernier. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Lab 1:\u003c/b> \u003ca href=\"https://pmm.pps.eosdis.nasa.gov/education/sites/default/files/lesson_plan_files/climate%20change%20inquiry/climate%20change%20inquiry%20sea%20level%20lab.pdf\">\u003cspan style=\"font-weight: 400\">Melting Ice and Sea Level Rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www.pbslearningmedia.org/asset/ess05_int_icemelt/\">\u003cspan style=\"font-weight: 400\">Mountain of Ice: If the Ice Melts\u003c/span>\u003c/a>\u003cb>\u003cbr>\nLab 2: \u003c/b>\u003ca href=\"https://pmm.pps.eosdis.nasa.gov/education/sites/default/files/lesson_plan_files/climate%20change%20inquiry/climate%20change%20inquiry%20carbon%20dioxide%20lab.pdf\">\u003cspan style=\"font-weight: 400\">CO\u003c/span>\u003cspan style=\"font-weight: 400\">2\u003c/span>\u003cspan style=\"font-weight: 400\"> and Air Temperature\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Lab 3: \u003c/b>\u003ca href=\"https://pmm.pps.eosdis.nasa.gov/education/sites/default/files/lesson_plan_files/climate%20change%20inquiry/climate%20change%20inquiry%20sea%20ice%20lab.pdf\">\u003cspan style=\"font-weight: 400\">Sea Ice and Temperature\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Lab 4: \u003c/b>\u003ca href=\"http://www.vernier.com/experiments/esi/2/local_weather_study/\">\u003cspan style=\"font-weight: 400\">Local Weather Study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Lab 5: \u003c/b>\u003ca href=\"http://www.vernier.com/experiments/esi/20/global_warming/\">\u003cspan style=\"font-weight: 400\">Global Warming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Lab 6: \u003c/b>\u003ca href=\"http://www.vernier.com/experiments/esi/20/global_warming/\">\u003cspan style=\"font-weight: 400\">Particulates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \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\">In the NOAA\u003c/span> \u003cspan style=\"font-weight: 400\">lessons, the students took the \u003c/span>\u003ca href=\"http://www.srh.noaa.gov/jetstream/synoptic/synoptic_intro.html\">\u003cspan style=\"font-weight: 400\">NOAA Weather Quiz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which showed how the weather transports the products of climate change around the world. \u003c/span>\u003cspan style=\"font-weight: 400\">Then student teams of two applied their knowledge to researching the effects of climate change on different regions of the Earth. Some of the topics they presented were \u003c/span>\u003cspan style=\"font-weight: 400\">deforestation, greenhouse gases and melting ice caps. Here are some examples of student work:\u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1SBz8IhdHvC7S2QbostUMkWBVnpMtut8itHU26LoNaGY/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\"> Forest Fire Behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1fC0qk0Vy30WTH-DXwepPcoe9eVClY6y_Np6jzNVeEZY/edit#slide=id.g35f391192_00\">\u003cspan style=\"font-weight: 400\">Zika virus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Anatomy / Physiology students \u003c/b>used resources like \u003ca href=\"https://ww2.kqed.org/science/2016/08/05/scientists-tease-out-climate-changes-role-in-zika-spread/\">Scientist Tease Out Climate Change’s Role in Zika Spread\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=TXSK7Qvmlps\">Effect of Air Pollutants on Health, \u003c/a>\u003cspan style=\"font-weight: 400\">students studied how the increase in greenhouse gases resulted in an increase in respiratory illnesses. They also analyzed how the increase in Earth’s temperature has caused longer warm periods in the tropics, which has allowed the Zika-carrying mosquito virus to spread to the United States. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The AP Environmental Science students\u003c/b> studied how climate change affects the environment, using resources such as\u003cb> \u003c/b>KQED’s \u003cb>\u003ca href=\"http://ww2.kqed.org/quest/2015/01/06/napa-wineries-face-global-warming/\" target=\"_blank\" rel=\"noopener\">Napa Wineries Face Global Warming\u003c/a>, \u003ca href=\"http://blogs.kqed.org/climatewatch/2012/02/03/the-unequal-effects-of-climate-change/\" target=\"_blank\" rel=\"noopener\">The Unequal effects of Climate Change\u003c/a>, \u003c/b>and\u003cb> \u003ca href=\"http://blogs.kqed.org/climatewatch/2012/09/23/heat-and-harvest-calif-farms-on-a-climate-collision-course/\" target=\"_blank\" rel=\"noopener\">Heat and Harvest\u003c/a>.\u003c/b>\u003c/p>\n\u003cp>\u003cb>The AP Chemistr\u003c/b>\u003cstrong>y\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong> students\u003c/strong> studied climate change and the acidification of the oceans, using KQED’s \u003c/span>\u003ca href=\"https://ww2.kqed.org/quest/collections/clue-into-climate/\">\u003cspan style=\"font-weight: 400\">Clue into Climate Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/quest/collections/ocean-acidification-2/\">Ocean Acidification\u003c/a> as references.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The STEM Club members \u003c/b>\u003cspan style=\"font-weight: 400\">used $996 in funds received from a James Cary Smith Community Science Grant (\u003c/span>\u003ca href=\"http://www.baaqmd.gov/\">\u003cspan style=\"font-weight: 400\">BAAQMD) \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to learn how to program the \u003c/span>\u003ca href=\"https://www.amazon.com/Vilros-Raspberry-Media-Center-Kit/dp/B01CYX4HRM/ref=sr_1_24?s=pc&ie=UTF8&qid=1504120430&sr=1-24&keywords=raspberry+pi\">\u003cspan style=\"font-weight: 400\">Raspberry Pi 3\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> computer. The students then built, coded, and calibrated these Raspberry Pi computers with a \u003c/span>\u003ca href=\"http://www.instructables.com/id/Sensly-Hat-for-the-Raspberry-Pi-Air-Quality-Gas-De/\">\u003cspan style=\"font-weight: 400\">Sensly gas sensor hat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.instructables.com/id/Weather-Display-With-Sense-Hat/\">\u003cspan style=\"font-weight: 400\">Astro Pi hat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to collect indoor/ outdoor environmental air quality data in their community. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch3>Culminating Event\u003c/h3>\n\u003cp>After completing the complex tasks mentioned above, sixty-four American Canyon High School students attended the \u003ca href=\"http://www.sparetheairyouth.org/2017-yes-conference\">2017 Youth for the Environment and Sustainability (YES) Conference\u003c/a>\u003ca href=\"http://www.sparetheairyouth.org/2017-yes-conference\">.\u003c/a>\u003c/p>\n\u003cp>[media-credit id=11390 align=\"aligncenter\" width=\"627\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527790 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-800x561.png\" width=\"627\" height=\"440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-800x561.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-160x112.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-768x539.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-240x168.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-375x263.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM-520x365.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-27-at-12.07.39-PM.png 924w\" sizes=\"(max-width: 627px) 100vw, 627px\">[/media-credit]\u003c/p>\n\u003cp>About twenty of the student who attended the conference gave presentations on their climate change projects using \u003ca href=\"https://www.google.com/mymaps\">Google My Maps\u003c/a>, a public service announcement format (PSA), a poster or a multimedia presentation\u003c/p>\n\u003cp>Every year in February the Bay Area Air Quality Management Board puts on the YES Conference to promote youth awareness of air quality and to show students how they can help clean the air. \u003ca href=\"http://baaqmd\">BAAQMD\u003c/a> pays for transportation and food for the conference.\u003c/p>\n\u003cp>At the conference guest speakers spoke about their efforts in cleaning up the air and the environment. All the students interacted with other high and middle school students from the Bay Area. Throughout the day they went to workshops and attended presentations created by other students and designed to show what they had learned about air quality and climate change. This was a very empowering experience for them. Coming from a small community, they didn’t think that their voices would be heard.\u003c/p>\n\u003cp>If you live in the Bay Area, consider taking your students to the \u003ca href=\"http://www.sparetheairyouth.org/2018-yes-conference\">2018 YES Conference\u003c/a>. Last year, over 500 students attended and this year the conference organizers hope to attract 1,000!\u003c/p>\n\u003ch3>Plans for 2017-2018\u003c/h3>\n\u003cp>In the upcoming school year, I will incorporate some\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\"> Above the Noise\u003c/a> episodes including \u003ca href=\"https://ww2.kqed.org/lowdown/2017/06/15/why-mosquitoes-are-still-so-deadly/\">Bloodsuckers! The War on Mosquitoes\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=L4U4H5xLCoM&feature=youtu.be&utm_medium=Email&utm_source=ExactTarget&utm_campaign=20170908Science&mc_key=00Qi000001Uh8XNEAZ\">Does Climate Change Cause Extreme Weather\u003c/a>?\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/wmDvmBWmXUI'\n title='//www.youtube.com/embed/wmDvmBWmXUI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Also new this year, both the Humanities and the Mandarin Language classes will be joining our project. The Humanities classes will focus on the devastating impact of American industrialization on the environment and the connection between the fossil fuel industries and climate change. They will then design cities that will meet the challenges of a changing climate while minimizing their carbon footprints and environmental impact. The Mandarin Language classes will be focusing on China’s impact on climate change, both good and bad.\u003c/p>\n\u003ch3>Reflection\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>I believe that this project was extremely effective both in terms of presenting scientific content to the students and in terms of informing the students about the real-world problem of climate change. I also believe that because of their work on this project, a large number of American Canyon Hgh School students can be counted on to spend much of their adult lives doing what they can to save the Earth.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The California Science Teachers Association (CSTA) hosts a conference to focus on what California science educators need to know to hone their craft, stay updated on standards, and apply best practices gleaned from experts throughout the state. Join KQED, along with more than 1,800 educators who share a passion for science Friday, October 13th from 8:00 AM to Sunday, October 15th at 1:00 PM in Sacramento, California\u003c/p>\n\u003cp>\u003cstrong>Sessions:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Engineer Your Own Paper Microscope!\u003c/strong>\u003cbr>\nSaturday, October 14th\u003cbr>\n\u003cem> Sheraton, Camellia\u003c/em>\u003cbr>\n12 – 1:30 PM\u003c/p>\n\u003cp>Use a multimedia story about a $1 microscope developed to diagnose diseases as inspiration to engineer your own microscope. Experience how engineering fits into three-dimensional learning through a sequence that targets both life science and physical science goals.\u003c/p>\n\u003cp>\u003cstrong>Engineering and Communicating Solutions for the Next Generation\u003c/strong>\u003cbr>\nSaturday, October 14th\u003cbr>\n\u003cem>Hyatt, Regency D\u003c/em>\u003cbr>\n4:45 – 6:15 PM\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Develop your knowledge of the engineering design process with a quick dip into a hands-on, student-centered design challenge. Discover how to engage your students in sharing their engineering stories through media-making activities.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Additional Resources:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Engineering for Good\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/lessonplanunit/view/engineering-for-good-3\">Engineering for Good\u003c/a> is a three-week, project-based learning unit for middle school science classrooms focused on developing solutions for negative impacts of plastics on the environment. In these NGSS-aligned lessons, students use the engineering design process to define a problem, brainstorm solutions, develop prototypes and iterate on their designs.\u003c/p>\n\n",
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"content": "\u003cp>Join KQED at the Teachers for Social Justice Conference this Saturday, October 7th. Each year, hundreds of educators both locally and nationally gather to network, explore empowering learning environments, and develop a professional learning community. Through a series of workshops, speakers, and community building events, the conference will explore the theme of \u003cem>Connecting Struggles & Radical Resilience\u003c/em>. The conference will take place from 9:00 AM to 5:00 PM PST at Mission High School in San Francisco, California.\u003c/p>\n\u003cp>\u003cstrong>Above the Noise: Cutting Through the Media Hype + Modeling Critical Inquiry\u003c/strong>\u003cbr>\nSaturday, October 7th\u003cbr>\n10:45 A.M. – 12:30 P.M.\u003c/p>\n\u003cp>This session explores how to inspire civic engagement using a variety of resources and methods designed to increase critical media literacy and data literacy in this age of fake new and emotionally charged, partisan viewpoints. We will watch episodes from KQED’s series \u003cem>Above the Noise \u003c/em>and discuss potential applications in the classroom and beyond.\u003c/p>\n\u003cp>\u003cstrong>Additional Resources:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cem>Above the Noise\u003c/em>\u003c/a>, a new YouTube series for teens, cuts through the hype and dives deep into the science behind the issues affecting their daily lives. The weekly series takes on controversial subject matter with facts and research to help young viewers draw informed conclusions, while inspiring media literacy and civic engagement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"headTitle": "Youth Media Challenge: How Are You Stepping Up? | KQED",
"content": "\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cem>Presented in partnership with the \u003ca href=\"http://bavc.org\">Bay Area Video Coalition\u003c/a> (BAVC).\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Update: We’ve concluded the Youth Media Challenge. Thanks to all who shared how you’re stepping up in your community! Check out the \u003ca href=\"https://www.kqed.org/lowdown/29714/these-high-school-students-are-stepping-up-for-change-in-their-communities\">student submissions\u003c/a> and read all about our \u003ca href=\"https://ww2.kqed.org/education/2018/01/25/stepping-up-youth-media-creators-shine-at-our-silicon-valley-desk/\">live showcase\u003c/a> in San Jose. \u003c/strong>\u003c/p>\n\u003ch2>\u003cb>What’s the Deal?\u003c/b>\u003c/h2>\n\u003cp>This year, the Lowdown sought out Bay Area students who have dedicated a significant chunk of their high school experience to \u003ca href=\"https://ww2.kqed.org/lowdown/2017/09/27/stepping-up-four-high-school-activists-on-what-moved-them-to-action-video/\">fighting for a cause\u003c/a>. We looked for a diverse array of young activists from different backgrounds who were willing to share their unique personal stories and explain why they became passionate about a specific issue. \u003cstrong>Now we want to hear from YOU!\u003c/strong>\u003c/p>\n\u003cp>Maybe you were motivated by a specific program or club you joined, like \u003ca href=\"https://wp.me/p681tQ-7m9\">Naudika, Veronica S., and Veronica F.\u003c/a> were. Maybe you started your own club in response to the issues around you, like \u003ca href=\"https://wp.me/p681tQ-7m9\">Walter\u003c/a>. Maybe you’re not part of a program or club, but every time you see a piece of litter on the ground, you make a point to pick it up, or when you see someone being bullied or someone using demeaning language, \u003ca href=\"https://ww2.kqed.org/learning/2017/05/12/what-does-it-look-like-to-stand-up-for-whats-right/\">you speak up\u003c/a>.\u003c/p>\n\u003cp>However big or small an action, we want to hear from you!\u003c/p>\n\u003ch2>\u003cb>The Challenge – How Are You Stepping Up?\u003c/b>\u003c/h2>\n\u003cp class=\"callout aligncenter noborder\" style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">Have you ever felt so passionately about an issue that it spurred you to action? \u003c/span>\u003cb>In a video, audio, or written piece, tell us about the issue or event that sparked you to act, and what you are doing about it.\u003c/b>\u003c/p>\n\u003cp style=\"padding-left: 30px\">Selected works will be published on our website, and\u003ci> \u003c/i>a small number of the media makers located in the Bay Area will be invited to participate in a public screening in San Francisco.\u003c/p>\n\u003ch2>Submission Guidelines\u003c/h2>\n\u003caside class=\"alignright\">\n\u003ch2>\u003cb>Teachers!\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-527802\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/kqedteach_logo_960.png\" width=\"250\" height=\"47\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/kqedteach_logo_960.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/kqedteach_logo_960-160x30.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/kqedteach_logo_960-800x149.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/kqedteach_logo_960-768x143.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/kqedteach_logo_960-240x45.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/kqedteach_logo_960-375x70.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/kqedteach_logo_960-520x97.png 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003cbr>\n\u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>, a free online professional learning site, is designed to help build your multimedia production skills to support students in the Youth Media Challenge and other classroom projects. Check out the self-paced courses on\u003ca href=\"https://teach.kqed.org/course/video-storytelling-essentials\"> video storytelling\u003c/a> and\u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio\"> audio podcasting\u003c/a>!\u003c/p>\n\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>Open to youth ages 13-18.\u003c/strong> We welcome individual and group submissions (up to three youth per group). Those who share an experience and story around the same issue (for example, volunteer at the same program together, co-founded a club together, etc.) are eligible to submit a media piece as a group as long as all participant voices are represented.\u003c/li>\n\u003cli>\u003cstrong>The time limit for video and audio pieces is 3 minutes.\u003c/strong> Video and audio pieces must be hosted on a shareable platform (YouTube, Vimeo, Soundcloud, etc.) to be considered.\u003c/li>\n\u003cli>\u003cstrong>The word limit for written pieces is 400 words.\u003c/strong> (Written pieces can be emailed as a PDF file, or hosted on a shareable platform like Google Docs. If using Google Docs, please put settings to “View Only”.)\u003c/li>\n\u003c/ul>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Note for video submissions: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">while videos must include your voice and story, visuals are not limited to or required to feature you personally on camera. We welcome animation, photo montages and other creative visual storytelling tools!\u003c/span>\u003c/p>\n\u003ch2>Challenge Timeline\u003c/h2>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003ca href=\"https://ww2.kqed.org/education/2017/10/16/join-kqed-in-celebrating-media-literacy-week/\">“Stepping Up” Online Screening with Media Literacy Week\u003c/a>:\u003c/em> \u003cstrong>Monday\u003c/strong>\u003cb>, November 6, 2017 from 4:00 – 5:00 PM PST\u003c/b>\u003c/p>\n\u003cp> \u003cem>Submission Deadline:\u003c/em> \u003cb>Friday, December 1, 2017\u003c/b>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">\u003cem>Youth Media Makers Notified of Selections:\u003c/em> \u003c/span>\u003cb>Wednesday, January 3, 2018\u003c/b>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">Public Screening in San Jose with selected Media Makers: \u003cstrong>Wedne\u003c/strong>\u003c/span>\u003c/em>\u003cb>sday, January 17, 2018\u003cem> [updated]\u003c/em>\u003c/b>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">\u003cem>Selected Works Published on KQED Website:\u003c/em> \u003c/span>\u003cb>Wednesday, January 17, 2018\u003c/b>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">\u003cem>Virtual Screening of Media Selections:\u003c/em> \u003cstrong>Thursday\u003c/strong>\u003c/span>\u003cb>, January 18, 2018\u003c/b>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">Submitting a piece does not guarantee you will be selected. We receive more submissions than we have the capacity to publish. You will be notified by email if your submission is selected.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">\u003cstrong>Questions?\u003c/strong> Email our Youth Media team at youthmedia@kqed.org\u003c/span>\u003cspan style=\"font-weight: 400\">. Note: We will not reply to questions regarding the status of your submission.\u003c/span>\u003c/em>\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch2>\u003cb>Submission Terms & Conditions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Submitted works must be your own and not violate any copyrights. For video and audio content, here is a resource for \u003ca href=\"http://bensound.com\">royalty-free music\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>By submitting your work you are agreeing that:\u003c/p>\n\u003cul>\n\u003cli>You are between the ages of 13 and 18.\u003c/li>\n\u003cli>You made the work yourself.\u003c/li>\n\u003cli>If KQED chooses your work, you will be able to produce the following:\n\u003cul>\n\u003cli>Written permission, if your work contains copyrighted material from other sources (including the Internet)\u003c/li>\n\u003cli>Written permission from other people who appear in your work and are identifiable\u003c/li>\n\u003cli>These written permissions must also allow the work to be distributed and published by KQED\u003c/li>\n\u003c/ul>\n\u003cp>KQED will not share your personal information submitted above with anyone outside of KQED. For more information on how KQED handles your personal data, please read \u003ca href=\"https://ww2.kqed.org/about/help-old/privacy-policy/\">KQED’s Privacy Policy\u003c/a>.\u003c/p>\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cem>Presented in partnership with the \u003ca href=\"http://bavc.org\">Bay Area Video Coalition\u003c/a> (BAVC).\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Update: We’ve concluded the Youth Media Challenge. Thanks to all who shared how you’re stepping up in your community! Check out the \u003ca href=\"https://www.kqed.org/lowdown/29714/these-high-school-students-are-stepping-up-for-change-in-their-communities\">student submissions\u003c/a> and read all about our \u003ca href=\"https://ww2.kqed.org/education/2018/01/25/stepping-up-youth-media-creators-shine-at-our-silicon-valley-desk/\">live showcase\u003c/a> in San Jose. \u003c/strong>\u003c/p>\n\u003ch2>\u003cb>What’s the Deal?\u003c/b>\u003c/h2>\n\u003cp>This year, the Lowdown sought out Bay Area students who have dedicated a significant chunk of their high school experience to \u003ca href=\"https://ww2.kqed.org/lowdown/2017/09/27/stepping-up-four-high-school-activists-on-what-moved-them-to-action-video/\">fighting for a cause\u003c/a>. We looked for a diverse array of young activists from different backgrounds who were willing to share their unique personal stories and explain why they became passionate about a specific issue. \u003cstrong>Now we want to hear from YOU!\u003c/strong>\u003c/p>\n\u003cp>Maybe you were motivated by a specific program or club you joined, like \u003ca href=\"https://wp.me/p681tQ-7m9\">Naudika, Veronica S., and Veronica F.\u003c/a> were. Maybe you started your own club in response to the issues around you, like \u003ca href=\"https://wp.me/p681tQ-7m9\">Walter\u003c/a>. Maybe you’re not part of a program or club, but every time you see a piece of litter on the ground, you make a point to pick it up, or when you see someone being bullied or someone using demeaning language, \u003ca href=\"https://ww2.kqed.org/learning/2017/05/12/what-does-it-look-like-to-stand-up-for-whats-right/\">you speak up\u003c/a>.\u003c/p>\n\u003cp>However big or small an action, we want to hear from you!\u003c/p>\n\u003ch2>\u003cb>The Challenge – How Are You Stepping Up?\u003c/b>\u003c/h2>\n\u003cp class=\"callout aligncenter noborder\" style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">Have you ever felt so passionately about an issue that it spurred you to action? \u003c/span>\u003cb>In a video, audio, or written piece, tell us about the issue or event that sparked you to act, and what you are doing about it.\u003c/b>\u003c/p>\n\u003cp style=\"padding-left: 30px\">Selected works will be published on our website, and\u003ci> \u003c/i>a small number of the media makers located in the Bay Area will be invited to participate in a public screening in San Francisco.\u003c/p>\n\u003ch2>Submission Guidelines\u003c/h2>\n\u003caside class=\"alignright\">\n\u003ch2>\u003cb>Teachers!\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-527802\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/kqedteach_logo_960.png\" width=\"250\" height=\"47\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/kqedteach_logo_960.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/kqedteach_logo_960-160x30.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/kqedteach_logo_960-800x149.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/kqedteach_logo_960-768x143.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/kqedteach_logo_960-240x45.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/kqedteach_logo_960-375x70.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/kqedteach_logo_960-520x97.png 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003cbr>\n\u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>, a free online professional learning site, is designed to help build your multimedia production skills to support students in the Youth Media Challenge and other classroom projects. Check out the self-paced courses on\u003ca href=\"https://teach.kqed.org/course/video-storytelling-essentials\"> video storytelling\u003c/a> and\u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio\"> audio podcasting\u003c/a>!\u003c/p>\n\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>Open to youth ages 13-18.\u003c/strong> We welcome individual and group submissions (up to three youth per group). Those who share an experience and story around the same issue (for example, volunteer at the same program together, co-founded a club together, etc.) are eligible to submit a media piece as a group as long as all participant voices are represented.\u003c/li>\n\u003cli>\u003cstrong>The time limit for video and audio pieces is 3 minutes.\u003c/strong> Video and audio pieces must be hosted on a shareable platform (YouTube, Vimeo, Soundcloud, etc.) to be considered.\u003c/li>\n\u003cli>\u003cstrong>The word limit for written pieces is 400 words.\u003c/strong> (Written pieces can be emailed as a PDF file, or hosted on a shareable platform like Google Docs. If using Google Docs, please put settings to “View Only”.)\u003c/li>\n\u003c/ul>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Note for video submissions: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">while videos must include your voice and story, visuals are not limited to or required to feature you personally on camera. We welcome animation, photo montages and other creative visual storytelling tools!\u003c/span>\u003c/p>\n\u003ch2>Challenge Timeline\u003c/h2>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003ca href=\"https://ww2.kqed.org/education/2017/10/16/join-kqed-in-celebrating-media-literacy-week/\">“Stepping Up” Online Screening with Media Literacy Week\u003c/a>:\u003c/em> \u003cstrong>Monday\u003c/strong>\u003cb>, November 6, 2017 from 4:00 – 5:00 PM PST\u003c/b>\u003c/p>\n\u003cp> \u003cem>Submission Deadline:\u003c/em> \u003cb>Friday, December 1, 2017\u003c/b>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">\u003cem>Youth Media Makers Notified of Selections:\u003c/em> \u003c/span>\u003cb>Wednesday, January 3, 2018\u003c/b>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">Public Screening in San Jose with selected Media Makers: \u003cstrong>Wedne\u003c/strong>\u003c/span>\u003c/em>\u003cb>sday, January 17, 2018\u003cem> [updated]\u003c/em>\u003c/b>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">\u003cem>Selected Works Published on KQED Website:\u003c/em> \u003c/span>\u003cb>Wednesday, January 17, 2018\u003c/b>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cspan style=\"font-weight: 400\">\u003cem>Virtual Screening of Media Selections:\u003c/em> \u003cstrong>Thursday\u003c/strong>\u003c/span>\u003cb>, January 18, 2018\u003c/b>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cspan style=\"font-weight: 400\">Submitting a piece does not guarantee you will be selected. We receive more submissions than we have the capacity to publish. You will be notified by email if your submission is selected.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">\u003cstrong>Questions?\u003c/strong> Email our Youth Media team at youthmedia@kqed.org\u003c/span>\u003cspan style=\"font-weight: 400\">. Note: We will not reply to questions regarding the status of your submission.\u003c/span>\u003c/em>\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch2>\u003cb>Submission Terms & Conditions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Submitted works must be your own and not violate any copyrights. For video and audio content, here is a resource for \u003ca href=\"http://bensound.com\">royalty-free music\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>By submitting your work you are agreeing that:\u003c/p>\n\u003cul>\n\u003cli>You are between the ages of 13 and 18.\u003c/li>\n\u003cli>You made the work yourself.\u003c/li>\n\u003cli>If KQED chooses your work, you will be able to produce the following:\n\u003cul>\n\u003cli>Written permission, if your work contains copyrighted material from other sources (including the Internet)\u003c/li>\n\u003cli>Written permission from other people who appear in your work and are identifiable\u003c/li>\n\u003cli>These written permissions must also allow the work to be distributed and published by KQED\u003c/li>\n\u003c/ul>\n\u003cp>KQED will not share your personal information submitted above with anyone outside of KQED. For more information on how KQED handles your personal data, please read \u003ca href=\"https://ww2.kqed.org/about/help-old/privacy-policy/\">KQED’s Privacy Policy\u003c/a>.\u003c/p>\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "A Slick Way to Share Knowledge via Interactive Timelines and Stories",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">For the past couple of years, part of my middle school teaching assignment has required me to teach an engineering elective, even though my degree is in biochemistry, not engineering. \u003c/span>\u003c/p>\n\u003cp>In any event, when I first began to teach this class, I did it armed with just the NGSS engineering standards and much determined Google searching. As a direct result of all this Google searching, I came across several websites that became my go-to places for units and challenging ideas – places like \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.teachengineering.org\">Teach Engineering\u003c/a> and \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.egfi-k12.org/index_noflash.php\">Engineering Go For It\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There, \u003c/span>\u003cspan style=\"font-weight: 400\">I was able to piece together enough content to keep the students engaged and learning. Of course, I also took the liberty of making sure that the scientific concepts that went along with the design challenges were solid. After all, I am a science teacher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As this elective continued to evolve, it soon became apparent that simply having the students take on various engineering design challenges was not enough. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often times, the students would work on something for a while and later discover that their “answer” did not work. And when I asked them to go back to their list of brainstormed ideas we had spent days on, they would answer things like “I threw those out.” Other times, students would present finished work, but where clueless when asked about the process to reach that point. I had failed to convey the importance of documenting the process as a powerful learning experience. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Musing over this problem, I spent the summer of 2016 revamping my units, creating discrete sections in each of them (problem analysis, learn/research, brainstorm, design, prototype, test, redesign, etc.). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then in the fall of 2016, I asked my students to blog at least once a week (\u003c/span>\u003ca href=\"http://mariana68.wixsite.com/adventureblogs/engineering-blogs\">\u003cspan style=\"font-weight: 400\">engineering blog assignment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://mareks-engineering.blogspot.com/\">\u003cspan style=\"font-weight: 400\">student work sample\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), identifying the step of the engineering design process they were on, including a summary of their work with links to relevant documents they created and images of their work in progress. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although this definitely improved the learning that took place, and they did create a portfolio,\u003c/span>\u003cspan style=\"font-weight: 400\"> I was still relatively unconvinced, and so I continued to explore different digital tools in the hope that they could give me the answer I was seekin\u003c/span>\u003cspan style=\"font-weight: 400\">g. I needed something that could be evaluated and shared more effectively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Engineering design challenges, although relatively “messy” in their approach, are still linear in their development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Towards the end of the 2016/17 school year, one of my student teams approached me to ask if they could use \u003c/span>\u003ca href=\"https://www.sutori.com/\">\u003cspan style=\"font-weight: 400\">Sutori\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during their project presentation. I gave my usual response, “Whatever you think is best to showcase what you learned,” and left it at that. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"aligncenter\" width=\"600\"]\u003ca href=\"https://www.sutori.com\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527726\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-800x476.png\" width=\"600\" height=\"357\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-800x476.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-160x95.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-768x457.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-240x143.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-375x223.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-520x309.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM.png 940w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>On presentation day, as that group of students showcased their work I had that wonderful “a-ha” moment. The students had come up with the answer to the question that had been plaguing me for a year (\u003ca href=\"https://www.sutori.com/story/sound-amplifier-project\">Sound Amplifier Project on Sutori\u003c/a>).\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, my first instinct was to spend the summer of 2017 creating templates for each of the different units I teach, and I went as far as developing one of our \u003c/span>\u003ca href=\"https://www.sutori.com/story/roller-coaster-design-brief-template\">\u003cspan style=\"font-weight: 400\">Roller Coaster project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, as the summer caught up with me, I decided instead to simply create one \u003c/span>\u003ca href=\"https://www.sutori.com/story/engineering-design-challenge\">\u003cspan style=\"font-weight: 400\">template\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that could be used for all units. By this time, I also had taken KQED Teach’s \u003c/span>\u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed\">\u003cspan style=\"font-weight: 400\">Digital Portfolios with Maker Ed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> course.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"800\"]\u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527721\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-800x231.png\" width=\"800\" height=\"231\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-800x231.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-160x46.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-768x222.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-1020x295.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-1180x341.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-960x278.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-240x69.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-375x108.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-520x150.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM.png 1273w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This course provided specific tips on how to manage this assignment more effectively. \u003c/span>\u003cspan style=\"font-weight: 400\">For example, making sure there is a designated photographer/videographer on each team to record the group’s process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, by this point you may be thinking I have not shared much about Sutori itself. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Sutori\u003c/b> (formerly HSTRY) was initially marketed as a tool for viewing and creating interactive timelines, but is now positioned as a tool to create interactive stories.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is incredibly easy to use, as explained in \u003c/span>\u003ca href=\"https://www.sutori.com/story/how-to-create-a-story\">\u003cspan style=\"font-weight: 400\">this tutorial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and their free package includes all you would need to get your students to start creating and collaborating their own project digital portfolios.\u003c/span>\u003c/p>\n\u003cp>I hope I have encouraged you to explore the world of digital portfolios for documenting the learning process that occurs during project work, and I cannot wait for you to share your own stories.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For the past couple of years, part of my middle school teaching assignment has required me to teach an engineering elective, even though my degree is in biochemistry, not engineering. \u003c/span>\u003c/p>\n\u003cp>In any event, when I first began to teach this class, I did it armed with just the NGSS engineering standards and much determined Google searching. As a direct result of all this Google searching, I came across several websites that became my go-to places for units and challenging ideas – places like \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.teachengineering.org\">Teach Engineering\u003c/a> and \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.egfi-k12.org/index_noflash.php\">Engineering Go For It\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There, \u003c/span>\u003cspan style=\"font-weight: 400\">I was able to piece together enough content to keep the students engaged and learning. Of course, I also took the liberty of making sure that the scientific concepts that went along with the design challenges were solid. After all, I am a science teacher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As this elective continued to evolve, it soon became apparent that simply having the students take on various engineering design challenges was not enough. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often times, the students would work on something for a while and later discover that their “answer” did not work. And when I asked them to go back to their list of brainstormed ideas we had spent days on, they would answer things like “I threw those out.” Other times, students would present finished work, but where clueless when asked about the process to reach that point. I had failed to convey the importance of documenting the process as a powerful learning experience. \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\">Musing over this problem, I spent the summer of 2016 revamping my units, creating discrete sections in each of them (problem analysis, learn/research, brainstorm, design, prototype, test, redesign, etc.). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then in the fall of 2016, I asked my students to blog at least once a week (\u003c/span>\u003ca href=\"http://mariana68.wixsite.com/adventureblogs/engineering-blogs\">\u003cspan style=\"font-weight: 400\">engineering blog assignment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://mareks-engineering.blogspot.com/\">\u003cspan style=\"font-weight: 400\">student work sample\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), identifying the step of the engineering design process they were on, including a summary of their work with links to relevant documents they created and images of their work in progress. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although this definitely improved the learning that took place, and they did create a portfolio,\u003c/span>\u003cspan style=\"font-weight: 400\"> I was still relatively unconvinced, and so I continued to explore different digital tools in the hope that they could give me the answer I was seekin\u003c/span>\u003cspan style=\"font-weight: 400\">g. I needed something that could be evaluated and shared more effectively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Engineering design challenges, although relatively “messy” in their approach, are still linear in their development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Towards the end of the 2016/17 school year, one of my student teams approached me to ask if they could use \u003c/span>\u003ca href=\"https://www.sutori.com/\">\u003cspan style=\"font-weight: 400\">Sutori\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during their project presentation. I gave my usual response, “Whatever you think is best to showcase what you learned,” and left it at that. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11282 align=\"aligncenter\" width=\"600\"]\u003ca href=\"https://www.sutori.com\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527726\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-800x476.png\" width=\"600\" height=\"357\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-800x476.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-160x95.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-768x457.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-240x143.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-375x223.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM-520x309.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.27.35-PM.png 940w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>On presentation day, as that group of students showcased their work I had that wonderful “a-ha” moment. The students had come up with the answer to the question that had been plaguing me for a year (\u003ca href=\"https://www.sutori.com/story/sound-amplifier-project\">Sound Amplifier Project on Sutori\u003c/a>).\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, my first instinct was to spend the summer of 2017 creating templates for each of the different units I teach, and I went as far as developing one of our \u003c/span>\u003ca href=\"https://www.sutori.com/story/roller-coaster-design-brief-template\">\u003cspan style=\"font-weight: 400\">Roller Coaster project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, as the summer caught up with me, I decided instead to simply create one \u003c/span>\u003ca href=\"https://www.sutori.com/story/engineering-design-challenge\">\u003cspan style=\"font-weight: 400\">template\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that could be used for all units. By this time, I also had taken KQED Teach’s \u003c/span>\u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed\">\u003cspan style=\"font-weight: 400\">Digital Portfolios with Maker Ed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> course.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11287 align=\"aligncenter\" width=\"800\"]\u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527721\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-800x231.png\" width=\"800\" height=\"231\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-800x231.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-160x46.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-768x222.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-1020x295.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-1180x341.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-960x278.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-240x69.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-375x108.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM-520x150.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-25-at-3.22.49-PM.png 1273w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This course provided specific tips on how to manage this assignment more effectively. \u003c/span>\u003cspan style=\"font-weight: 400\">For example, making sure there is a designated photographer/videographer on each team to record the group’s process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, by this point you may be thinking I have not shared much about Sutori itself. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Sutori\u003c/b> (formerly HSTRY) was initially marketed as a tool for viewing and creating interactive timelines, but is now positioned as a tool to create interactive stories.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is incredibly easy to use, as explained in \u003c/span>\u003ca href=\"https://www.sutori.com/story/how-to-create-a-story\">\u003cspan style=\"font-weight: 400\">this tutorial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and their free package includes all you would need to get your students to start creating and collaborating their own project digital portfolios.\u003c/span>\u003c/p>\n\u003cp>I hope I have encouraged you to explore the world of digital portfolios for documenting the learning process that occurs during project work, and I cannot wait for you to share your own stories.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Empowering Students with Peer-Designed Lessons",
"headTitle": "Empowering Students with Peer-Designed Lessons | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Traditionally, teachers have always determined the pace and format of all their lessons. What if we shake things up a bit in our classrooms and give students more control over how they learned instead? What if we put students in the driver’s seat of learning, let them design their own lessons and allow them to be teachers for the day?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Relinquishing control of one’s classroom may seem a bit scary or chaotic, but it doesn’t have to be that way if we provide the guidance and structure students need. Below are the steps I took to ensure my students were designing meaningful lessons for their peers. I allowed students the option of working alone or in groups of their own choosing.\u003c/span>\u003c/p>\n\u003ch3>Teaching Specific Skills and Content\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Narrow down the standards, skills, or content that the lesson must address. This helps students determine the focus of their lesson. For example, in my language arts class, all groups were challenged with teaching a chapter of a novel we were reading. Each lesson must address a literary element present in the chapter, and students were to choose from this list: characterization, conflict, theme, figurative language (symbolism, metaphor, simile, or hyperbole), setting or mood.\u003c/span>\u003c/p>\n\u003ch3>Instructional Materials\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students had to design the instructional material for their lesson. They could create handouts or use presentation software like \u003c/span>\u003ca href=\"https://www.google.com/slides/about/\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to fulfill this requirement.\u003c/span>\u003c/p>\n\u003ch3>Assessments\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">I asked my students these questions: What will your peers do to show that they have learned the content you taught? How will you evaluate each student individually and collect data on their learning? I really enjoyed the different approaches my students took to create their assessments. Many used \u003c/span>\u003ca href=\"https://getkahoot.com/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a web-based gaming platform that tapped into their peers’ competitive spirits as they tried to best each other.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=PlXpKHH5kh0\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using this digital tool, lesson designers developed their own questions and determined the answers. Kahoot will reward players with points based on two criteria: the correct answer and student response time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other lesson designers had students write their responses on \u003c/span>\u003ca href=\"https://www.google.com/slides/about/\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.google.com/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or \u003c/span>\u003ca href=\"https://www.google.com/docs/about/\">\u003cspan style=\"font-weight: 400\">Google Docs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=EZmXEFGFeNA\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Others created Jeopardy games and tempted students with candy to encourage participation. (Check out this great \u003c/span>\u003ca href=\"http://www.controlaltachieve.com/2016/01/jeopardy-templates-google-slides.html\">\u003cspan style=\"font-weight: 400\">Jeopardy template from Eric Curts’ blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students opted for a non-digital route and passed out handouts or had classmates answer questions on a sheet of paper. I let my students determine the method they preferred.\u003c/span>\u003c/p>\n\u003ch3>Conference with Students\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before teaching their lesson, I met with each group to make sure their lessons were meaningful. I also checked for errors and questioned them on their workflow. For example, one group created a template in Google Docs for their assessment. Their plan was to have each student make a copy of the template, but they didn’t think about how they were going to collect these individual copies. I suggested they use a Google Form to collect the links to the individual files. I also pointed out that if the assignment asked students to write a short response, then using Google Form where all the answers would be populated into one spreadsheet is more efficient than collecting over 35 individual files.\u003c/span>\u003c/p>\n\u003ch3>The Day of the Lesson\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure that all lessons were focused and productive, each group had to teach a concept or skill and give an assessment in approximately 15 minutes. This helps keep the lessons interesting and the students engaged. The peer teachers were addressed as “Mr.” or “Ms.” which everyone found extremely amusing. During the lesson, students also enjoyed having command of the classroom and would gleefully direct peers who were off-task to pay attention.\u003c/span>\u003c/p>\n\u003ch3>Peer Assessment\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">After all lessons were taught, each group met to assess the data they collected from their peers. They had to determine a method for assigning grades, and I loved the discussions that arose over how to do this fairly. Each group would report a score for each student in the class. Then, I averaged the scores each person received from all the lessons that were taught and used that as a participation grade.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11220 align=\"aligncenter\" width=\"540\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527654\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM.png\" width=\"540\" height=\"726\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM.png 389w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM-160x215.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM-240x323.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM-375x504.png 375w\" sizes=\"(max-width: 540px) 100vw, 540px\">[/media-credit]\u003c/p>\n\u003ch3>Reflections\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only did the students assess their peers for their participation in the lesson, they were also asked to evaluate their peer teachers and to nominate those who gave great lessons. In turn, they also evaluated their own teaching practice by answering the following questions:\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">What skills did you teach your peers?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> How effective was your lesson? How do you know?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What can you do to improve your lesson?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">The responses to this project were overwhelmingly positive. My students truly enjoyed this activity, and countless students commented on how challenging it was to be a great teacher. One of my favorite responses came from a student who wrote, “I learned that it is not easy to be a teacher. It takes time and dedication to actually learn to teach properly.” Also, quite a few came to the conclusion that “being a lesson designer and presenter is harder than it looks.” Many also shared that creating a lesson forced them to learn the material better because they were responsible for becoming experts on their chapter.\u003c/span>\u003c/p>\n\u003ch3>Empowering Our Students\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">By giving students voice and choice, we are cultivating our students’ investment in their own learning. This project also fosters many college and career-ready skills such as decision-making, project management, analysis, collaboration, communication and metacognition. Not only did I enjoy seeing my students bring new energy into our classroom environment, but they had a blast, too. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Let’s empower students by giving them more control over their own learning in the classroom. The end result might surprise you as much as it did me.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Traditionally, teachers have always determined the pace and format of all their lessons. What if we shake things up a bit in our classrooms and give students more control over how they learned instead? What if we put students in the driver’s seat of learning, let them design their own lessons and allow them to be teachers for the day?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Relinquishing control of one’s classroom may seem a bit scary or chaotic, but it doesn’t have to be that way if we provide the guidance and structure students need. Below are the steps I took to ensure my students were designing meaningful lessons for their peers. I allowed students the option of working alone or in groups of their own choosing.\u003c/span>\u003c/p>\n\u003ch3>Teaching Specific Skills and Content\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Narrow down the standards, skills, or content that the lesson must address. This helps students determine the focus of their lesson. For example, in my language arts class, all groups were challenged with teaching a chapter of a novel we were reading. Each lesson must address a literary element present in the chapter, and students were to choose from this list: characterization, conflict, theme, figurative language (symbolism, metaphor, simile, or hyperbole), setting or mood.\u003c/span>\u003c/p>\n\u003ch3>Instructional Materials\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students had to design the instructional material for their lesson. They could create handouts or use presentation software like \u003c/span>\u003ca href=\"https://www.google.com/slides/about/\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to fulfill this requirement.\u003c/span>\u003c/p>\n\u003ch3>Assessments\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">I asked my students these questions: What will your peers do to show that they have learned the content you taught? How will you evaluate each student individually and collect data on their learning? I really enjoyed the different approaches my students took to create their assessments. Many used \u003c/span>\u003ca href=\"https://getkahoot.com/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a web-based gaming platform that tapped into their peers’ competitive spirits as they tried to best each other.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/PlXpKHH5kh0'\n title='//www.youtube.com/embed/PlXpKHH5kh0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Using this digital tool, lesson designers developed their own questions and determined the answers. Kahoot will reward players with points based on two criteria: the correct answer and student response time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other lesson designers had students write their responses on \u003c/span>\u003ca href=\"https://www.google.com/slides/about/\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.google.com/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or \u003c/span>\u003ca href=\"https://www.google.com/docs/about/\">\u003cspan style=\"font-weight: 400\">Google Docs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/EZmXEFGFeNA'\n title='//www.youtube.com/embed/EZmXEFGFeNA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Others created Jeopardy games and tempted students with candy to encourage participation. (Check out this great \u003c/span>\u003ca href=\"http://www.controlaltachieve.com/2016/01/jeopardy-templates-google-slides.html\">\u003cspan style=\"font-weight: 400\">Jeopardy template from Eric Curts’ blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students opted for a non-digital route and passed out handouts or had classmates answer questions on a sheet of paper. I let my students determine the method they preferred.\u003c/span>\u003c/p>\n\u003ch3>Conference with Students\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before teaching their lesson, I met with each group to make sure their lessons were meaningful. I also checked for errors and questioned them on their workflow. For example, one group created a template in Google Docs for their assessment. Their plan was to have each student make a copy of the template, but they didn’t think about how they were going to collect these individual copies. I suggested they use a Google Form to collect the links to the individual files. I also pointed out that if the assignment asked students to write a short response, then using Google Form where all the answers would be populated into one spreadsheet is more efficient than collecting over 35 individual files.\u003c/span>\u003c/p>\n\u003ch3>The Day of the Lesson\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure that all lessons were focused and productive, each group had to teach a concept or skill and give an assessment in approximately 15 minutes. This helps keep the lessons interesting and the students engaged. The peer teachers were addressed as “Mr.” or “Ms.” which everyone found extremely amusing. During the lesson, students also enjoyed having command of the classroom and would gleefully direct peers who were off-task to pay attention.\u003c/span>\u003c/p>\n\u003ch3>Peer Assessment\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">After all lessons were taught, each group met to assess the data they collected from their peers. They had to determine a method for assigning grades, and I loved the discussions that arose over how to do this fairly. Each group would report a score for each student in the class. Then, I averaged the scores each person received from all the lessons that were taught and used that as a participation grade.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11220 align=\"aligncenter\" width=\"540\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-527654\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM.png\" width=\"540\" height=\"726\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM.png 389w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM-160x215.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM-240x323.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/09/Screen-Shot-2017-09-19-at-5.54.28-PM-375x504.png 375w\" sizes=\"(max-width: 540px) 100vw, 540px\">[/media-credit]\u003c/p>\n\u003ch3>Reflections\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only did the students assess their peers for their participation in the lesson, they were also asked to evaluate their peer teachers and to nominate those who gave great lessons. In turn, they also evaluated their own teaching practice by answering the following questions:\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">What skills did you teach your peers?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> How effective was your lesson? How do you know?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What can you do to improve your lesson?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">The responses to this project were overwhelmingly positive. My students truly enjoyed this activity, and countless students commented on how challenging it was to be a great teacher. One of my favorite responses came from a student who wrote, “I learned that it is not easy to be a teacher. It takes time and dedication to actually learn to teach properly.” Also, quite a few came to the conclusion that “being a lesson designer and presenter is harder than it looks.” Many also shared that creating a lesson forced them to learn the material better because they were responsible for becoming experts on their chapter.\u003c/span>\u003c/p>\n\u003ch3>Empowering Our Students\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">By giving students voice and choice, we are cultivating our students’ investment in their own learning. This project also fosters many college and career-ready skills such as decision-making, project management, analysis, collaboration, communication and metacognition. Not only did I enjoy seeing my students bring new energy into our classroom environment, but they had a blast, too. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Let’s empower students by giving them more control over their own learning in the classroom. The end result might surprise you as much as it did me.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Should Underage Sexting Be Considered A Crime? (with Lesson Plan)",
"title": "Should Underage Sexting Be Considered A Crime? (with Lesson Plan)",
"headTitle": "The Lowdown | KQED News",
"content": "\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Teens who send sexually explicit selfies might find themselves in uncomfortably hot water with the law.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: medium;\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive\u003c/a>. \u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"75\" height=\"75\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 75px) 100vw, 75px\">\u003cstrong>Read-Think-Respond: \u003c/strong>Should teens be legally allowed to text explicit photos of themselves? Why or why not? \u003cspan style=\"font-size: medium;\">\u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Should-Underage-Sexting-Be-A-Crime-lesson-plan.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Source-List-Sexting.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom\u003c/p>\n\u003c/div>\n\u003cp>That's because in most states, while it's legal for teenagers close in age to have consensual sex, if those same teens create and text sexually explicit images of themselves -- known as \"sexting\" -- they could be violating child pornography laws. In fact, most states \u003ca class=\"u-underline\" href=\"http://bigstory.ap.org/article/802238c3b59e4ee09fdfabf77199ca58/sexting-case-highlights-quandary-over-child-porn-laws\">have not updated their decades-old child pornography laws\u003c/a> to include exceptions for when teenagers are the \"perpetrators.\"\u003c/p>\n\u003cp>Both existing child pornography laws and more recent state sexting-specific legislation criminalize a trend that's more common among teenagers than many adults might choose to believe. As this\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\"> Above the Noise\u003c/a> video notes, one \u003ca href=\"http://drexel.edu/now/archive/2014/June/Sexting-Study/\" target=\"_blank\" rel=\"noopener noreferrer\">study on sexting behavior\u003c/a> found that more than 50 percent of college students reported that they had, as minors, exchanged sexually explicit text messages.\u003c/p>\n\u003cp>The issue was thrust into the national spotlight in 2015 when two 16-year-olds in North Carolina who were dating and had sent nude selfies to each other were charged with multiple counts of \u003ca class=\"u-underline\" href=\"http://bigstory.ap.org/article/802238c3b59e4ee09fdfabf77199ca58/sexting-case-highlights-quandary-over-child-porn-laws\">sexual exploitation of a minor\u003c/a>. Both of the teens involved were considered perpetrators and victims. If convicted, they would have been labeled sex offenders for decades. The charges were eventually \u003ca class=\"u-underline\" href=\"http://www.nytimes.com/2015/11/14/us/prosecutors-in-teenage-sexting-cases-ask-foolishness-or-a-felony.html?_r=0\">reduced to misdemeanors\u003c/a>, and the teens were put on probation for a year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And a federal bill that \u003ca href=\"http://reason.com/blog/2017/05/31/house-overwhelmingly-supports-bill-subje\" target=\"_blank\" rel=\"noopener noreferrer\">passed the House\u003c/a> in May seeks to up the ante for punishment even further. Under the \u003ca href=\"https://www.congress.gov/bill/115th-congress/house-bill/1761/text\" target=\"_blank\" rel=\"noopener noreferrer\">Protecting Against Child Exploitation Act of 2017\u003c/a>, introduced by Rep. Mike Johnson (R-Louisiana), teens caught sexting could be sentenced to a minimum of 15 years in prison.\u003c/p>\n\u003cp>\"I, for one, believe we have a moral obligation, as any just government should, to defend the defenseless,\" said Johnson, a first-term congressman (and vocal Trump supporter), who dismissed the \u003ca href=\"http://reason.com/blog/2017/05/31/house-overwhelmingly-supports-bill-subje\" target=\"_blank\" rel=\"noopener noreferrer\">adamant opposition \u003c/a>raised by some Democratic lawmakers who warned that the bill could have disastrous unintended consequences for young people.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That’s the absurdity of these laws,\" said \u003ca href=\"https://amyhasinoff.wordpress.com/about/\" target=\"_blank\" rel=\"noopener noreferrer\">Amy Adele Hasinoff\u003c/a>, a communications professor at the University of Colorado, Denver, and author of \"Sexting Panic: Rethinking Criminalization, Privacy, and Consent.\" \"Teens can have sex but they can’t photograph it.\" \u003c/span>\u003c/p>\n\u003cp class=\"story-body-text story-content\">Any kind of distribution of a sexual image of a teenager is considered illegal, she notes, regardless of whether it's a teenager \"consensually sending a nude selfie to a partner\" or maliciously sharing someone's private photo without consent.\u003c/p>\n\u003cp class=\"story-body-text story-content\">And while prosecution of teens for child pornography is certainly not the norm, she adds, it's also not all that uncommon.\u003c/p>\n\u003cp id=\"p-9\">In \u003ca href=\"http://jaapl.org/content/44/1/73#ref-7\">one study\u003c/a> from 2013, researchers interviewed nearly 400 state prosecutors who had worked on technology-facilitated crimes against children, and found that 62 percent had handled a sexting case involving juveniles. 36 percent of those prosecutors said they had filed charges, and 21 percent had filed felony charges.\u003c/p>\n\u003cp>Most of these juvenile sexting-related cases, though, involved \u003ca href=\"http://jaapl.org/content/44/1/73#ref-8\">exacerbating circumstances\u003c/a>, including malicious intent, bullying, coercion or harassment. And the majority were resolved by plea agreements or juvenile court.\u003c/p>\n\u003cp class=\"story-body-text story-content\">In an effort to legally differentiate between teen sexting and child pornography, nearly \u003ca href=\"http://cyberbullying.org/state-sexting-laws.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">two dozen states\u003c/a>, including, most recently, \u003ca href=\"http://www.canoncitydailyrecord.com/news/colorado/ci_30971680/colorado-teen-sexting-bill-heads-gov-hickenlooper\" target=\"_blank\" rel=\"noopener noreferrer\">Colorado\u003c/a> and \u003ca href=\"https://www.theguardian.com/us-news/2016/feb/26/new-mexico-legalizes-teen-sexting\" target=\"_blank\" rel=\"noopener noreferrer\">New Mexico\u003c/a>, have enacted legislation intended to shield teens from criminal prosecution. The laws typically give prosecutors discretion to seek less severe penalties, like misdemeanors and mandatory participation in sexual education programs.\u003c/p>\n\u003cp class=\"story-body-text story-content\">[No such law exists yet in California, although the state \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201520160AB2536\" target=\"_blank\" rel=\"noopener noreferrer\">enacted legislation\u003c/a> last year that gives schools the right to expel or suspend students for sending sexually explicit photos and images electronically “with the purpose or effect of humiliating or harassing a pupil.”]\u003c/p>\n\u003cp class=\"story-body-text story-content\">But, Hasinoff argues, such legislation may do little to discourage prosecutors from pressing charges against teens caught sexting. Under the new laws, even teens who are consensually sexting can still be charged with misdemeanors and swept up in the criminal justice system. And because it's reduced from a felony, she notes, \u003cspan style=\"font-weight: 400;\">prosecutors may be more likely to use it.\u003c/span>\u003c/p>\n\u003cp class=\"story-body-text story-content\">A better approach, Hasinoff says, would be to \u003cspan style=\"font-weight: 400;\">add statutory rape language to child pornography laws that \u003c/span>exempts teenagers who are close in age and consensually produce and share sexual images.\u003c/p>\n\u003cp class=\"story-body-text story-content\">Any laws that try to broadly discourage teen sexting are tantamount to abstinence-only education, which has consistently proved to be ineffective, she argues.\u003c/p>\n\u003cp class=\"story-body-text story-content\">The best way to address this, she adds, is with good sex education programs in schools that touch on issues around sexting.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"story-body-text story-content\">\u003ca name=\"unique-identifier1\">\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Teens who send sexually explicit selfies might find themselves in uncomfortably hot water with the law.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: medium;\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive\u003c/a>. \u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"75\" height=\"75\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 75px) 100vw, 75px\">\u003cstrong>Read-Think-Respond: \u003c/strong>Should teens be legally allowed to text explicit photos of themselves? Why or why not? \u003cspan style=\"font-size: medium;\">\u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Should-Underage-Sexting-Be-A-Crime-lesson-plan.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Source-List-Sexting.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom\u003c/p>\n\u003c/div>\n\u003cp>That's because in most states, while it's legal for teenagers close in age to have consensual sex, if those same teens create and text sexually explicit images of themselves -- known as \"sexting\" -- they could be violating child pornography laws. In fact, most states \u003ca class=\"u-underline\" href=\"http://bigstory.ap.org/article/802238c3b59e4ee09fdfabf77199ca58/sexting-case-highlights-quandary-over-child-porn-laws\">have not updated their decades-old child pornography laws\u003c/a> to include exceptions for when teenagers are the \"perpetrators.\"\u003c/p>\n\u003cp>Both existing child pornography laws and more recent state sexting-specific legislation criminalize a trend that's more common among teenagers than many adults might choose to believe. As this\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\"> Above the Noise\u003c/a> video notes, one \u003ca href=\"http://drexel.edu/now/archive/2014/June/Sexting-Study/\" target=\"_blank\" rel=\"noopener noreferrer\">study on sexting behavior\u003c/a> found that more than 50 percent of college students reported that they had, as minors, exchanged sexually explicit text messages.\u003c/p>\n\u003cp>The issue was thrust into the national spotlight in 2015 when two 16-year-olds in North Carolina who were dating and had sent nude selfies to each other were charged with multiple counts of \u003ca class=\"u-underline\" href=\"http://bigstory.ap.org/article/802238c3b59e4ee09fdfabf77199ca58/sexting-case-highlights-quandary-over-child-porn-laws\">sexual exploitation of a minor\u003c/a>. Both of the teens involved were considered perpetrators and victims. If convicted, they would have been labeled sex offenders for decades. The charges were eventually \u003ca class=\"u-underline\" href=\"http://www.nytimes.com/2015/11/14/us/prosecutors-in-teenage-sexting-cases-ask-foolishness-or-a-felony.html?_r=0\">reduced to misdemeanors\u003c/a>, and the teens were put on probation for a year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And a federal bill that \u003ca href=\"http://reason.com/blog/2017/05/31/house-overwhelmingly-supports-bill-subje\" target=\"_blank\" rel=\"noopener noreferrer\">passed the House\u003c/a> in May seeks to up the ante for punishment even further. Under the \u003ca href=\"https://www.congress.gov/bill/115th-congress/house-bill/1761/text\" target=\"_blank\" rel=\"noopener noreferrer\">Protecting Against Child Exploitation Act of 2017\u003c/a>, introduced by Rep. Mike Johnson (R-Louisiana), teens caught sexting could be sentenced to a minimum of 15 years in prison.\u003c/p>\n\u003cp>\"I, for one, believe we have a moral obligation, as any just government should, to defend the defenseless,\" said Johnson, a first-term congressman (and vocal Trump supporter), who dismissed the \u003ca href=\"http://reason.com/blog/2017/05/31/house-overwhelmingly-supports-bill-subje\" target=\"_blank\" rel=\"noopener noreferrer\">adamant opposition \u003c/a>raised by some Democratic lawmakers who warned that the bill could have disastrous unintended consequences for young people.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That’s the absurdity of these laws,\" said \u003ca href=\"https://amyhasinoff.wordpress.com/about/\" target=\"_blank\" rel=\"noopener noreferrer\">Amy Adele Hasinoff\u003c/a>, a communications professor at the University of Colorado, Denver, and author of \"Sexting Panic: Rethinking Criminalization, Privacy, and Consent.\" \"Teens can have sex but they can’t photograph it.\" \u003c/span>\u003c/p>\n\u003cp class=\"story-body-text story-content\">Any kind of distribution of a sexual image of a teenager is considered illegal, she notes, regardless of whether it's a teenager \"consensually sending a nude selfie to a partner\" or maliciously sharing someone's private photo without consent.\u003c/p>\n\u003cp class=\"story-body-text story-content\">And while prosecution of teens for child pornography is certainly not the norm, she adds, it's also not all that uncommon.\u003c/p>\n\u003cp id=\"p-9\">In \u003ca href=\"http://jaapl.org/content/44/1/73#ref-7\">one study\u003c/a> from 2013, researchers interviewed nearly 400 state prosecutors who had worked on technology-facilitated crimes against children, and found that 62 percent had handled a sexting case involving juveniles. 36 percent of those prosecutors said they had filed charges, and 21 percent had filed felony charges.\u003c/p>\n\u003cp>Most of these juvenile sexting-related cases, though, involved \u003ca href=\"http://jaapl.org/content/44/1/73#ref-8\">exacerbating circumstances\u003c/a>, including malicious intent, bullying, coercion or harassment. And the majority were resolved by plea agreements or juvenile court.\u003c/p>\n\u003cp class=\"story-body-text story-content\">In an effort to legally differentiate between teen sexting and child pornography, nearly \u003ca href=\"http://cyberbullying.org/state-sexting-laws.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">two dozen states\u003c/a>, including, most recently, \u003ca href=\"http://www.canoncitydailyrecord.com/news/colorado/ci_30971680/colorado-teen-sexting-bill-heads-gov-hickenlooper\" target=\"_blank\" rel=\"noopener noreferrer\">Colorado\u003c/a> and \u003ca href=\"https://www.theguardian.com/us-news/2016/feb/26/new-mexico-legalizes-teen-sexting\" target=\"_blank\" rel=\"noopener noreferrer\">New Mexico\u003c/a>, have enacted legislation intended to shield teens from criminal prosecution. The laws typically give prosecutors discretion to seek less severe penalties, like misdemeanors and mandatory participation in sexual education programs.\u003c/p>\n\u003cp class=\"story-body-text story-content\">[No such law exists yet in California, although the state \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201520160AB2536\" target=\"_blank\" rel=\"noopener noreferrer\">enacted legislation\u003c/a> last year that gives schools the right to expel or suspend students for sending sexually explicit photos and images electronically “with the purpose or effect of humiliating or harassing a pupil.”]\u003c/p>\n\u003cp class=\"story-body-text story-content\">But, Hasinoff argues, such legislation may do little to discourage prosecutors from pressing charges against teens caught sexting. Under the new laws, even teens who are consensually sexting can still be charged with misdemeanors and swept up in the criminal justice system. And because it's reduced from a felony, she notes, \u003cspan style=\"font-weight: 400;\">prosecutors may be more likely to use it.\u003c/span>\u003c/p>\n\u003cp class=\"story-body-text story-content\">A better approach, Hasinoff says, would be to \u003cspan style=\"font-weight: 400;\">add statutory rape language to child pornography laws that \u003c/span>exempts teenagers who are close in age and consensually produce and share sexual images.\u003c/p>\n\u003cp class=\"story-body-text story-content\">Any laws that try to broadly discourage teen sexting are tantamount to abstinence-only education, which has consistently proved to be ineffective, she argues.\u003c/p>\n\u003cp class=\"story-body-text story-content\">The best way to address this, she adds, is with good sex education programs in schools that touch on issues around sexting.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"story-body-text story-content\">\u003ca name=\"unique-identifier1\">\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I’m a high school English Language Arts teacher and in the early days of my career, the research project was one of my most important assignments. \u003c/span>\u003cspan style=\"font-weight: 400\">You name it, I taught it: I-search, historical journals, literary research, and controversial issue papers. They were all a very big deal. But I have a confession to make: I hated them. The students hated them. Parents hated them. \u003c/span>\u003c/p>\n\u003cp>Eventually, they were phased out in favor of shorter mini-projects that could teach the same skills. Traditional research papers and the steps we took to produce them lost their relevance in our modern world. It was easy to say good riddance to the hours in the library and the stacks of index cards. No one seems to be the worse for it.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the advent of social media, our students are inundated with a constant stream of information. Like curators, they select information to keep and share. This article from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Teen Vogue\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> on Snapchat, that post from a celebrity on Twitter, this inspiring image on Instagram: all curated, arranged and archived. These students are researching and curating constantly, but are they aware of the digital footprint they are leaving? Are they thoughtful about attribution? Will they be able to take the skills they use in their personal life for entertainment and use them in their academic and professional lives?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I spent some time thinking about the ways that I curate my social media feeds, choosing carefully who to follow and what to post. I looked at my collection of articles, some curated for my students to read, and some to save for myself or to share with colleagues. Surely students are curating their social media feeds as well. Maybe they are not as cognizant about the purpose of what they post to their timeline, but it is curated nonetheless. I have one student who only posts pictures and memes of golden retrievers, another who posts representing our school’s student government, another is a fangirl whose posts are all related to One Direction and Harry Stiles. You get my point. Why not bring their curating to their attention and use it as a get-to-know-you assignment and a way to help seniors start thinking about their college essays?\u003c/span>\u003c/p>\n\u003ch4>The Assignment\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began by showing students what curation is and why we do it. I shared my experiences and what I observed my fifteen-year-old daughter doing on social media. Then, I asked them to curate a Pinterest board or Flipboard that represented who they are and what’s important to them.\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Pinterest\u003c/span>\u003cspan style=\"font-weight: 400\"> is an app that allows users to “pin” items to a digital “board.” Users can curate, collect, save, and share any digital media or create their own “pins” or “boards” to save and share. Click \u003c/span>\u003ca href=\"https://youtu.be/QSwfq0ojc10\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see a tutorial on how to use Pinterest.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=1QkMOdW0Kyc&feature=youtu.be\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Flipboard\u003c/span>\u003cspan style=\"font-weight: 400\"> is an app that allows the user to make digital “magazines” from content across the web and from their own original content. Students can use it to create a great-looking magazine of their own content. Flipboard looks cool on a desktop, but it really is best in the mobile format. Click \u003c/span>\u003ca href=\"https://about.flipboard.com/magmaker/flipboard-101-learn-the-basics-of-how-to-use-flipboard/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the lowdown on how to use Flipboard. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=b4VgKTGsqcY\u003c/p>\n\u003cp>After showing my students these apps, I reminded them that curation should be a thoughtful process, not one where they just pick the first item they find and pop it onto their board.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They were to post 10 items, with two being something they created themselves. Once their board was complete, I asked them to submit an essay explaining their process and reflecting on the end product. You can click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/19ycInDUuZ-MmVvTyuS5Z8EmcZCrWFbFbg15tTHSVkDE/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view the assignment I gave my 11th and 12th-grade students. As you will see, the all-important skills of citation and attribution are included in the assignment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then created a \u003c/span>\u003ca href=\"https://www.pinterest.com/drcyslvdr/curation-project/?sender=503488570749619512&invite_code=c4fc72526e534803bc971466c5f1fc83\">\u003cspan style=\"font-weight: 400\">Pinterest board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for them to use as an example, but looking back I wish I hadn’t. I think they may have been influenced by my choices. I didn’t spend much time explaining how to use Pinterest or Flipboard, since most of my students had used these sites before. I reminded them that I would be happy to help anyone who needed it. Only a few students requested a tutorial on how to use Pinterest or Flipboard.\u003c/span>\u003c/p>\n\u003ch4>The Results\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://goo.gl/m4LEne\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see how one student’s Flipboard Magazine and see below for an example of one student’s Pinterest Board\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the students’ Pinterest boards and Flipboard magazines were enjoyable to look at, their reflection writing helped them see the value in this activity. Angelo commented on his process:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">“I think that the curation project was challenging not because it was grueling work but because it made me think about what things I held dear and what I would tell others if forced to describe myself concisely. In order to do that I had to reflect on the things that I believe were the fundamentals in my life which was actually a good experience.”\u003c/span>\u003c/p>\u003c/blockquote>\n\u003ch4>What next?\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project was a good get-to-know-you project and works well as a primer for the seniors to write their college personal essays. In the future, I plan to use Flipboard in place of my literary research projects for students to curate online literary magazines that will explore a favorite author, genre, or period of literature. Students could also use Flipboard to make published portfolios they can include with their college applications. My colleague in science used Flipboard as a way for her students to publish and reflect on their research in Biology. Really, the possibilities are endless.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">I’m a high school English Language Arts teacher and in the early days of my career, the research project was one of my most important assignments. \u003c/span>\u003cspan style=\"font-weight: 400\">You name it, I taught it: I-search, historical journals, literary research, and controversial issue papers. They were all a very big deal. But I have a confession to make: I hated them. The students hated them. Parents hated them. \u003c/span>\u003c/p>\n\u003cp>Eventually, they were phased out in favor of shorter mini-projects that could teach the same skills. Traditional research papers and the steps we took to produce them lost their relevance in our modern world. It was easy to say good riddance to the hours in the library and the stacks of index cards. No one seems to be the worse for it.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the advent of social media, our students are inundated with a constant stream of information. Like curators, they select information to keep and share. This article from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Teen Vogue\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> on Snapchat, that post from a celebrity on Twitter, this inspiring image on Instagram: all curated, arranged and archived. These students are researching and curating constantly, but are they aware of the digital footprint they are leaving? Are they thoughtful about attribution? Will they be able to take the skills they use in their personal life for entertainment and use them in their academic and professional lives?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I spent some time thinking about the ways that I curate my social media feeds, choosing carefully who to follow and what to post. I looked at my collection of articles, some curated for my students to read, and some to save for myself or to share with colleagues. Surely students are curating their social media feeds as well. Maybe they are not as cognizant about the purpose of what they post to their timeline, but it is curated nonetheless. I have one student who only posts pictures and memes of golden retrievers, another who posts representing our school’s student government, another is a fangirl whose posts are all related to One Direction and Harry Stiles. You get my point. Why not bring their curating to their attention and use it as a get-to-know-you assignment and a way to help seniors start thinking about their college essays?\u003c/span>\u003c/p>\n\u003ch4>The Assignment\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">I began by showing students what curation is and why we do it. I shared my experiences and what I observed my fifteen-year-old daughter doing on social media. Then, I asked them to curate a Pinterest board or Flipboard that represented who they are and what’s important to them.\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Pinterest\u003c/span>\u003cspan style=\"font-weight: 400\"> is an app that allows users to “pin” items to a digital “board.” Users can curate, collect, save, and share any digital media or create their own “pins” or “boards” to save and share. Click \u003c/span>\u003ca href=\"https://youtu.be/QSwfq0ojc10\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see a tutorial on how to use Pinterest.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/1QkMOdW0Kyc'\n title='//www.youtube.com/embed/1QkMOdW0Kyc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Flipboard\u003c/span>\u003cspan style=\"font-weight: 400\"> is an app that allows the user to make digital “magazines” from content across the web and from their own original content. Students can use it to create a great-looking magazine of their own content. Flipboard looks cool on a desktop, but it really is best in the mobile format. Click \u003c/span>\u003ca href=\"https://about.flipboard.com/magmaker/flipboard-101-learn-the-basics-of-how-to-use-flipboard/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the lowdown on how to use Flipboard. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/b4VgKTGsqcY'\n title='//www.youtube.com/embed/b4VgKTGsqcY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>After showing my students these apps, I reminded them that curation should be a thoughtful process, not one where they just pick the first item they find and pop it onto their board.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They were to post 10 items, with two being something they created themselves. Once their board was complete, I asked them to submit an essay explaining their process and reflecting on the end product. You can click \u003c/span>\u003ca href=\"https://docs.google.com/document/d/19ycInDUuZ-MmVvTyuS5Z8EmcZCrWFbFbg15tTHSVkDE/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view the assignment I gave my 11th and 12th-grade students. As you will see, the all-important skills of citation and attribution are included in the assignment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then created a \u003c/span>\u003ca href=\"https://www.pinterest.com/drcyslvdr/curation-project/?sender=503488570749619512&invite_code=c4fc72526e534803bc971466c5f1fc83\">\u003cspan style=\"font-weight: 400\">Pinterest board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for them to use as an example, but looking back I wish I hadn’t. I think they may have been influenced by my choices. I didn’t spend much time explaining how to use Pinterest or Flipboard, since most of my students had used these sites before. I reminded them that I would be happy to help anyone who needed it. Only a few students requested a tutorial on how to use Pinterest or Flipboard.\u003c/span>\u003c/p>\n\u003ch4>The Results\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Click \u003c/span>\u003ca href=\"https://goo.gl/m4LEne\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see how one student’s Flipboard Magazine and see below for an example of one student’s Pinterest Board\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the students’ Pinterest boards and Flipboard magazines were enjoyable to look at, their reflection writing helped them see the value in this activity. Angelo commented on his process:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">“I think that the curation project was challenging not because it was grueling work but because it made me think about what things I held dear and what I would tell others if forced to describe myself concisely. In order to do that I had to reflect on the things that I believe were the fundamentals in my life which was actually a good experience.”\u003c/span>\u003c/p>\u003c/blockquote>\n\u003ch4>What next?\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project was a good get-to-know-you project and works well as a primer for the seniors to write their college personal essays. In the future, I plan to use Flipboard in place of my literary research projects for students to curate online literary magazines that will explore a favorite author, genre, or period of literature. Students could also use Flipboard to make published portfolios they can include with their college applications. My colleague in science used Flipboard as a way for her students to publish and reflect on their research in Biology. Really, the possibilities are endless.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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},
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"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
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"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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}
}
