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"title": "Should 16-Year-Olds Be Allowed to Vote?",
"headTitle": "Should 16-Year-Olds Be Allowed to Vote? | KQED",
"content": "\u003cp>https://youtu.be/BALbuqWVSjU\u003c/p>\n\u003cp>\u003cb>Young Voters\u003c/b>\u003cbr>\nThey pay taxes. They have to abide by the same laws as everyone else. And many are old enough to work and get behind the wheel.\u003c/p>\n\u003cp>But for teens under 18, the right to vote is still out of reach.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use this abridged version to spark a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>Do you think 16- and 17-year-olds should be allowed to vote in local elections? Why or why not?\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>And that’s not fair, say a number of youth rights groups, who for years have pushed to lower America’s voting age to 16. In a nation with notoriously low voter turnout — particularly \u003ca href=\"http://www.electproject.org/home/voter-turnout/demographics\" target=\"_blank\" rel=\"noopener noreferrer\">among 18- to 24-year-olds\u003c/a> — allowing more young people to vote, advocates claim, would boost civic participation and give students a voice in local public affairs.\u003c/p>\n\u003cp>And some local campaigns to lower the voting age in various cities around the country have started to gain traction, as have the broader efforts of national youth civics groups like \u003ca href=\"http://www.generationcitizen.org/vote16usa-a-campaign-to-lower-the-voting-age/\" target=\"_blank\" rel=\"noopener noreferrer\">Generation Citizen\u003c/a> and the \u003ca href=\"http://www.youthrights.org/\" target=\"_blank\" rel=\"noopener noreferrer\">National Youth Rights Association\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This year, San Francisco supervisors approved \u003ca href=\"http://sfpublicpress.org/election2016/prop-f\" target=\"_blank\" rel=\"noopener noreferrer\">Proposition F\u003c/a> for the November 2016 ballot. The measure would lower the city’s voting age for local elections, allowing 16- and 17-year-olds to vote for mayor and other city officials, as well as school board and citywide initiatives. It follows a multi-year organizing effort by \u003ca href=\"http://vote16sf.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Vote16 SF\u003c/a> and the \u003ca href=\"http://www.sfbos.org/index.aspx?page=5585\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco Youth Commission.\u003c/a> If the measure passes, San Francisco would become the first major city in the country to extend voting rights to 16- and 17-year-olds.\u003c/p>\n\u003cp>\u003cem>[UPDATE] Proposition F failed, but a similar measure in Berkeley passed, allowing 16 and 17-year-olds to elect members of the local school district’s Board of Directors. \u003ca href=\"http://www.huffingtonpost.com/entry/voting-age-proposals_us_581919bce4b00f11fc5c859c\">Read more\u003c/a>.\u003c/em>\u003c/p>\n\u003caside class=\"alignright noborder\">[polldaddy poll=9562904]\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nationwide, only two municipalities — the Maryland cities of Hyattsville and Tacoma Park — have passed ordinances lowering their voting ages to 16 for local elections.\u003c/span>\u003c/p>\n\u003cp>Skeptics, however, argue that too many young people simply lack the life experience and knowledge to make informed decisions in the voting booth.\u003c/p>\n\u003cp>“I think it’s a dumb idea,” argued \u003ca href=\"http://csaelectorate.blogspot.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Curtis Gans\u003c/a>, former director of the Committee for the Study of the American Electorate at American University. “The voting age was set at 18 because that’s the age at which people could be drafted and die for their country. [Those under 18] don’t have enough life experience or history and don’t know the issues in enough detail.”\u003c/p>\n\u003cp>Additionally, opponents argue, the nation’s minimum voting age often sets the precedent for other age ceilings. Sexual consent and criminal responsibility age limits, for instance, vary state by state but never exceed 18. If the voting age were lowered to 16, some fear, states could start treating 16-year-olds as adults in matters of consent and criminal prosecution.\u003c/p>\n\u003cp>What do you think? Should we lower the voting age?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>\u003cb>OPINION:\u003c/b>\u003cstrong> \u003ca href=\"http://www.forbes.com/sites/daviddavenport/2016/05/25/no-we-shouldnt-lower-the-voting-age-to-16/#6faa828a385a\">No, We Should Not Lower the Voting Age \u003c/a>\u003c/strong>\u003cstrong>(Forbes)\u003c/strong>\u003cbr>\n\u003c/strong>Read why this author believes more civic responsibility should only come with maturity.\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cb>ARTICLE:\u003c/b>\u003cstrong> \u003ca href=\"http://washingtonmonthly.com/2016/10/18/sixteen-year-olds-are-smart-let-them-vote/?platform=hootsuite\">Sixteen Year-Olds Are Smart. Let Them Vote.\u003c/a>\u003c/strong> (\u003cstrong>The Washington Monthly)\u003c/strong>\u003cbr>\nRead more about how youth advocates in San Francisco helped get Proposition F on this year’s ballot.\u003c/p>\n\u003cp>\u003cb>OPINION:\u003c/b>\u003cstrong> \u003ca href=\"http://www.sfchronicle.com/opinion/editorials/article/Voting-should-remain-a-privilege-for-adult-9206099.php\">Voting Should Remain a Privilege of Adult Citizens\u003c/a> (San Francisco Chronicle) \u003c/strong>\u003cbr>\nThis editorial presents arguments against lowering the voting age in San Francisco.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>AUDIO:\u003c/b>\u003cstrong> \u003ca href=\"http://ww2.kqed.org/forum/2016/05/11/should-16-year-olds-be-allowed-to-vote/\">Should 16-Year-Olds Be Allowed to Vote?\u003c/a> (KQED Forum) \u003c/strong>\u003cbr>\nTwo youth advocates, a constitutional lawyer, and the director of the California Civic Engagement Project discuss similar legislation that has passed in other cities and explore what voting at 16 would mean for elections and politics.\u003c/p>\n\n",
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"excerpt": "Do you think 16- and 17-year-olds should be allowed to vote in local elections? Why or why not? #DoNowVotingAge",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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/BALbuqWVSjU'\n title='//www.youtube.com/embed/BALbuqWVSjU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cb>Young Voters\u003c/b>\u003cbr>\nThey pay taxes. They have to abide by the same laws as everyone else. And many are old enough to work and get behind the wheel.\u003c/p>\n\u003cp>But for teens under 18, the right to vote is still out of reach.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use this abridged version to spark a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>Do you think 16- and 17-year-olds should be allowed to vote in local elections? Why or why not?\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>And that’s not fair, say a number of youth rights groups, who for years have pushed to lower America’s voting age to 16. In a nation with notoriously low voter turnout — particularly \u003ca href=\"http://www.electproject.org/home/voter-turnout/demographics\" target=\"_blank\" rel=\"noopener noreferrer\">among 18- to 24-year-olds\u003c/a> — allowing more young people to vote, advocates claim, would boost civic participation and give students a voice in local public affairs.\u003c/p>\n\u003cp>And some local campaigns to lower the voting age in various cities around the country have started to gain traction, as have the broader efforts of national youth civics groups like \u003ca href=\"http://www.generationcitizen.org/vote16usa-a-campaign-to-lower-the-voting-age/\" target=\"_blank\" rel=\"noopener noreferrer\">Generation Citizen\u003c/a> and the \u003ca href=\"http://www.youthrights.org/\" target=\"_blank\" rel=\"noopener noreferrer\">National Youth Rights Association\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This year, San Francisco supervisors approved \u003ca href=\"http://sfpublicpress.org/election2016/prop-f\" target=\"_blank\" rel=\"noopener noreferrer\">Proposition F\u003c/a> for the November 2016 ballot. The measure would lower the city’s voting age for local elections, allowing 16- and 17-year-olds to vote for mayor and other city officials, as well as school board and citywide initiatives. It follows a multi-year organizing effort by \u003ca href=\"http://vote16sf.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Vote16 SF\u003c/a> and the \u003ca href=\"http://www.sfbos.org/index.aspx?page=5585\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco Youth Commission.\u003c/a> If the measure passes, San Francisco would become the first major city in the country to extend voting rights to 16- and 17-year-olds.\u003c/p>\n\u003cp>\u003cem>[UPDATE] Proposition F failed, but a similar measure in Berkeley passed, allowing 16 and 17-year-olds to elect members of the local school district’s Board of Directors. \u003ca href=\"http://www.huffingtonpost.com/entry/voting-age-proposals_us_581919bce4b00f11fc5c859c\">Read more\u003c/a>.\u003c/em>\u003c/p>\n\u003caside class=\"alignright noborder\">[polldaddy poll=9562904]\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nationwide, only two municipalities — the Maryland cities of Hyattsville and Tacoma Park — have passed ordinances lowering their voting ages to 16 for local elections.\u003c/span>\u003c/p>\n\u003cp>Skeptics, however, argue that too many young people simply lack the life experience and knowledge to make informed decisions in the voting booth.\u003c/p>\n\u003cp>“I think it’s a dumb idea,” argued \u003ca href=\"http://csaelectorate.blogspot.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Curtis Gans\u003c/a>, former director of the Committee for the Study of the American Electorate at American University. “The voting age was set at 18 because that’s the age at which people could be drafted and die for their country. [Those under 18] don’t have enough life experience or history and don’t know the issues in enough detail.”\u003c/p>\n\u003cp>Additionally, opponents argue, the nation’s minimum voting age often sets the precedent for other age ceilings. Sexual consent and criminal responsibility age limits, for instance, vary state by state but never exceed 18. If the voting age were lowered to 16, some fear, states could start treating 16-year-olds as adults in matters of consent and criminal prosecution.\u003c/p>\n\u003cp>What do you think? Should we lower the voting age?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>\u003cb>OPINION:\u003c/b>\u003cstrong> \u003ca href=\"http://www.forbes.com/sites/daviddavenport/2016/05/25/no-we-shouldnt-lower-the-voting-age-to-16/#6faa828a385a\">No, We Should Not Lower the Voting Age \u003c/a>\u003c/strong>\u003cstrong>(Forbes)\u003c/strong>\u003cbr>\n\u003c/strong>Read why this author believes more civic responsibility should only come with maturity.\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cb>ARTICLE:\u003c/b>\u003cstrong> \u003ca href=\"http://washingtonmonthly.com/2016/10/18/sixteen-year-olds-are-smart-let-them-vote/?platform=hootsuite\">Sixteen Year-Olds Are Smart. Let Them Vote.\u003c/a>\u003c/strong> (\u003cstrong>The Washington Monthly)\u003c/strong>\u003cbr>\nRead more about how youth advocates in San Francisco helped get Proposition F on this year’s ballot.\u003c/p>\n\u003cp>\u003cb>OPINION:\u003c/b>\u003cstrong> \u003ca href=\"http://www.sfchronicle.com/opinion/editorials/article/Voting-should-remain-a-privilege-for-adult-9206099.php\">Voting Should Remain a Privilege of Adult Citizens\u003c/a> (San Francisco Chronicle) \u003c/strong>\u003cbr>\nThis editorial presents arguments against lowering the voting age in San Francisco.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>AUDIO:\u003c/b>\u003cstrong> \u003ca href=\"http://ww2.kqed.org/forum/2016/05/11/should-16-year-olds-be-allowed-to-vote/\">Should 16-Year-Olds Be Allowed to Vote?\u003c/a> (KQED Forum) \u003c/strong>\u003cbr>\nTwo youth advocates, a constitutional lawyer, and the director of the California Civic Engagement Project discuss similar legislation that has passed in other cities and explore what voting at 16 would mean for elections and politics.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Is It More Important to You to Reduce, Reuse or Recycle?",
"headTitle": "Is It More Important to You to Reduce, Reuse or Recycle? | KQED",
"content": "\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a biweekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by the following students from Bridget Trogden’s “Fall 2016 Honors Program Seminar” class at Mercer University: \u003cspan style=\"font-weight: 400\">Trent Bateman, Anna Dillon, Erica Duncan, Timothy Hood, Jessica Lee, Jessica Lewis, Faith McColl, Winter Overby, Molly Parrish, Emily Robertson, Moriah Roycroft, Nidhi Shashidhara, Bryan Shin, Lindsey Smallwood, David Stokes III, Shannon Tho, Mason Thornton and Katelyn West\u003c/span>.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/55yXRsIX30A\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource\u003cbr>\nVIDEO: KQED\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/55yXRsIX30A\">Where Does Your Recycling Go?\u003c/a>\u003cbr>\nThis video follows the path of recyclable goods after being collected and shows the process of sorting the different kinds of recyclable materials.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>Is it more important to you to reduce, reuse or recycle? \u003cstrong>#DoNowU3Rs\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowU3Rs\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More About Reducing, Reusing and Recycling\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In modern culture, the “three R’s”—\u003c/span>\u003ca href=\"https://dnr.mo.gov/env/swmp/pubs-reports/threers.htm\">\u003cspan style=\"font-weight: 400\">reduce, reuse and recycle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">—are known as key techniques used in attempting to create a sustainable environment. However, in the mid-1950s, single-use items were touted for their convenience, and the era of “\u003c/span>\u003ca href=\"http://www.buschsystems.com/recycling-bin-news/2014/05/a-brief-timeline-of-the-history-of-recycling/\">\u003cspan style=\"font-weight: 400\">throwaway living\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” began. This lifestyle created a destructive societal model. People began producing excess waste by only using items once, creating a need to curb the amount of waste being produced. Conservation and environmental issues became more prominent, prompting the first national Earth Day on April 22, 1970, new laws and new awareness campaigns. Around this time, the phrase “\u003c/span>\u003ca href=\"https://www.epa.gov/recycle\">\u003cspan style=\"font-weight: 400\">reduce, reuse, recycle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” was born. Citizens were encouraged to reduce the amount of items they were consuming, reuse some items and \u003c/span>\u003ca href=\"https://www.epa.gov/recycle/recycling-basics\">\u003cspan style=\"font-weight: 400\">recycle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> others. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conservationists argue that \u003c/span>\u003ca href=\"http://permaculturenews.org/2016/01/07/why-is-sustainability-important/\">\u003cspan style=\"font-weight: 400\">we cannot maintain our quality of life as human beings with as much waste as we produce, and \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">that \u003c/span>\u003ca href=\"http://permaculturenews.org/2016/01/07/why-is-sustainability-important/\">\u003cspan style=\"font-weight: 400\">embracing sustainability\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is the best way to maintain modern culture. Through the conscious reduction of our consumption, we can \u003c/span>\u003ca href=\"http://www.global-sustainability.org/support-global-sustainability.php\">\u003cspan style=\"font-weight: 400\">preserve resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by taking small steps that add up over time. Drinking water from reusable water bottles reduces use of plastic bottles. Taking shorter showers is one way to reduce consumption of water. Keeping thermostats at more modest levels or utilizing a clothesline for drying clothes are also appropriate ways to save energy. The \u003c/span>\u003ca href=\"http://kids.niehs.nih.gov/topics/reduce/\">\u003cspan style=\"font-weight: 400\">reduce and reuse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> strategies are often the neglected parts of the three R’s.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although personal choices are important, larger-scale business initiatives often focus on reduction of the use of natural resources as preferable to simple reuse or recycling. Sustainability-based practices in the corporate world save businesses quite a lot of money, and \u003c/span>\u003ca href=\"http://www.everbluetraining.com/blog/10-reasons-corporate-sustainability\">\u003cspan style=\"font-weight: 400\">data shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that consumers prefer environmentally-friendly businesses. The main way that businesses utilize the three R’s is by reducing the use of resources. This topic also has global ramifications, as production-based countries suffer from \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2016/09/160906213545.htm\">\u003cspan style=\"font-weight: 400\">higher air pollution rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than consumption-based countries. The \u003c/span>\u003cspan style=\"font-weight: 400\">U.S. Energy Information Administration believes that we\u003c/span>\u003cspan style=\"font-weight: 400\"> have enough liquid fuel to meet our global energy demand \u003c/span>\u003ca href=\"https://www.eia.gov/tools/faqs/faq.cfm?id=38&t=6\">\u003cspan style=\"font-weight: 400\">through 2040\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but \u003c/span>\u003cspan style=\"font-weight: 400\">finding new, \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2016/04/160415125641.htm\">\u003cspan style=\"font-weight: 400\">eco-friendly energy sources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and reducing energy usage is crucial for the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are downsides to reducing, reusing, and recycling. In fact, this could even be a trade-off. Data is not clear that practicing the three R’s is better than consuming new goods. For example, some may think that continuing to drive an older car or buying a used car is a good illustration of reduce and reuse. However, \u003c/span>\u003ca href=\"http://www.strategy-business.com/article/10406?gko=ec603\">\u003cspan style=\"font-weight: 400\">newer models of cars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are more fuel efficient than their predecessors, thus \u003c/span>\u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=112304555\">\u003cspan style=\"font-weight: 400\">buying new cars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps to reduce fuel usage. On the other hand, newer cars are often bigger and heavier, requiring more resources for their manufacturing and also leading to increased rates of road degradation. Reuse in general seems like a good strategy, but each circumstance is different. Continuous use of some plastic bottles can lead to health risks if they are made with \u003c/span>\u003ca href=\"https://www.qualitylogoproducts.com/lib/different-types-of-plastic.htm\">\u003cspan style=\"font-weight: 400\">cheap plastic \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">or if \u003c/span>\u003ca href=\"http://environment.about.com/od/healthenvironment/a/plastic_bottles.htm\">\u003cspan style=\"font-weight: 400\">harsh chemicals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> leach out of those containers with increased use.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_318624\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-318624\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-1020x624.png\" alt=\"Recycling center in Macon, GA\" width=\"640\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-1020x624.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-160x98.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-800x489.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-768x470.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-1920x1174.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-1180x722.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-960x587.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-240x147.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-375x229.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-520x318.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center.png 1972w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Recycling center in Macon, GA \u003ccite>(Winter Overby)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The act of recycling is also expensive. The cost of recycling rises and the benefits decrease as cities transition from recycling just paper and metals to the practice of recycling plastic, food waste, and glass as well. Customers prefer \u003c/span>\u003ca href=\"http://www.npr.org/2015/03/31/396319000/with-single-stream-recycling-convenience-comes-at-a-cost\">\u003cspan style=\"font-weight: 400\">single-stream recycling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but about 25% of items in those streams end up going to landfills anyway, cutting the profit margins of any municipalities using these strategies. Prices for recycled materials have plummeted as a result of lower oil prices and a decreased demand for them overseas. This has even caused some \u003c/span>\u003ca href=\"https://www.bloomberg.com/view/articles/2015-07-07/recycling-industry-created-its-own-mess\">\u003cspan style=\"font-weight: 400\">recycling companies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to shut down and cancel plans for new technologies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ways that consumers interact with a myriad of items each day is complex, but increased awareness and analysis of one’s choices is increasingly important for a crowded planet. The following question can guide not only individual choices, but also larger discussions about our attitudes and behavior: Is it more important to you to reduce, reuse, or recycle?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Audio: NPR\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.npr.org/2015/07/17/421211023/reduce-reuse-remove-the-cellophane-recycling-demystified\">Reduce, Reuse, Remove the Cellophane: Recycling Demystified\u003c/a>\u003cbr>\nHear answers to some frequently asked questions about recycling, including explanations of certain decisions and debunking of different misconceptions.\u003c/p>\n\u003cp>\u003cstrong>Video: TED Talks\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.ted.com/talks/arthur_potts_dawson_a_vision_for_sustainable_restaurants?language=en\">Arthur Potts Dawson: A Vision for Sustainable Restaurants\u003c/a>\u003cbr>\nA popular chef shares his ideas for a series of restaurants that focus on sustainability.\u003c/p>\n\u003cp>\u003cstrong>Website: BBC\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/designsocialrev9.shtml\">The 6 R’s\u003c/a>\u003cbr>\nSee a list of the traditional three R’s of sustainability: reduce, reuse and recycle; and, learn about three other “R’s” to consider: rethink, refuse and repair.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>KQED Do Now U is a biweekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a biweekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by the following students from Bridget Trogden’s “Fall 2016 Honors Program Seminar” class at Mercer University: \u003cspan style=\"font-weight: 400\">Trent Bateman, Anna Dillon, Erica Duncan, Timothy Hood, Jessica Lee, Jessica Lewis, Faith McColl, Winter Overby, Molly Parrish, Emily Robertson, Moriah Roycroft, Nidhi Shashidhara, Bryan Shin, Lindsey Smallwood, David Stokes III, Shannon Tho, Mason Thornton and Katelyn West\u003c/span>.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/55yXRsIX30A\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource\u003cbr>\nVIDEO: KQED\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/55yXRsIX30A\">Where Does Your Recycling Go?\u003c/a>\u003cbr>\nThis video follows the path of recyclable goods after being collected and shows the process of sorting the different kinds of recyclable materials.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>Is it more important to you to reduce, reuse or recycle? \u003cstrong>#DoNowU3Rs\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowU3Rs\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More About Reducing, Reusing and Recycling\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In modern culture, the “three R’s”—\u003c/span>\u003ca href=\"https://dnr.mo.gov/env/swmp/pubs-reports/threers.htm\">\u003cspan style=\"font-weight: 400\">reduce, reuse and recycle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">—are known as key techniques used in attempting to create a sustainable environment. However, in the mid-1950s, single-use items were touted for their convenience, and the era of “\u003c/span>\u003ca href=\"http://www.buschsystems.com/recycling-bin-news/2014/05/a-brief-timeline-of-the-history-of-recycling/\">\u003cspan style=\"font-weight: 400\">throwaway living\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” began. This lifestyle created a destructive societal model. People began producing excess waste by only using items once, creating a need to curb the amount of waste being produced. Conservation and environmental issues became more prominent, prompting the first national Earth Day on April 22, 1970, new laws and new awareness campaigns. Around this time, the phrase “\u003c/span>\u003ca href=\"https://www.epa.gov/recycle\">\u003cspan style=\"font-weight: 400\">reduce, reuse, recycle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” was born. Citizens were encouraged to reduce the amount of items they were consuming, reuse some items and \u003c/span>\u003ca href=\"https://www.epa.gov/recycle/recycling-basics\">\u003cspan style=\"font-weight: 400\">recycle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> others. \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\">Conservationists argue that \u003c/span>\u003ca href=\"http://permaculturenews.org/2016/01/07/why-is-sustainability-important/\">\u003cspan style=\"font-weight: 400\">we cannot maintain our quality of life as human beings with as much waste as we produce, and \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">that \u003c/span>\u003ca href=\"http://permaculturenews.org/2016/01/07/why-is-sustainability-important/\">\u003cspan style=\"font-weight: 400\">embracing sustainability\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is the best way to maintain modern culture. Through the conscious reduction of our consumption, we can \u003c/span>\u003ca href=\"http://www.global-sustainability.org/support-global-sustainability.php\">\u003cspan style=\"font-weight: 400\">preserve resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by taking small steps that add up over time. Drinking water from reusable water bottles reduces use of plastic bottles. Taking shorter showers is one way to reduce consumption of water. Keeping thermostats at more modest levels or utilizing a clothesline for drying clothes are also appropriate ways to save energy. The \u003c/span>\u003ca href=\"http://kids.niehs.nih.gov/topics/reduce/\">\u003cspan style=\"font-weight: 400\">reduce and reuse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> strategies are often the neglected parts of the three R’s.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although personal choices are important, larger-scale business initiatives often focus on reduction of the use of natural resources as preferable to simple reuse or recycling. Sustainability-based practices in the corporate world save businesses quite a lot of money, and \u003c/span>\u003ca href=\"http://www.everbluetraining.com/blog/10-reasons-corporate-sustainability\">\u003cspan style=\"font-weight: 400\">data shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that consumers prefer environmentally-friendly businesses. The main way that businesses utilize the three R’s is by reducing the use of resources. This topic also has global ramifications, as production-based countries suffer from \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2016/09/160906213545.htm\">\u003cspan style=\"font-weight: 400\">higher air pollution rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than consumption-based countries. The \u003c/span>\u003cspan style=\"font-weight: 400\">U.S. Energy Information Administration believes that we\u003c/span>\u003cspan style=\"font-weight: 400\"> have enough liquid fuel to meet our global energy demand \u003c/span>\u003ca href=\"https://www.eia.gov/tools/faqs/faq.cfm?id=38&t=6\">\u003cspan style=\"font-weight: 400\">through 2040\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but \u003c/span>\u003cspan style=\"font-weight: 400\">finding new, \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2016/04/160415125641.htm\">\u003cspan style=\"font-weight: 400\">eco-friendly energy sources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and reducing energy usage is crucial for the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are downsides to reducing, reusing, and recycling. In fact, this could even be a trade-off. Data is not clear that practicing the three R’s is better than consuming new goods. For example, some may think that continuing to drive an older car or buying a used car is a good illustration of reduce and reuse. However, \u003c/span>\u003ca href=\"http://www.strategy-business.com/article/10406?gko=ec603\">\u003cspan style=\"font-weight: 400\">newer models of cars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are more fuel efficient than their predecessors, thus \u003c/span>\u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=112304555\">\u003cspan style=\"font-weight: 400\">buying new cars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps to reduce fuel usage. On the other hand, newer cars are often bigger and heavier, requiring more resources for their manufacturing and also leading to increased rates of road degradation. Reuse in general seems like a good strategy, but each circumstance is different. Continuous use of some plastic bottles can lead to health risks if they are made with \u003c/span>\u003ca href=\"https://www.qualitylogoproducts.com/lib/different-types-of-plastic.htm\">\u003cspan style=\"font-weight: 400\">cheap plastic \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">or if \u003c/span>\u003ca href=\"http://environment.about.com/od/healthenvironment/a/plastic_bottles.htm\">\u003cspan style=\"font-weight: 400\">harsh chemicals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> leach out of those containers with increased use.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_318624\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-318624\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-1020x624.png\" alt=\"Recycling center in Macon, GA\" width=\"640\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-1020x624.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-160x98.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-800x489.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-768x470.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-1920x1174.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-1180x722.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-960x587.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-240x147.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-375x229.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center-520x318.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Macon-GA-Recycling-Center.png 1972w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Recycling center in Macon, GA \u003ccite>(Winter Overby)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The act of recycling is also expensive. The cost of recycling rises and the benefits decrease as cities transition from recycling just paper and metals to the practice of recycling plastic, food waste, and glass as well. Customers prefer \u003c/span>\u003ca href=\"http://www.npr.org/2015/03/31/396319000/with-single-stream-recycling-convenience-comes-at-a-cost\">\u003cspan style=\"font-weight: 400\">single-stream recycling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but about 25% of items in those streams end up going to landfills anyway, cutting the profit margins of any municipalities using these strategies. Prices for recycled materials have plummeted as a result of lower oil prices and a decreased demand for them overseas. This has even caused some \u003c/span>\u003ca href=\"https://www.bloomberg.com/view/articles/2015-07-07/recycling-industry-created-its-own-mess\">\u003cspan style=\"font-weight: 400\">recycling companies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to shut down and cancel plans for new technologies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ways that consumers interact with a myriad of items each day is complex, but increased awareness and analysis of one’s choices is increasingly important for a crowded planet. The following question can guide not only individual choices, but also larger discussions about our attitudes and behavior: Is it more important to you to reduce, reuse, or recycle?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Audio: NPR\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.npr.org/2015/07/17/421211023/reduce-reuse-remove-the-cellophane-recycling-demystified\">Reduce, Reuse, Remove the Cellophane: Recycling Demystified\u003c/a>\u003cbr>\nHear answers to some frequently asked questions about recycling, including explanations of certain decisions and debunking of different misconceptions.\u003c/p>\n\u003cp>\u003cstrong>Video: TED Talks\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.ted.com/talks/arthur_potts_dawson_a_vision_for_sustainable_restaurants?language=en\">Arthur Potts Dawson: A Vision for Sustainable Restaurants\u003c/a>\u003cbr>\nA popular chef shares his ideas for a series of restaurants that focus on sustainability.\u003c/p>\n\u003cp>\u003cstrong>Website: BBC\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/designsocialrev9.shtml\">The 6 R’s\u003c/a>\u003cbr>\nSee a list of the traditional three R’s of sustainability: reduce, reuse and recycle; and, learn about three other “R’s” to consider: rethink, refuse and repair.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Common Core and NGSS have many teachers working to develop their own curriculum and the days of using a textbook teacher’s edition or student workbooks are gone. Although we are thankful for that, we know that if we are to compete with the myriad distractions our students are exposed to on a regular basis, we have to create lessons that speak the language of digital natives.s. This is where appsmashing comes in.\u003c/p>\n\u003ch4>What is appsmashing?\u003c/h4>\n\u003cp>Appsmashing, as defined by Greg Kulowiec (\u003ca href=\"https://twitter.com/gregkulowiec\">@gregkulowiec\u003c/a> on Twitter), is the process of using multiple apps in conjunction with one another to complete a final task or project. This may sound kind of scary, but the reality is that you’ve been doing it for years. Remember that first time you created a PowerPoint and tried to embed a video in it? Or when you asked your students to create a website and insert images in it? Those are early forms of appsmashing.\u003c/p>\n\u003ch4>Why appsmash?\u003c/h4>\n\u003cp>Even with all the technology tools now available, there is rarely one that can do everything I need/want. Appsmashing demands creative thinking and helps turn not having the “perfect app” into a positive. It has allowed me to take a topic as far as it can be taken, providing opportunities to create engaging learning products. Most importantly, Appsmashing is fun.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>A Sampling of my AppSmashing Projects for Students\u003c/h4>\n\u003cdiv align=\"center\">\u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-316816\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo.png\" alt=\"WeAreWhatWeDo\" width=\"300\" height=\"196\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo-160x105.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo-240x157.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a> \u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">We Are What We Do\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317675 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/EndangeredSpecies.png\" alt=\"EndangeredSpecies\" width=\"300\" height=\"241\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies-160x129.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies-240x193.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">Endangered species\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/trashtalk\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317676 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/TrashTalk.png\" alt=\"TrashTalk\" width=\"300\" height=\"234\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk-160x125.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk-240x187.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/trashtalk\">Trash Talk\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\n\u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317677 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/OrganelleWars.png\" alt=\"OrganelleWars\" width=\"300\" height=\"198\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars-160x106.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars-240x158.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">Organelle Wars\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317678 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DigitalCitizenship.png\" alt=\"DigitalCitizenship\" width=\"300\" height=\"192\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship-160x102.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship-240x154.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a> \u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">Digital Citizenship\u003c/a>\u003c/div>\n\u003c/aside>\n\u003ch4>How do I appsmash to teach and differentiate?\u003c/h4>\n\u003cp>In my middle school classroom, I am fortunate enough to have 1:1 devices. This means that I can create as many digital lessons as I need in as many levels as I wish. There are several sites that allow me to fuse content together, providing my students several avenues to access the curriculum. Here are some of my favorites.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.thinglink.com/\">Thinglink\u003c/a>: Developed as a way to annotate digital images, Thinglink can be used to link content and give instructions. I have used it to create differentiated \u003ca href=\"https://www.thinglink.com/scene/815956290827190274\">choice boards\u003c/a>, provide \u003ca href=\"https://www.thinglink.com/scene/805458793335881729\">access to content\u003c/a> and even to give instructions, as in the case of my \u003ca href=\"https://www.thinglink.com/scene/747921751287005185\">Source to Mouth project \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.tes.com/lessons\">Blendspace\u003c/a> and \u003ca href=\"http://www.lessonpaths.com/\">LessonPaths\u003c/a>: Both sites allow you to curate resources from the Web and even upload your own. These are particularly useful for differentiation, since you can create playlists that look and feel virtually the same, but that are at different reading or mastery levels.\u003c/li>\n\u003cli>\u003ca href=\"http://lessonplans.symbaloo.com/\">Symbaloo Lesson Plans\u003c/a>: Symbaloo has been around for a long time as a bookmarking site. Recently it launched a lesson plan site that takes bookmarking to the next level, allowing you to create lesson boards with content, questions, etc. You can pretty much use it to embed anything, as I did in this \u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">Digital Citizenship lesson\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://app.wizer.me/\">Wizer.me\u003c/a>: Intended to be used as digital worksheets, the site allows you to embed content from around the Web and use its different features to have students respond. In this \u003ca href=\"https://app.wizer.me/preview/HrXWt\">Potential and Kinetic Energy example\u003c/a>, you can see how I used it to host Blendspace and LessonPaths so students could access and respond in one place.\u003c/li>\n\u003c/ul>\n\u003ch4>Appsmashing and Project Based Learning\u003c/h4>\n\u003cp>Appsmashing can also be used as a way to introduce and guide students through a PBL experience. I use appsmashing to create project pages to communicate expectations, as well as to host all the materials the students will need, including the rubrics. My favorite appsmash tools to host PBL are:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.wix.com/\">WIX\u003c/a>: This is a Web page–creation platform that allows me to add anything, anywhere on the sites I create, and making it easy to include any of the interactive tools I mentioned earlier. For example, in our \u003ca href=\"http://mariana68.wixsite.com/trashtalk\">TrashTalk project\u003c/a>, I used it to create the project website, adding video and Thinglinks with resources and instructions.\u003c/li>\n\u003cli>\u003ca href=\"https://www.hstry.co/\">Hstry\u003c/a>: Developed as a way to create interactive timelines, it can easily be used to create appsmashed projects. I use it whenever I feel students need to access a PBL run in a linear fashion, as was the case of the \u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">We Are What We Do\u003c/a> project.\u003c/li>\n\u003cli>\u003ca href=\"https://tackk.com/\">Tackk:\u003c/a> More linear than WIX, but less restrictive than Hstry, you may think that Tackk was developed with appsmashing in mind as it allows you to embed practically anything and easily share with your students. In this \u003ca href=\"https://tackk.com/8eadnf\">Motion and Forces Tacck example\u003c/a>, I’ve taken appsmashing to the extreme, pairing it with Thinglink, Wizerme, Edpuzzle, Lessonpaths, Blendspace and Youtube, and then had students respond to a Wix page using Hstry. I know, it’s probably too much, but I wanted to show you just how far you can take things.\u003c/li>\n\u003c/ul>\n\u003ch4>Appsmashing with students\u003c/h4>\n\u003cp>The idea of asking students to appsmash came to me during a recent run of my \u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">Endangered Species project\u003c/a>. As it often happens, as soon as I finished answering questions about the project and started walking around, I noticed that all students had immediately started creating slide decks. As I pondered the thought of sitting through several text heavy “presentations” being read by my students, my heart sank.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a flash of inspiration, I asked the class what the purpose of the project was. “Convincing the general public to care about an endangered species, and developing a realistic plan to bring it back from the brink of extinction.” Then I asked, “When have you ever been convinced to do something by listening to someone read a bunch of slides? Then, “Why are you creating slide decks?” The students looked at me in confusion. One replied, “You mean we don’t have to do slides? Can we make a video or something?” I upped the ante and stated that I wanted them to use a combination of tools. “I want you to appsmash and show not only what you know, but also how tech savvy you have become.” My favorite response to the Endangered species project was the \u003ca href=\"http://jyoung0103.wix.com/ayeayechooseyou\">AyeAye Need You\u003c/a> website, which includes a video, a slidedeck, a timeline, an infographic and a couple of Thinglinks.\u003c/p>\n\u003cp>Once the door was opened for students to appsmash their PBL responses (and they were successful at it), they started appsmashing on their own. For example, in our \u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">Cell Wars project\u003c/a> the \u003ca href=\"https://tackk.com/rqc438\">Peroxisomes\u003c/a> group decided to use a Tackk to host video, student-created posters and Edmodo conversations as a way to showcase their work.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>What do you think? Are you ready to give appsmashing a try? What other tools have you used to appsmash? I would love to hear about it.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Common Core and NGSS have many teachers working to develop their own curriculum and the days of using a textbook teacher’s edition or student workbooks are gone. Although we are thankful for that, we know that if we are to compete with the myriad distractions our students are exposed to on a regular basis, we have to create lessons that speak the language of digital natives.s. This is where appsmashing comes in.\u003c/p>\n\u003ch4>What is appsmashing?\u003c/h4>\n\u003cp>Appsmashing, as defined by Greg Kulowiec (\u003ca href=\"https://twitter.com/gregkulowiec\">@gregkulowiec\u003c/a> on Twitter), is the process of using multiple apps in conjunction with one another to complete a final task or project. This may sound kind of scary, but the reality is that you’ve been doing it for years. Remember that first time you created a PowerPoint and tried to embed a video in it? Or when you asked your students to create a website and insert images in it? Those are early forms of appsmashing.\u003c/p>\n\u003ch4>Why appsmash?\u003c/h4>\n\u003cp>Even with all the technology tools now available, there is rarely one that can do everything I need/want. Appsmashing demands creative thinking and helps turn not having the “perfect app” into a positive. It has allowed me to take a topic as far as it can be taken, providing opportunities to create engaging learning products. Most importantly, Appsmashing is fun.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>A Sampling of my AppSmashing Projects for Students\u003c/h4>\n\u003cdiv align=\"center\">\u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-316816\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo.png\" alt=\"WeAreWhatWeDo\" width=\"300\" height=\"196\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo-160x105.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/WeAreWhatWeDo-240x157.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a> \u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">We Are What We Do\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317675 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/EndangeredSpecies.png\" alt=\"EndangeredSpecies\" width=\"300\" height=\"241\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies-160x129.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/EndangeredSpecies-240x193.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">Endangered species\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/trashtalk\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317676 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/TrashTalk.png\" alt=\"TrashTalk\" width=\"300\" height=\"234\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk-160x125.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/TrashTalk-240x187.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/trashtalk\">Trash Talk\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\n\u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317677 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/OrganelleWars.png\" alt=\"OrganelleWars\" width=\"300\" height=\"198\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars-160x106.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/OrganelleWars-240x158.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/div>\n\u003cdiv align=\"center\">\u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">Organelle Wars\u003c/a>\u003c/div>\n\n\u003cdiv align=\"center\">\u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-317678 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DigitalCitizenship.png\" alt=\"DigitalCitizenship\" width=\"300\" height=\"192\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship.png 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship-160x102.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/DigitalCitizenship-240x154.png 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a> \u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">Digital Citizenship\u003c/a>\u003c/div>\n\u003c/aside>\n\u003ch4>How do I appsmash to teach and differentiate?\u003c/h4>\n\u003cp>In my middle school classroom, I am fortunate enough to have 1:1 devices. This means that I can create as many digital lessons as I need in as many levels as I wish. There are several sites that allow me to fuse content together, providing my students several avenues to access the curriculum. Here are some of my favorites.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.thinglink.com/\">Thinglink\u003c/a>: Developed as a way to annotate digital images, Thinglink can be used to link content and give instructions. I have used it to create differentiated \u003ca href=\"https://www.thinglink.com/scene/815956290827190274\">choice boards\u003c/a>, provide \u003ca href=\"https://www.thinglink.com/scene/805458793335881729\">access to content\u003c/a> and even to give instructions, as in the case of my \u003ca href=\"https://www.thinglink.com/scene/747921751287005185\">Source to Mouth project \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.tes.com/lessons\">Blendspace\u003c/a> and \u003ca href=\"http://www.lessonpaths.com/\">LessonPaths\u003c/a>: Both sites allow you to curate resources from the Web and even upload your own. These are particularly useful for differentiation, since you can create playlists that look and feel virtually the same, but that are at different reading or mastery levels.\u003c/li>\n\u003cli>\u003ca href=\"http://lessonplans.symbaloo.com/\">Symbaloo Lesson Plans\u003c/a>: Symbaloo has been around for a long time as a bookmarking site. Recently it launched a lesson plan site that takes bookmarking to the next level, allowing you to create lesson boards with content, questions, etc. You can pretty much use it to embed anything, as I did in this \u003ca href=\"http://lessonplans.symbaloo.com/preview/L11459/\">Digital Citizenship lesson\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://app.wizer.me/\">Wizer.me\u003c/a>: Intended to be used as digital worksheets, the site allows you to embed content from around the Web and use its different features to have students respond. In this \u003ca href=\"https://app.wizer.me/preview/HrXWt\">Potential and Kinetic Energy example\u003c/a>, you can see how I used it to host Blendspace and LessonPaths so students could access and respond in one place.\u003c/li>\n\u003c/ul>\n\u003ch4>Appsmashing and Project Based Learning\u003c/h4>\n\u003cp>Appsmashing can also be used as a way to introduce and guide students through a PBL experience. I use appsmashing to create project pages to communicate expectations, as well as to host all the materials the students will need, including the rubrics. My favorite appsmash tools to host PBL are:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.wix.com/\">WIX\u003c/a>: This is a Web page–creation platform that allows me to add anything, anywhere on the sites I create, and making it easy to include any of the interactive tools I mentioned earlier. For example, in our \u003ca href=\"http://mariana68.wixsite.com/trashtalk\">TrashTalk project\u003c/a>, I used it to create the project website, adding video and Thinglinks with resources and instructions.\u003c/li>\n\u003cli>\u003ca href=\"https://www.hstry.co/\">Hstry\u003c/a>: Developed as a way to create interactive timelines, it can easily be used to create appsmashed projects. I use it whenever I feel students need to access a PBL run in a linear fashion, as was the case of the \u003ca href=\"https://edu.hstry.co/timeline/we-are-what-we-do\">We Are What We Do\u003c/a> project.\u003c/li>\n\u003cli>\u003ca href=\"https://tackk.com/\">Tackk:\u003c/a> More linear than WIX, but less restrictive than Hstry, you may think that Tackk was developed with appsmashing in mind as it allows you to embed practically anything and easily share with your students. In this \u003ca href=\"https://tackk.com/8eadnf\">Motion and Forces Tacck example\u003c/a>, I’ve taken appsmashing to the extreme, pairing it with Thinglink, Wizerme, Edpuzzle, Lessonpaths, Blendspace and Youtube, and then had students respond to a Wix page using Hstry. I know, it’s probably too much, but I wanted to show you just how far you can take things.\u003c/li>\n\u003c/ul>\n\u003ch4>Appsmashing with students\u003c/h4>\n\u003cp>The idea of asking students to appsmash came to me during a recent run of my \u003ca href=\"http://mariana68.wixsite.com/biodiversityproject\">Endangered Species project\u003c/a>. As it often happens, as soon as I finished answering questions about the project and started walking around, I noticed that all students had immediately started creating slide decks. As I pondered the thought of sitting through several text heavy “presentations” being read by my students, my heart sank.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a flash of inspiration, I asked the class what the purpose of the project was. “Convincing the general public to care about an endangered species, and developing a realistic plan to bring it back from the brink of extinction.” Then I asked, “When have you ever been convinced to do something by listening to someone read a bunch of slides? Then, “Why are you creating slide decks?” The students looked at me in confusion. One replied, “You mean we don’t have to do slides? Can we make a video or something?” I upped the ante and stated that I wanted them to use a combination of tools. “I want you to appsmash and show not only what you know, but also how tech savvy you have become.” My favorite response to the Endangered species project was the \u003ca href=\"http://jyoung0103.wix.com/ayeayechooseyou\">AyeAye Need You\u003c/a> website, which includes a video, a slidedeck, a timeline, an infographic and a couple of Thinglinks.\u003c/p>\n\u003cp>Once the door was opened for students to appsmash their PBL responses (and they were successful at it), they started appsmashing on their own. For example, in our \u003ca href=\"http://mariana68.wixsite.com/organelle-wars\">Cell Wars project\u003c/a> the \u003ca href=\"https://tackk.com/rqc438\">Peroxisomes\u003c/a> group decided to use a Tackk to host video, student-created posters and Edmodo conversations as a way to showcase their work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What do you think? Are you ready to give appsmashing a try? What other tools have you used to appsmash? I would love to hear about it.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Today’s youth are passionate about making an impact and positively changing their world and technological tools can allow students of any age to do just that. As an educator, my job is to find resources, develop learning experiences and provide opportunities that allow my students to identify a problem and become part of the solution. Encouraging students to explore their interests and passions can lead to incredibly meaningful learning. My students ask themselves questions that direct their inquiry, and I use resources that help them investigate the world, share their voice and make a difference.\u003c/p>\n\u003ch4>What problems inspire me?\u003c/h4>\n\u003cp>#\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">DoNow\u003c/a> and \u003ca href=\"https://ww2.kqed.org/quest/\">Quest\u003c/a> present relevant, timely topics — from a variety of content areas — that spark discussion and help make connections between what’s being learned in the classroom and students’ real-world experiences.\u003c/p>\n\u003cp>In my class, we begin each year by investigating the global water crisis. Students who have grown up in California are accustomed to living in drought conditions. But while they may know that water is precious, they can still turn on the tap in their house and drink freely. We explore the issue from multiple perspectives, including the environment, climate change, health, the economy and social justice. The \u003ca href=\"https://ww2.kqed.org/quest/collections/water/\">Quest Collection on Water\u003c/a> is a fabulous resource. While much of the research highlights the global crisis regarding lack of access to clean water, there are positive solutions being designed. You’re bound to get a visceral response when students watch \u003ca href=\"https://ww2.kqed.org/quest/2015/07/30/cleaning-poop-from-drinking-water/\">Cleaning Poop From Drinking Water\u003c/a>. Encourage them to dream up solutions of their own!\u003c/p>\n\u003ch4>How can I make a difference?\u003c/h4>\n\u003cp>Young learners are often told that they can make a difference. I say, go one step further and show students how they can make a difference. Connect with local organizations where students can volunteer or, better yet, take your class on a field trip. If cost is an issue, apply for local grants that provide funds to get students out of the classroom. \u003ca href=\"https://corporate.target.com/corporate-responsibility/grants/field-trip-grants\">Target Grants\u003c/a> offer up to $700 for a trip!\u003c/p>\n\u003cp>[gallery type=\"slideshow\" columns=\"1\" size=\"medium\" ids=\"315825,315824,315823,315822,315821\" orderby=\"rand\"]\u003c/p>\n\u003cp>Each year I take students to work with \u003ca href=\"http://www.savesfbay.org/\">Save the Bay\u003c/a>. We collect data in restored and unrestored sites along the San Francisco Bay Trail and students get their hands dirty planting native plants. We also work with \u003ca href=\"http://limpets.org/\">LiMPETS\u003c/a>, collecting data at a Pacific Ocean marine reserve and studying populations and the impacts of climate change.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Take advantage of students’ mobile devices by using apps like \u003ca href=\"http://www.inaturalist.org/\">iNaturalist\u003c/a> to encourage exploration of the physical world. Last spring, my students participated in a \u003ca href=\"http://nationalgeographic.org/projects/bioblitz/\">BioBlitz\u003c/a> competition between Northern and Southern California to see which area could identify the most species. Using their phones, they explored their local area and posted their findings to iNaturalist. The app allows you to create class groups, helps you find a BioBlitz near you, and allows you to create your own competition!\u003c/p>\n\u003cp>Go online with HHMI’s \u003ca href=\"http://www.hhmi.org/biointeractive/gorongosa-national-park\">Biointeractive Resources on Gorongosa Park\u003c/a>. Students learn about ecology and conservation biology, plus they can virtually join in the effort by identifying and cataloging animals caught on camera in the park. My students were excited to compare their list of animals caught in action, which sparked a vibrant conversation about animal behavior.\u003c/p>\n\u003cp>Check out \u003ca href=\"http://citizenscience.org/\">CitizenScience.org\u003c/a> and follow #CitizenScience to find more resources. The new organization is looking for members to help direct its future, and you can become an inaugural member of the Citizen Science Association.\u003c/p>\n\u003ch4>How can I share with others?\u003c/h4>\n\u003cp>Providing my students with an authentic audience has been empowering for them. Connecting classroom content to the “real world” makes a lasting impact and deepens their learning experience. My students engage with other youth through #\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">DoNow\u003c/a> via its online platform or through Twitter. Teens love using social media, and I enjoy showing them how these tools can be used to inspire conversations that educate and encourage the development of empathy.\u003c/p>\n\u003cp>Encourage students to post ideas on a class website or help students create digital portfolio sites. Letting students know that their ideas will be shared outside the classroom often encourages them to raise the quality of their work to a different level. Creating for one teacher is not as motivating as creating for a larger community. Depending on the subject, students can write blog posts, design presentations and create videos to be showcased on a site.\u003c/p>\n\u003ch4>Inspire students to compete.\u003c/h4>\n\u003cp>\u003ca href=\"https://challenges.openideo.com/challenge\">OpenIDEO\u003c/a> is always presenting new challenges and students can be involved in researching, sharing ideas, providing and receiving feedback, and iterating their design ideas. Winning solutions receive $25,000 to make their idea a reality!\u003c/p>\n\u003cp>The annual \u003ca href=\"https://breakthroughjuniorchallenge.org/\">Breakthrough Junior Challenge\u003c/a> hosted by Khan Academy asks students to create a five-minute movie explaining a scientific concept. The winner receives $250,000 in a college scholarship! My favorite part of this project is that all submissions are peer reviewed by the applicants. Students are required to review five other videos and receive feedback from youth around the world.\u003c/p>\n\u003cp>\u003ca href=\"http://www.nextvista.org/\">Next Vista Learning\u003c/a> is a great resource for video competitions. There are always new contests and topics to inspire student creation. The site also offers media-making tips and tutorials.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Take advantage of the many tools available to create learning experiences that will empower your students and provide inspiration for them to impact their world now and in the future!\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Today’s youth are passionate about making an impact and positively changing their world and technological tools can allow students of any age to do just that. As an educator, my job is to find resources, develop learning experiences and provide opportunities that allow my students to identify a problem and become part of the solution. Encouraging students to explore their interests and passions can lead to incredibly meaningful learning. My students ask themselves questions that direct their inquiry, and I use resources that help them investigate the world, share their voice and make a difference.\u003c/p>\n\u003ch4>What problems inspire me?\u003c/h4>\n\u003cp>#\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">DoNow\u003c/a> and \u003ca href=\"https://ww2.kqed.org/quest/\">Quest\u003c/a> present relevant, timely topics — from a variety of content areas — that spark discussion and help make connections between what’s being learned in the classroom and students’ real-world experiences.\u003c/p>\n\u003cp>In my class, we begin each year by investigating the global water crisis. Students who have grown up in California are accustomed to living in drought conditions. But while they may know that water is precious, they can still turn on the tap in their house and drink freely. We explore the issue from multiple perspectives, including the environment, climate change, health, the economy and social justice. The \u003ca href=\"https://ww2.kqed.org/quest/collections/water/\">Quest Collection on Water\u003c/a> is a fabulous resource. While much of the research highlights the global crisis regarding lack of access to clean water, there are positive solutions being designed. You’re bound to get a visceral response when students watch \u003ca href=\"https://ww2.kqed.org/quest/2015/07/30/cleaning-poop-from-drinking-water/\">Cleaning Poop From Drinking Water\u003c/a>. Encourage them to dream up solutions of their own!\u003c/p>\n\u003ch4>How can I make a difference?\u003c/h4>\n\u003cp>Young learners are often told that they can make a difference. I say, go one step further and show students how they can make a difference. Connect with local organizations where students can volunteer or, better yet, take your class on a field trip. If cost is an issue, apply for local grants that provide funds to get students out of the classroom. \u003ca href=\"https://corporate.target.com/corporate-responsibility/grants/field-trip-grants\">Target Grants\u003c/a> offer up to $700 for a trip!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Take advantage of students’ mobile devices by using apps like \u003ca href=\"http://www.inaturalist.org/\">iNaturalist\u003c/a> to encourage exploration of the physical world. Last spring, my students participated in a \u003ca href=\"http://nationalgeographic.org/projects/bioblitz/\">BioBlitz\u003c/a> competition between Northern and Southern California to see which area could identify the most species. Using their phones, they explored their local area and posted their findings to iNaturalist. The app allows you to create class groups, helps you find a BioBlitz near you, and allows you to create your own competition!\u003c/p>\n\u003cp>Go online with HHMI’s \u003ca href=\"http://www.hhmi.org/biointeractive/gorongosa-national-park\">Biointeractive Resources on Gorongosa Park\u003c/a>. Students learn about ecology and conservation biology, plus they can virtually join in the effort by identifying and cataloging animals caught on camera in the park. My students were excited to compare their list of animals caught in action, which sparked a vibrant conversation about animal behavior.\u003c/p>\n\u003cp>Check out \u003ca href=\"http://citizenscience.org/\">CitizenScience.org\u003c/a> and follow #CitizenScience to find more resources. The new organization is looking for members to help direct its future, and you can become an inaugural member of the Citizen Science Association.\u003c/p>\n\u003ch4>How can I share with others?\u003c/h4>\n\u003cp>Providing my students with an authentic audience has been empowering for them. Connecting classroom content to the “real world” makes a lasting impact and deepens their learning experience. My students engage with other youth through #\u003ca href=\"http://ww2.kqed.org/education/category/do-now/\">DoNow\u003c/a> via its online platform or through Twitter. Teens love using social media, and I enjoy showing them how these tools can be used to inspire conversations that educate and encourage the development of empathy.\u003c/p>\n\u003cp>Encourage students to post ideas on a class website or help students create digital portfolio sites. Letting students know that their ideas will be shared outside the classroom often encourages them to raise the quality of their work to a different level. Creating for one teacher is not as motivating as creating for a larger community. Depending on the subject, students can write blog posts, design presentations and create videos to be showcased on a site.\u003c/p>\n\u003ch4>Inspire students to compete.\u003c/h4>\n\u003cp>\u003ca href=\"https://challenges.openideo.com/challenge\">OpenIDEO\u003c/a> is always presenting new challenges and students can be involved in researching, sharing ideas, providing and receiving feedback, and iterating their design ideas. Winning solutions receive $25,000 to make their idea a reality!\u003c/p>\n\u003cp>The annual \u003ca href=\"https://breakthroughjuniorchallenge.org/\">Breakthrough Junior Challenge\u003c/a> hosted by Khan Academy asks students to create a five-minute movie explaining a scientific concept. The winner receives $250,000 in a college scholarship! My favorite part of this project is that all submissions are peer reviewed by the applicants. Students are required to review five other videos and receive feedback from youth around the world.\u003c/p>\n\u003cp>\u003ca href=\"http://www.nextvista.org/\">Next Vista Learning\u003c/a> is a great resource for video competitions. There are always new contests and topics to inspire student creation. The site also offers media-making tips and tutorials.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Take advantage of the many tools available to create learning experiences that will empower your students and provide inspiration for them to impact their world now and in the future!\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Does Social Media Shape Our Political Views?",
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"content": "\u003caside class=\"aligncenter noborder\">[vimeo 180092859 w=640 h=360]\u003c/aside>\n\u003cp>\u003cb>Social Media and The News\u003c/b>\u003c/p>\n\u003cp>Social media allows us to view political news and participate in political discussion like never before.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use this abridged version to spark a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Does social media help or inhibit our ability to develop our own political values? \u003ci>Are your social media networks actually shrinking your worldview? What do you do now, or what can you start doing to make sure you are seeing all sides of an issue while on social media\u003c/i>\u003cb>\u003ci>? \u003c/i>\u003c/b>\u003c/span>\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, Facebook, Twitter and other platforms are so popular because they know what we already like. Cute cats? Pics of your bestie? A certain political viewpoint? No problem. Our social media feeds aren’t about helping us explore new things. They’re about creating a comfortable place to hang out. And it works. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Until it’s time to expand our worldview and explore all sides of an issue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the great things and one of the horrible things about social media is that everyone can have their say,” says Juana Summers, an editor for CNN Politics. “It’s kind of a marketplace for ideas. And some voices that sometimes are not correct or have a very partisan slant can oftentimes get amplified.”\u003c/span>\u003c/p>\n\u003caside class=\"alignright noborder\">[polldaddy poll=9560706]\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Living in a democracy means that all voices can be heard. But with the ability to curate our own news and limit the voices of those with opposing political views, we end up only hearing from people we agree with and completely missing out on anyone else’s opinion. Instead of embracing a vibrant public conversation, we end up in an online echo chamber. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the ways out of this echo chamber is to take control of your news feeds. Here are some ways to curate your social media news to capture more than the sound of your own opinions. Do you do any of these things? If not, take our poll to let us know which ones you’d actually do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Diversify your news feeds:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read something you violently disagree with once a week, as Juana Summers suggests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Follow people on Twitter who are experts in their fields, click deeper into the articles they post rather than glancing at photos or headlines\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Fact check before you reTweet. Get on Google and make sure you’re spreading accurate info.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Research issues from multiple sides before taking a stand.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"https://www.buzzfeed.com/craigsilverman/partisan-fb-pages-analysis?utm_term=.xmX76735G#.umV6d6JMA\"> \u003c/a>\u003ca href=\"https://www.buzzfeed.com/craigsilverman/partisan-fb-pages-analysis?utm_term=.xmX76735G#.umV6d6JMA\">Hyper-Partisan Facebook Pages Are Publishing False And Misleading Information At An Alarming Rate\u003c/a>\u003ca href=\"http://ww2.kqed.org/lowdown/2015/09/28/searching-for-safety-europes-refugee-crisis-explained-comic-infographic/\"> \u003c/a>(Buzzfeed)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003c/strong>\u003ca href=\"http://www.forbes.com/sites/jefffromm/2016/06/22/new-study-finds-social-media-shapes-millennial-political-involvement-and-engagement/#24add22015de\">\u003cstrong>New Study Finds Social Media Shapes Millennial Political Involvement And Engagement\u003c/strong> \u003c/a>\u003cstrong>(Forbes) \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>VIDEO:\u003c/b>\u003cstrong> \u003ca href=\"https://wethevoters.com/film/real-voters-of-the-usa#autoplay\">Real Voters of the USA\u003c/a>\u003c/strong> \u003cstrong>(We The Voters)\u003c/strong>\u003cbr>\nIn this parody of the popular reality show franchise, three housewives get real about politics. Can they learn to listen to opposing points of view and remain friends?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/aside>\n\u003cp>\u003cb>Social Media and The News\u003c/b>\u003c/p>\n\u003cp>Social media allows us to view political news and participate in political discussion like never before.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use this abridged version to spark a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Does social media help or inhibit our ability to develop our own political values? \u003ci>Are your social media networks actually shrinking your worldview? What do you do now, or what can you start doing to make sure you are seeing all sides of an issue while on social media\u003c/i>\u003cb>\u003ci>? \u003c/i>\u003c/b>\u003c/span>\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, Facebook, Twitter and other platforms are so popular because they know what we already like. Cute cats? Pics of your bestie? A certain political viewpoint? No problem. Our social media feeds aren’t about helping us explore new things. They’re about creating a comfortable place to hang out. And it works. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Until it’s time to expand our worldview and explore all sides of an issue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the great things and one of the horrible things about social media is that everyone can have their say,” says Juana Summers, an editor for CNN Politics. “It’s kind of a marketplace for ideas. And some voices that sometimes are not correct or have a very partisan slant can oftentimes get amplified.”\u003c/span>\u003c/p>\n\u003caside class=\"alignright noborder\">[polldaddy poll=9560706]\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Living in a democracy means that all voices can be heard. But with the ability to curate our own news and limit the voices of those with opposing political views, we end up only hearing from people we agree with and completely missing out on anyone else’s opinion. Instead of embracing a vibrant public conversation, we end up in an online echo chamber. \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\">One of the ways out of this echo chamber is to take control of your news feeds. Here are some ways to curate your social media news to capture more than the sound of your own opinions. Do you do any of these things? If not, take our poll to let us know which ones you’d actually do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Diversify your news feeds:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Read something you violently disagree with once a week, as Juana Summers suggests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Follow people on Twitter who are experts in their fields, click deeper into the articles they post rather than glancing at photos or headlines\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Fact check before you reTweet. Get on Google and make sure you’re spreading accurate info.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Research issues from multiple sides before taking a stand.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"https://www.buzzfeed.com/craigsilverman/partisan-fb-pages-analysis?utm_term=.xmX76735G#.umV6d6JMA\"> \u003c/a>\u003ca href=\"https://www.buzzfeed.com/craigsilverman/partisan-fb-pages-analysis?utm_term=.xmX76735G#.umV6d6JMA\">Hyper-Partisan Facebook Pages Are Publishing False And Misleading Information At An Alarming Rate\u003c/a>\u003ca href=\"http://ww2.kqed.org/lowdown/2015/09/28/searching-for-safety-europes-refugee-crisis-explained-comic-infographic/\"> \u003c/a>(Buzzfeed)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003c/strong>\u003ca href=\"http://www.forbes.com/sites/jefffromm/2016/06/22/new-study-finds-social-media-shapes-millennial-political-involvement-and-engagement/#24add22015de\">\u003cstrong>New Study Finds Social Media Shapes Millennial Political Involvement And Engagement\u003c/strong> \u003c/a>\u003cstrong>(Forbes) \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>VIDEO:\u003c/b>\u003cstrong> \u003ca href=\"https://wethevoters.com/film/real-voters-of-the-usa#autoplay\">Real Voters of the USA\u003c/a>\u003c/strong> \u003cstrong>(We The Voters)\u003c/strong>\u003cbr>\nIn this parody of the popular reality show franchise, three housewives get real about politics. Can they learn to listen to opposing points of view and remain friends?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>What an amazing time it is to be a teacher! School is changing more now than it has in the last 50 years. Even more amazing, the most popular video game on the market, Minecraft, just so happens to be one of the most powerful learning tools of all time. Using Minecraft in the classroom can make learning more meaningful, student centered and fun.\u003c/p>\n\u003cp>Last year, my fifth-grade students decided they wanted to film a movie in Minecraft and post it on YouTube. What a wonderful way to explore digital literacy, collaboration, creative writing, and learn how to use editing and animation tools. The only problem was that I didn’t have much experience in editing and animation, or movie making in general. But that was OK; that’s what my students were for.\u003c/p>\n\u003cp>We were reading a story about the \u003cem>Titanic\u003c/em>, so we decided to make a \u003cem>Titanic\u003c/em> movie. I went to \u003ca href=\"http://www.planetminecraft.com/\">http://www.planetminecraft.com/\u003c/a> for a \u003cem>Titanic\u003c/em> map to film on, and began teaching creative lessons. With our setting established, we need characters. I set a rule that the film’s characters needed to be real people who had been on the ship, which gave them the opportunity to do historical research online. One of my students was headstrong on doing a \u003cem>Rocky\u003c/em> movie, and he was thrilled to find that two boxers had died on the Titanic. And so \u003cem>Boxing the Titanic\u003c/em> was born!\u003c/p>\n\u003cp>With the characters selected, the next step was structuring the overall story with a story arch. Because the actual ship was only afloat for four days, we were going to make four, 15-minute episodes. The abrupt tragic ending gave students a “ticking clock” to finish their characters’ story. Once students were put in groups, they made and used graphic organizers to set up a sequence of events and used improv acting techniques to come up with scripts for each day. After a day was finished, we were ready to film.\u003c/p>\n\u003cp>Once all the characters are created on the server, one player in the game acts as the camera. Software such as Quicktime or the free \u003ca href=\"https://obsproject.com/\">Open Broadcast Software\u003c/a>, will get the job done. The next step is assigning jobs: camera operator; voice actor; movers and shakers (who are in game moving for the voice actor); special effects operator, who can create effects with command blocks; and editor. Once we got the hang of it, it took about two weeks to create one, 15-minute episode. During downtime, I had students writing their next scripts. After the movie was finished, we posted it on YouTube and wrote a \u003ca href=\"https://www.iste.org/explore/articleDetail?articleid=731\">blog promoting it\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I’m not lying to you when I say filming in Minecraft is easy, however, it is not without its challenges.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Server lag.\u003c/strong> The Internet a my school is not always perfect, so sometimes we could not get everyone on the server. I always need a plan B lesson ready if I had to pull the plug on filming one day.\u003c/li>\n\u003cli>\u003cstrong>Skin organization.\u003c/strong> The way your Minecraft character looks in called a skin, and sometime we could not get them to work. However, if you are using Minecraft Education Edition or MinecraftEDU, you will not encounter this problem.\u003c/li>\n\u003cli>\u003cstrong>Not knowing how to do cool stuff.\u003c/strong> This was the best challenge of them all!\u003c/li>\n\u003c/ol>\n\u003cp>Figuring out how to do the cool stuff is when the 21st-century learning happens! For example, one of the characters in\u003cem> Boxing the Titanic\u003c/em> was always eating caviar, but there is no caviar in Minecraft. One of my students went into the game’s resource pack file and replaced the image of a melon with an image of real caviar. Another student found an animation tool called \u003ca href=\"http://www.stuffbydavid.com/mineimator/\">Minemoter\u003c/a> and animated our Minecraft \u003cem>Titanic\u003c/em> sinking. The entire film was edited in iMovie by a student who wanted to learn how to be an editor.\u003c/p>\n\u003cp>The best part of this project: I still have no idea how to edit or use the animation tools, but my students do. I put them in a situation where they can explore, and they do the rest. Next year, the Titanic filmmakers will be asked to teach their new skills to a new class. In this way, Minecraft in the classroom creates a culture of co-learners — teachers and students all learning new things together.\u003c/p>\n\u003cp>Please watch and like our movies on YouTube. Day four is a good one to start with, but they’re all pretty funny, and you can see our progress.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=M_ygIgTdseQ\u003cbr>\nDay 3: \u003ca href=\"https://www.youtube.com/watch?v=IjVE3nyUgmM\">https://www.youtube.com/watch?v=IjVE3nyUgmM\u003c/a>\u003cbr>\nDay 2: \u003ca href=\"https://www.youtube.com/watch?v=XnNRIceiW3s\">https://www.youtube.com/watch?v=XnNRIceiW3s\u003c/a>\u003cbr>\nDay 1: \u003ca href=\"https://www.youtube.com/watch?v=GqwllPg6H1w\">https://www.youtube.com/watch?v=GqwllPg6H1w\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What an amazing time it is to be a teacher! School is changing more now than it has in the last 50 years. Even more amazing, the most popular video game on the market, Minecraft, just so happens to be one of the most powerful learning tools of all time. Using Minecraft in the classroom can make learning more meaningful, student centered and fun.\u003c/p>\n\u003cp>Last year, my fifth-grade students decided they wanted to film a movie in Minecraft and post it on YouTube. What a wonderful way to explore digital literacy, collaboration, creative writing, and learn how to use editing and animation tools. The only problem was that I didn’t have much experience in editing and animation, or movie making in general. But that was OK; that’s what my students were for.\u003c/p>\n\u003cp>We were reading a story about the \u003cem>Titanic\u003c/em>, so we decided to make a \u003cem>Titanic\u003c/em> movie. I went to \u003ca href=\"http://www.planetminecraft.com/\">http://www.planetminecraft.com/\u003c/a> for a \u003cem>Titanic\u003c/em> map to film on, and began teaching creative lessons. With our setting established, we need characters. I set a rule that the film’s characters needed to be real people who had been on the ship, which gave them the opportunity to do historical research online. One of my students was headstrong on doing a \u003cem>Rocky\u003c/em> movie, and he was thrilled to find that two boxers had died on the Titanic. And so \u003cem>Boxing the Titanic\u003c/em> was born!\u003c/p>\n\u003cp>With the characters selected, the next step was structuring the overall story with a story arch. Because the actual ship was only afloat for four days, we were going to make four, 15-minute episodes. The abrupt tragic ending gave students a “ticking clock” to finish their characters’ story. Once students were put in groups, they made and used graphic organizers to set up a sequence of events and used improv acting techniques to come up with scripts for each day. After a day was finished, we were ready to film.\u003c/p>\n\u003cp>Once all the characters are created on the server, one player in the game acts as the camera. Software such as Quicktime or the free \u003ca href=\"https://obsproject.com/\">Open Broadcast Software\u003c/a>, will get the job done. The next step is assigning jobs: camera operator; voice actor; movers and shakers (who are in game moving for the voice actor); special effects operator, who can create effects with command blocks; and editor. Once we got the hang of it, it took about two weeks to create one, 15-minute episode. During downtime, I had students writing their next scripts. After the movie was finished, we posted it on YouTube and wrote a \u003ca href=\"https://www.iste.org/explore/articleDetail?articleid=731\">blog promoting it\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I’m not lying to you when I say filming in Minecraft is easy, however, it is not without its challenges.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Server lag.\u003c/strong> The Internet a my school is not always perfect, so sometimes we could not get everyone on the server. I always need a plan B lesson ready if I had to pull the plug on filming one day.\u003c/li>\n\u003cli>\u003cstrong>Skin organization.\u003c/strong> The way your Minecraft character looks in called a skin, and sometime we could not get them to work. However, if you are using Minecraft Education Edition or MinecraftEDU, you will not encounter this problem.\u003c/li>\n\u003cli>\u003cstrong>Not knowing how to do cool stuff.\u003c/strong> This was the best challenge of them all!\u003c/li>\n\u003c/ol>\n\u003cp>Figuring out how to do the cool stuff is when the 21st-century learning happens! For example, one of the characters in\u003cem> Boxing the Titanic\u003c/em> was always eating caviar, but there is no caviar in Minecraft. One of my students went into the game’s resource pack file and replaced the image of a melon with an image of real caviar. Another student found an animation tool called \u003ca href=\"http://www.stuffbydavid.com/mineimator/\">Minemoter\u003c/a> and animated our Minecraft \u003cem>Titanic\u003c/em> sinking. The entire film was edited in iMovie by a student who wanted to learn how to be an editor.\u003c/p>\n\u003cp>The best part of this project: I still have no idea how to edit or use the animation tools, but my students do. I put them in a situation where they can explore, and they do the rest. Next year, the Titanic filmmakers will be asked to teach their new skills to a new class. In this way, Minecraft in the classroom creates a culture of co-learners — teachers and students all learning new things together.\u003c/p>\n\u003cp>Please watch and like our movies on YouTube. Day four is a good one to start with, but they’re all pretty funny, and you can see our progress.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=M_ygIgTdseQ\u003cbr>\nDay 3: \u003ca href=\"https://www.youtube.com/watch?v=IjVE3nyUgmM\">https://www.youtube.com/watch?v=IjVE3nyUgmM\u003c/a>\u003cbr>\nDay 2: \u003ca href=\"https://www.youtube.com/watch?v=XnNRIceiW3s\">https://www.youtube.com/watch?v=XnNRIceiW3s\u003c/a>\u003cbr>\nDay 1: \u003ca href=\"https://www.youtube.com/watch?v=GqwllPg6H1w\">https://www.youtube.com/watch?v=GqwllPg6H1w\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"mceMediaCreditOuterTemp alignnone\" style=\"width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-310579 size-full\" title=\"The Zombie Autopsies: PBS News Hour Extra\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/zombieautopsies-01.png\" alt=\"zombieautopsies-01\" width=\"640\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/zombieautopsies-01.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/zombieautopsies-01-400x250.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/div>\n\u003cp>From parasitic flies inhabiting the bodies of honeybees to electronic devices that drink power, Halloween can be incorporated into a variety of subjects. Use this collection of spooky resources from PBS LearningMedia to connect Halloween to learning.\u003c/p>\n\u003cp>Find thousands more standards aligned videos and interactives lessons in \u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>. Register for a free account to create \u003ca href=\"https://www.youtube.com/watch?v=IeadGxWaSmw\">curated folders \u003c/a>of resources, \u003ca href=\"https://www.youtube.com/watch?v=eqGfpk50v4U\">multimedia lessons \u003c/a>and \u003ca href=\"https://www.youtube.com/watch?v=LW1pqQJm-ag\">storyboards\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/73708229-5361-4ab7-afc5-250c73b2ac56/zombees-flight-of-the-living-dead/\">ZomBees: Flight of the Living Dead | Science Video\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Something strange is happening to Bay Area honeybees. Entomologists at San Francisco State University have identified the culprit: a tiny parasitic fly is causing the bees to exhibit bizarre nocturnal behaviors before suffering a gruesome demise.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/01c14c6b-2864-4de3-892b-49c4dafef3f9/the-zombie-autopsies-the-neuroanatomy-of-a-zombie/\">The Zombie Autopsies | Science Lesson\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This lesson from PBS NewsHour, The Zombie Autopsies, teaches students about neurotransmitters, neurotransmission and neuroanatomy through multi-media and active learning games. This lesson was inspired by The Zombie Autopsies by Dr. Steven Schlozman.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/arct14.sci.grnvampire/energy-vampires/\">Energy Vampires | Science Lesson \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>An “energy vampire” is an electronic device that drinks power even when it is not being used. Like computers in standby mode or chargers that are done charging. Spooky, huh? Take a look at this slideshow, from The Greens, and slay the energy vampires in your house! The Greens is a website for kids from WGBH about sustainability and green living.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/vtl07.math.number.ope.sharhalcan/sharing-halloween-candy-cyberchase/\">Sharing Halloween Candy | Math Lesson \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>This fun math lesson from Cyberchase teaches division through sharing Halloween candy. Framing, focusing and follow up teaching tips are included.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/e94e3e13-3916-4140-8416-ecd881ed4a86/halloween-us-department-of-state/\">Halloween History: U.S. Department of the State | Primary Document\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Like other American holidays, Halloween customs evolved from a mix of traditions. This backgrounder teaches the history of Halloween. Included in resources is a useful glossary of terms.\u003c/p>\n\n",
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"content": "\u003cp>It’s time for the first assessment of the new school year, and I’m ready to challenge my chemistry students with a new and improved one: “Trends in the Periodic Table of Elements.” Not only is this test completely digital, it’s also free of multiple-choice questions. Instead of A, B, C or D choices, students will demonstrate their content knowledge through short numeric or drawing responses.\u003c/p>\n\u003cp>Not long after my students began the assessment, a hand went up. There was confusion about a question. After inspecting the question, which is about nuclear decay and half-lives, I realize I made a mistake in the numbers I provided.\u003c/p>\n\u003cp>Luckily, \u003ca href=\"https://goformative.com/\">Goformative\u003c/a>, the Web-based assessment program I use, allowed me to make changes even after the test-taking had started. I made the changes immediately and quickly informed students to refresh the pages on their tablets.\u003c/p>\n\u003cp>Every time I give a formal assessment, I suspect a few students are opening up other tabs and researching for information that might help them answer a question — something that is, obviously, not allowed. During this assessment, I was unable to catch anyone in the act of cheating, and I didn’t have the capabilities of seeing all of my students screens from my computer. But I was reminded that I needed to find an effective way to prevent students from opening additional windows on their browsers or accessing other applications while taking a test. Earlier this summer I was playing around with some possible solutions through Guided Access (an iPad setting), and I look forward to trying it in a future assessment.\u003c/p>\n\u003cp>During this first assessment, I opened a feature on my computer called Live Results, which allowed me to monitor students’ progress from start to finish. I could also look at each question individually and, on one screen, I could see all of my students responses, framed within text boxes for the given question.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Since this was a multiple choice–free test, part would have to be manually graded. But some questions, which required numeric responses, could be set up to be graded automatically by adding an answer key. But there was a minor hiccup.\u003c/p>\n\u003cp>As I scanned through the numeric responses, I noticed that some students were adding words after the numeric response — like adding “grams” after a number — and the computer was marking those answers as incorrect, even if number was correct.\u003c/p>\n\u003cp>While I could manually override the computer and give the students the points anyway, there was a better solution. I simply added more than one answer to the answer key. This came in handy if a student typed in the name of an element and slightly misspelled it or typed “Ne” (the chemical symbol for Neon) instead of the whole name, “Neon.” All these adjustments, on my part, were made as students were working on their test and were reflected in real time.\u003c/p>\n\u003cp>Next, I looked at the drawing questions, which asked students to draw electron dot diagrams, and I also went through the short-response questions about periodic table trends. There was seemingly a lot to grade, but there were two things that helped me complete all the grading for this assessment in less than a day.\u003c/p>\n\u003cp>First, \u003ca href=\"https://goformative.com/\">Goformative\u003c/a> collected students’ answers in a well-organized way, which really sped up the grading process. For example, I was able to grade all of the responses from a given question on the same screen, without the screen jumping to another page or going through a slow process to update after every change I made. A quick look at a student’s answer, a few clicks, and I was moving from student to student in a seamless and efficient manner.\u003c/p>\n\u003cp>Secondly, I got a head start on grading. Even before students finished, I was grading the finished parts of the assessment. I started grading from my iPad, which kept me mobile and still able to supervise my students’ test taking. This head start also meant that students would get quicker feedback. After I finished grading the test, I selected an option that allowed students to log in and check their results. I released their scores that evening.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The fact that I was able to make on-the-go adjustments to the test minimized some of the mistakes I’d made while creating it. Having student data effectively organized and ready for me to grade in an efficient manner greatly reduced my fear of giving multiple choice–free assessments. Next time I look forward to not only increasing the level of rigor in my assessments, but also making them more secure.\u003c/p>\n\n",
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"title": "Is It Healthier to Be a Vegetarian or an Omnivore?",
"headTitle": "Is It Healthier to Be a Vegetarian or an Omnivore? | KQED",
"content": "\u003cblockquote>\u003cp>\u003cstrong>Update: Our award-winning video series Above the Noise took a fresh look at the pros and cons of vegetarianism. Students can \u003ca href=\"https://ca.pbslearningmedia.org/resource/time-to-ditch-meat-and-dairy-video/above-the-noise/\">watch the video\u003c/a> to get a primer on the facts then write their own response.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a biweekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by the following students from Autumn Marshall’s “Professional Orientation” course at Lipscomb University: Hannah Feiten, Riya Rana, Courtney Brenner, Erick Ramirez, Alexis Burchfield and Constance Fonseca.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/rrXgElc0Bb8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource\u003cbr>\nVIDEO: Big Think\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/rrXgElc0Bb8\">How Healthy is Vegetarianism…Really?\u003c/a>\u003cbr>\nDr. Marion Nestle, a nutritionist, discusses diets and their impact on human and environmental health.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>Is It Healthier to Be a Vegetarian or an Omnivore? \u003cstrong>#DoNowUOmnivore\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUOmnivore\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More About Vegetarianism and Omnivorism\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The vegetarian-omnivore debate has been raging for decades, if not centuries. The world of healthcare continues to debate the health benefits, and the pros and cons of each side. In addition, many public figures, from medical professionals to professional athletes, have weighed in on the subject. To clarify terms, a vegetarian is defined as a person who does not eat any meat of any kind—poultry, game, fish, or shellfish. Some versions of vegetarianism allow some animal foods; for example, \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarianism-the-basic-facts\">\u003cspan style=\"font-weight: 400;\">lacto-ovo vegetarians\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> eat milk products and eggs, and \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarian-lifestyle\">\u003cspan style=\"font-weight: 400;\">flexitarians\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> occasionally eat meat, poultry, and fish. Depending on dietary preference, eggs, dairy and fish may not be included at all in this diet (\u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarian-lifestyle\">\u003cspan style=\"font-weight: 400;\">veganism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> means there are no animal products in the diet). An omnivore, on the other hand, is one who consumes a variety of meat and dairy foods as well as plant food groups, including fruit, vegetables and grains.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A leading concern for those who prefer a vegetarian diet is making sure \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/food-sources-of-important-nutrients-for-vegetarians\">\u003cspan style=\"font-weight: 400;\">adequate nutrients\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are supplied, particularly calories and protein. Due to the fact that meat—a main protein source in most Americans diets—is eliminated, vegetarians have to pursue other avenues to get adequate protein, like legumes, soy and nuts. Without meat in the diet, humans \u003c/span>\u003ca href=\"https://authoritynutrition.com/7-evidence-based-health-reasons-to-eat-meat/\">\u003cspan style=\"font-weight: 400;\">cut out vitamin B12 and limit DHA/EPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> (active forms of omega-3 fats), nutrients which promote brain health. In contrast, a vegetarian diet is shown to have a \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarianism-the-basic-facts\">\u003cspan style=\"font-weight: 400;\">lesser risk of certain diseases\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. With the increase in plant-based foods in the diet, more phytochemicals are consumed, thus \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarianism-the-basic-facts\">\u003cspan style=\"font-weight: 400;\">reducing risk of chronic diseases\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> linked with animal fats, such as overweight, obesity, cardiovascular disease and hypertension. Animal products are often high in cholesterol and saturated fat as well, so vegetarians benefit from reducing these unhealthy fats and thus reducing risk for cardiovascular and cerebrovascular disease.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_305049\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Omnivore-Meal.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-305049\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Omnivore-Meal-400x267.jpg\" alt=\"A well-balanced omnivore plate\" width=\"400\" height=\"267\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A well-balanced omnivore plate \u003ccite>(Hannah Feiten)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On the other hand, studies have shown an \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarianism-the-basic-facts\">\u003cspan style=\"font-weight: 400;\">increased incidence of chronic disease among those who eat meat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Today, meat and poultry are often treated with \u003c/span>\u003ca href=\"http://portal.nifa.usda.gov/web/crisprojectpages/0181934-role-of-growth-hormone-gh-in-growth-and-metabolism-of-domestic-poultry.html\">\u003cspan style=\"font-weight: 400;\">hormones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to make the animals \u003c/span>\u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=113314725\">\u003cspan style=\"font-weight: 400;\">grow faster and larger\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and \u003c/span>\u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=251330323\">\u003cspan style=\"font-weight: 400;\">antibiotics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are used not only to treat, but also to prevent, disease. These methods concern for some consumers. And yet, meat products contain creatine and carnosine, which are \u003c/span>\u003ca href=\"https://authoritynutrition.com/7-evidence-based-health-reasons-to-eat-meat/\">\u003cspan style=\"font-weight: 400;\">beneficial to the brain and muscles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Meat has demonstrated the capacity to improve bone health, which is beneficial as humans grow older. And, Vitamin B12 is essential to prevention of pernicious anemia, which affects the central nervous system; thus an omnivore’s diet helps to \u003c/span>\u003ca href=\"http://www.eatright.org/resource/health/wellness/preventing-illness/eat-right-for-life\">\u003cspan style=\"font-weight: 400;\">protect the brain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and nerves. The protein found in meat is complete, high biological value protein, which means the proteins are more easily absorbed and utilized by the body. Additionally, \u003c/span>\u003ca href=\"http://www.npr.org/sections/thesalt/2016/09/12/492433069/can-a-vegan-diet-give-you-all-you-need-german-nutritionists-say-nein\">\u003cspan style=\"font-weight: 400;\">omnivores are less likely to be deficient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in total calories, Vitamin B12, iron and zinc than their vegetarian counterparts.\u003c/span>\u003c/p>\n\u003cp>With pros and cons for each diet, the choice is up to you. What do you think? Is it healthier to be a vegetarian or an omnivore?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: Authority Nutrition\u003c/strong>\u003cbr>\n\u003ca href=\"https://authoritynutrition.com/7-evidence-based-health-reasons-to-eat-meat/\">7 Reasons Not To Avoid Meat\u003c/a>\u003cbr>\nRead a nutrition researcher’s take on why meat is not bad for your diet, but why it’s not necessary either.\u003c/p>\n\u003cp>\u003cstrong>Website: ProCon.org\u003cbr>\n\u003c/strong>\u003ca href=\"http://vegetarian.procon.org/\">Should People Become Vegetarian?\u003c/a>\u003cbr>\nCheck out the top “pro” and “con” arguments for becoming vegetarian.\u003c/p>\n\u003cp>\u003cstrong>Infographic: Culinary Schools.org\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.culinaryschools.org/yum/vegetables/\">Veganism and the Environment: By the Numbers\u003c/a>\u003cbr>\nLearn about how veganism has a reduced impact on environment versus a diet that contains meat.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a biweekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>\u003cstrong>Update: Our award-winning video series Above the Noise took a fresh look at the pros and cons of vegetarianism. Students can \u003ca href=\"https://ca.pbslearningmedia.org/resource/time-to-ditch-meat-and-dairy-video/above-the-noise/\">watch the video\u003c/a> to get a primer on the facts then write their own response.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a biweekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by the following students from Autumn Marshall’s “Professional Orientation” course at Lipscomb University: Hannah Feiten, Riya Rana, Courtney Brenner, Erick Ramirez, Alexis Burchfield and Constance Fonseca.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/rrXgElc0Bb8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource\u003cbr>\nVIDEO: Big Think\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/rrXgElc0Bb8\">How Healthy is Vegetarianism…Really?\u003c/a>\u003cbr>\nDr. Marion Nestle, a nutritionist, discusses diets and their impact on human and environmental health.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>Is It Healthier to Be a Vegetarian or an Omnivore? \u003cstrong>#DoNowUOmnivore\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUOmnivore\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More About Vegetarianism and Omnivorism\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The vegetarian-omnivore debate has been raging for decades, if not centuries. The world of healthcare continues to debate the health benefits, and the pros and cons of each side. In addition, many public figures, from medical professionals to professional athletes, have weighed in on the subject. To clarify terms, a vegetarian is defined as a person who does not eat any meat of any kind—poultry, game, fish, or shellfish. Some versions of vegetarianism allow some animal foods; for example, \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarianism-the-basic-facts\">\u003cspan style=\"font-weight: 400;\">lacto-ovo vegetarians\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> eat milk products and eggs, and \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarian-lifestyle\">\u003cspan style=\"font-weight: 400;\">flexitarians\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> occasionally eat meat, poultry, and fish. Depending on dietary preference, eggs, dairy and fish may not be included at all in this diet (\u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarian-lifestyle\">\u003cspan style=\"font-weight: 400;\">veganism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> means there are no animal products in the diet). An omnivore, on the other hand, is one who consumes a variety of meat and dairy foods as well as plant food groups, including fruit, vegetables and grains.\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;\">A leading concern for those who prefer a vegetarian diet is making sure \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/food-sources-of-important-nutrients-for-vegetarians\">\u003cspan style=\"font-weight: 400;\">adequate nutrients\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are supplied, particularly calories and protein. Due to the fact that meat—a main protein source in most Americans diets—is eliminated, vegetarians have to pursue other avenues to get adequate protein, like legumes, soy and nuts. Without meat in the diet, humans \u003c/span>\u003ca href=\"https://authoritynutrition.com/7-evidence-based-health-reasons-to-eat-meat/\">\u003cspan style=\"font-weight: 400;\">cut out vitamin B12 and limit DHA/EPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> (active forms of omega-3 fats), nutrients which promote brain health. In contrast, a vegetarian diet is shown to have a \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarianism-the-basic-facts\">\u003cspan style=\"font-weight: 400;\">lesser risk of certain diseases\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. With the increase in plant-based foods in the diet, more phytochemicals are consumed, thus \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarianism-the-basic-facts\">\u003cspan style=\"font-weight: 400;\">reducing risk of chronic diseases\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> linked with animal fats, such as overweight, obesity, cardiovascular disease and hypertension. Animal products are often high in cholesterol and saturated fat as well, so vegetarians benefit from reducing these unhealthy fats and thus reducing risk for cardiovascular and cerebrovascular disease.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_305049\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Omnivore-Meal.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-305049\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Omnivore-Meal-400x267.jpg\" alt=\"A well-balanced omnivore plate\" width=\"400\" height=\"267\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A well-balanced omnivore plate \u003ccite>(Hannah Feiten)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On the other hand, studies have shown an \u003c/span>\u003ca href=\"http://www.eatright.org/resource/food/nutrition/vegetarian-and-special-diets/vegetarianism-the-basic-facts\">\u003cspan style=\"font-weight: 400;\">increased incidence of chronic disease among those who eat meat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Today, meat and poultry are often treated with \u003c/span>\u003ca href=\"http://portal.nifa.usda.gov/web/crisprojectpages/0181934-role-of-growth-hormone-gh-in-growth-and-metabolism-of-domestic-poultry.html\">\u003cspan style=\"font-weight: 400;\">hormones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to make the animals \u003c/span>\u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=113314725\">\u003cspan style=\"font-weight: 400;\">grow faster and larger\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and \u003c/span>\u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=251330323\">\u003cspan style=\"font-weight: 400;\">antibiotics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are used not only to treat, but also to prevent, disease. These methods concern for some consumers. And yet, meat products contain creatine and carnosine, which are \u003c/span>\u003ca href=\"https://authoritynutrition.com/7-evidence-based-health-reasons-to-eat-meat/\">\u003cspan style=\"font-weight: 400;\">beneficial to the brain and muscles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Meat has demonstrated the capacity to improve bone health, which is beneficial as humans grow older. And, Vitamin B12 is essential to prevention of pernicious anemia, which affects the central nervous system; thus an omnivore’s diet helps to \u003c/span>\u003ca href=\"http://www.eatright.org/resource/health/wellness/preventing-illness/eat-right-for-life\">\u003cspan style=\"font-weight: 400;\">protect the brain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and nerves. The protein found in meat is complete, high biological value protein, which means the proteins are more easily absorbed and utilized by the body. Additionally, \u003c/span>\u003ca href=\"http://www.npr.org/sections/thesalt/2016/09/12/492433069/can-a-vegan-diet-give-you-all-you-need-german-nutritionists-say-nein\">\u003cspan style=\"font-weight: 400;\">omnivores are less likely to be deficient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in total calories, Vitamin B12, iron and zinc than their vegetarian counterparts.\u003c/span>\u003c/p>\n\u003cp>With pros and cons for each diet, the choice is up to you. What do you think? Is it healthier to be a vegetarian or an omnivore?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: Authority Nutrition\u003c/strong>\u003cbr>\n\u003ca href=\"https://authoritynutrition.com/7-evidence-based-health-reasons-to-eat-meat/\">7 Reasons Not To Avoid Meat\u003c/a>\u003cbr>\nRead a nutrition researcher’s take on why meat is not bad for your diet, but why it’s not necessary either.\u003c/p>\n\u003cp>\u003cstrong>Website: ProCon.org\u003cbr>\n\u003c/strong>\u003ca href=\"http://vegetarian.procon.org/\">Should People Become Vegetarian?\u003c/a>\u003cbr>\nCheck out the top “pro” and “con” arguments for becoming vegetarian.\u003c/p>\n\u003cp>\u003cstrong>Infographic: Culinary Schools.org\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.culinaryschools.org/yum/vegetables/\">Veganism and the Environment: By the Numbers\u003c/a>\u003cbr>\nLearn about how veganism has a reduced impact on environment versus a diet that contains meat.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a biweekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
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},
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"order": 1
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"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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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
},
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"id": "fresh-air",
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"hidden-brain": {
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"airtime": "SUN 7pm-8pm",
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"airtime": "SUN 7:30pm-8pm",
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"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. ",
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"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. ",
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"order": 18
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},
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"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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},
"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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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"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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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
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"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>",
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