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"content": "\u003cp>One of the first things I added to my teacher tool kit during my first few years of teaching was video. As a science middle school teacher, I saw using documentaries as an effective strategy. After all, the interviewees and talking heads presented in videos are experts in their field, often working with cutting-edge tools that I could only dream of using. They also often had animations and visualizations that helped clarify ideas. Not only that, but by showing those documentaries, my students and I could journey to places we’d never be able to go. In those early days, my planning time was often spent finding that “perfect” video that I could simply plug in, play and be done with the lesson.\u003c/p>\n\u003cp>I soon realized, however, that there was a problem with this approach. First, my students would often see this time as simply a form of entertainment. They would enter what I started calling “TV mode,” and instead of focusing on the content that I was so excited to show them, they would focus on the expert’s accent or on the cuteness of the animals showcased. Second, the plug and play approach limited my sources of video to documentaries and educational shows. Although these are rich source of information, I also saw opportunities in YouTube videos and commercial films. I remember watching \u003ci>Spiderman\u003c/i> and thinking how great it would be to show the movie and discuss the different chase scenes in terms of Newton’s Laws of Motion. Although the idea sounded great, I also knew that I would not be able to explain to my administration and parents the use of this commercial movie as an educational experience. Never mind that it would, for sure, be seen as mere entertainment by my students. I needed ways to be able to circumvent these problems and use videos effectively.\u003c/p>\n\u003cp>As I continued on my journey, I finally understood that the key to using video effectively in the classroom is preparation. I could maximize the learning opportunities videos offer by encouraging students to become active viewers using a few simple tools and strategies.\u003c/p>\n\u003ch4>Preparing the video:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Preview the video.\u003c/b> It goes without saying, but you do have to watch the full clip that you’re interested in showing and make sure that, as you watch it, you are thinking about your specific students. Whether your selection comes from YouTube or PBS, you do not want to be surprised by inappropriate content or material that is way above the students’ maturity level. I learned this one the hard way while showing \u003ci>National Geographic’s\u003c/i> “The Human Footprint.” As I was previewing I had my “teacher hat” on and failed to recognize that the section on Cleansing and Beauty Products would get my students tittering about the girl in the shower. Nothing is actually shown or inappropriate, but just the idea was enough to derail my middle schoolers!\u003c/li>\n\u003cli>\u003cb>Edit the video.\u003c/b> Cut the video into smaller sections, showing only what you need. \u003ca href=\"https://www.vibby.com/education/\">Vibby\u003c/a> allows you to break up a video into highlighted sections. Once you click play, the “vib” will play the highlights and skip over whatever was not highlighted. You can also add comments, which makes it easy to provide students with specific focus points. (I have used Vibby to show clips of commercial action films to explain motion and forces concepts to my 8th graders, engaging them immediately because they recognize the scenes, often leading to discussions of how these films misrepresent the laws of physics.)\u003c/li>\n\u003cli>\u003cb>Insert pointed questions, comments and commentaries.\u003c/b> I often insert the questions I want to pose to the class, using either \u003ca href=\"https://edpuzzle.com/\">Edpuzzle\u003c/a> and \u003ca href=\"https://www.playposit.com/\">PlayPosIt\u003c/a>. Both tools work similarly, allowing you to add different question types (multiple choice, short answer, etc.) as well as comments and audio commentaries. The video automatically stops at question points, allowing for a more seamless discussion. \u003ca href=\"https://goo.gl/ClSxWP\">Here is an example\u003c/a> I use when discussing biogeochemical cycles in my 7th grade class.\u003c/li>\n\u003cli>\u003cb>Prepare \u003c/b>\u003ca href=\"http://www.interventioncentral.org/academic-interventions/study-organization/guided-notes-increasing-student-engagement-during-lecture-\">\u003cb>guided notes\u003c/b>\u003c/a>\u003cb>. \u003c/b>As you are previewing the video, think about the key points and concepts you want your students to learn. Create your guided notes, leaving blanks for the information you want the students to write down.\u003c/li>\n\u003c/ul>\n\u003cp>One thing I’ve discovered is that it is also relatively easy to create your own videos using tools like \u003ca href=\"https://screencast-o-matic.com/home\">screencast-o-matic\u003c/a> or \u003ca href=\"https://www.screencastify.com/\">screencastify\u003c/a>. In fact, a couple of years ago, as I was working with \u003ca href=\"http://betterlesson.com/\">Better Lesson\u003c/a> (a lesson plan and curriculum resource site), I did just that. I started by creating a \u003ca href=\"https://youtu.be/DmwnvwbXObI\">screencast\u003c/a> of myself teaching the concept. Then I \u003ca href=\"https://edpuzzle.com/media/567ab78f21b083df1c3dca64\">Edpuzzled\u003c/a> it and prepared my \u003ca href=\"https://docs.google.com/document/d/1gelNGCLv1fj1om3K_Av2u4Oghva-sFjuo4UNoG203wU/edit?usp=sharing\">guided notes\u003c/a>. I invite you to see the lesson in action at \u003ca href=\"http://betterlesson.com/lesson/638611/cladistics\">Better Lesson – Cladistics\u003c/a>.\u003c/p>\n\u003ch4>Before viewing:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Activate prior knowledge.\u003c/b> To do this, I usually use a simple quick write, a chain note or a turn and talk. I want my students to start thinking about what they already know about the subject, which helps them make connections between the video and the content already explored.\u003c/li>\n\u003cli>\u003cb>Give a purpose for watching.\u003c/b> State it clearly: “As you watch, pay attention to….” “You are looking for …” or “After watching you will ….” In my experience, this is the most important part of using videos effectively. Giving a purpose for watching almost guarantees that the students will not enter the “TV mode” I mentioned earlier, and, instead, will focus their attention on what you want them to learn from the video.\u003c/li>\n\u003c/ul>\n\u003ch4>During viewing:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Pause often.\u003c/b> Even when I decide not to embed questions or comments during the preparation phase, I find that it is important to pause the video to allow processing of the information,to address questions and facilitate discussions prompted by the video. I came upon this practice quite by accident one day after presenting a two-hour documentary on DNA \u003ci>(Cracking the Code).\u003c/i> Some of the content was a little too much for my 7th graders, so I found myself pausing often to explain the finer details. Eventually, the students themselves started asking me to stop because they did not understand something. As I reflected on the day, I and chastising myself for “all the time wasted” that kept me from moving to my next plan, I realized that we had, in fact, covered what I wanted, and more! Not only that, but the kids had not even entered “TV mode.” The simple act of pausing had made the use of this video a more engaging and effective tool.\u003c/li>\n\u003cli>\u003cb>Watch-think-write\u003c/b>. In tandem with the pausing, I find that I have to keep in mind that the students are completing the guided notes while watching the video. Most of my students instinctively try to write down the answers to the guided notes word for word as they are watching, afraid that they will not remember or have time later to complete them. In the writing flurry, key points are missed. Once I started pausing, it was easy to see the need for a specific protocol to follow while watching a video. I dubbed it the “watch-think-write” strategy. By using this protocol, my students are able to focus on the video, knowing they will have time to process and discuss what they watched.\n\u003cul>\n\u003cli>Watch: Students watch the segment. No writing allowed.\u003c/li>\n\u003cli>Think: The whole class or table group discuss the segment. No writing allowed. (The time given for this is adjusted depending of the class and content.)\u003c/li>\n\u003cli>Write: Students are able to include the new information in their guided notes, and even summarize or pose new questions to address.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003ch4>After viewing:\u003c/h4>\n\u003cp>Once I had all the previous elements more or less in place, I found there were still times that “TV mode” reared its ugly head. That’s when I understood that even with all the video preparation, I still needed to provide a way for my students to go beyond the guided notes they took. Here are some of the things that have worked for me:\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Turn and talk.\u003c/b> Students can discuss key points in partnerships, using their guided notes as a way to explain the content to each other.\u003c/li>\n\u003cli>\u003cb>Learning event.\u003c/b> Using a “Did you know…?” format, students can create short sound bites to share with the class or with other classes.\u003c/li>\n\u003cli>\u003cb>Concept maps.\u003c/b> Students can create concept maps based on prior knowledge and new ideas gleaned from the video segments.\u003c/li>\n\u003cli>\u003cb>Problem solvers.\u003c/b> Students use information from the video to answer a question or solve a problem.\u003c/li>\n\u003cli>\u003cb>Video curators.\u003c/b> Students find a video clip that explains a specific key point not clearly discussed in the original video presented, and share it with the class.\u003c/li>\n\u003cli>\u003cb>Video creators.\u003c/b> Using the segment presented as a model, students develop their own educational videos or documentaries.\u003c/li>\n\u003c/ul>\n\u003cp>I still believe that using videos is a great way to engage students, and I continue to find myself looking for “perfect” videos. However, now that I have understood that there is a big difference between playing a movie and using videos as a teaching tool, I am a lot more strategic when including them. It does take some work, but your students and classroom will reap the benefits. Do you have other tools or tips to share? I would love to know about them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use media effectively in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/using-media-as-core-text?utm_source=ITC&utm_medium=blog\">Using Media as Core Text\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>One of the first things I added to my teacher tool kit during my first few years of teaching was video. As a science middle school teacher, I saw using documentaries as an effective strategy. After all, the interviewees and talking heads presented in videos are experts in their field, often working with cutting-edge tools that I could only dream of using. They also often had animations and visualizations that helped clarify ideas. Not only that, but by showing those documentaries, my students and I could journey to places we’d never be able to go. In those early days, my planning time was often spent finding that “perfect” video that I could simply plug in, play and be done with the lesson.\u003c/p>\n\u003cp>I soon realized, however, that there was a problem with this approach. First, my students would often see this time as simply a form of entertainment. They would enter what I started calling “TV mode,” and instead of focusing on the content that I was so excited to show them, they would focus on the expert’s accent or on the cuteness of the animals showcased. Second, the plug and play approach limited my sources of video to documentaries and educational shows. Although these are rich source of information, I also saw opportunities in YouTube videos and commercial films. I remember watching \u003ci>Spiderman\u003c/i> and thinking how great it would be to show the movie and discuss the different chase scenes in terms of Newton’s Laws of Motion. Although the idea sounded great, I also knew that I would not be able to explain to my administration and parents the use of this commercial movie as an educational experience. Never mind that it would, for sure, be seen as mere entertainment by my students. I needed ways to be able to circumvent these problems and use videos effectively.\u003c/p>\n\u003cp>As I continued on my journey, I finally understood that the key to using video effectively in the classroom is preparation. I could maximize the learning opportunities videos offer by encouraging students to become active viewers using a few simple tools and strategies.\u003c/p>\n\u003ch4>Preparing the video:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Preview the video.\u003c/b> It goes without saying, but you do have to watch the full clip that you’re interested in showing and make sure that, as you watch it, you are thinking about your specific students. Whether your selection comes from YouTube or PBS, you do not want to be surprised by inappropriate content or material that is way above the students’ maturity level. I learned this one the hard way while showing \u003ci>National Geographic’s\u003c/i> “The Human Footprint.” As I was previewing I had my “teacher hat” on and failed to recognize that the section on Cleansing and Beauty Products would get my students tittering about the girl in the shower. Nothing is actually shown or inappropriate, but just the idea was enough to derail my middle schoolers!\u003c/li>\n\u003cli>\u003cb>Edit the video.\u003c/b> Cut the video into smaller sections, showing only what you need. \u003ca href=\"https://www.vibby.com/education/\">Vibby\u003c/a> allows you to break up a video into highlighted sections. Once you click play, the “vib” will play the highlights and skip over whatever was not highlighted. You can also add comments, which makes it easy to provide students with specific focus points. (I have used Vibby to show clips of commercial action films to explain motion and forces concepts to my 8th graders, engaging them immediately because they recognize the scenes, often leading to discussions of how these films misrepresent the laws of physics.)\u003c/li>\n\u003cli>\u003cb>Insert pointed questions, comments and commentaries.\u003c/b> I often insert the questions I want to pose to the class, using either \u003ca href=\"https://edpuzzle.com/\">Edpuzzle\u003c/a> and \u003ca href=\"https://www.playposit.com/\">PlayPosIt\u003c/a>. Both tools work similarly, allowing you to add different question types (multiple choice, short answer, etc.) as well as comments and audio commentaries. The video automatically stops at question points, allowing for a more seamless discussion. \u003ca href=\"https://goo.gl/ClSxWP\">Here is an example\u003c/a> I use when discussing biogeochemical cycles in my 7th grade class.\u003c/li>\n\u003cli>\u003cb>Prepare \u003c/b>\u003ca href=\"http://www.interventioncentral.org/academic-interventions/study-organization/guided-notes-increasing-student-engagement-during-lecture-\">\u003cb>guided notes\u003c/b>\u003c/a>\u003cb>. \u003c/b>As you are previewing the video, think about the key points and concepts you want your students to learn. Create your guided notes, leaving blanks for the information you want the students to write down.\u003c/li>\n\u003c/ul>\n\u003cp>One thing I’ve discovered is that it is also relatively easy to create your own videos using tools like \u003ca href=\"https://screencast-o-matic.com/home\">screencast-o-matic\u003c/a> or \u003ca href=\"https://www.screencastify.com/\">screencastify\u003c/a>. In fact, a couple of years ago, as I was working with \u003ca href=\"http://betterlesson.com/\">Better Lesson\u003c/a> (a lesson plan and curriculum resource site), I did just that. I started by creating a \u003ca href=\"https://youtu.be/DmwnvwbXObI\">screencast\u003c/a> of myself teaching the concept. Then I \u003ca href=\"https://edpuzzle.com/media/567ab78f21b083df1c3dca64\">Edpuzzled\u003c/a> it and prepared my \u003ca href=\"https://docs.google.com/document/d/1gelNGCLv1fj1om3K_Av2u4Oghva-sFjuo4UNoG203wU/edit?usp=sharing\">guided notes\u003c/a>. I invite you to see the lesson in action at \u003ca href=\"http://betterlesson.com/lesson/638611/cladistics\">Better Lesson – Cladistics\u003c/a>.\u003c/p>\n\u003ch4>Before viewing:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Activate prior knowledge.\u003c/b> To do this, I usually use a simple quick write, a chain note or a turn and talk. I want my students to start thinking about what they already know about the subject, which helps them make connections between the video and the content already explored.\u003c/li>\n\u003cli>\u003cb>Give a purpose for watching.\u003c/b> State it clearly: “As you watch, pay attention to….” “You are looking for …” or “After watching you will ….” In my experience, this is the most important part of using videos effectively. Giving a purpose for watching almost guarantees that the students will not enter the “TV mode” I mentioned earlier, and, instead, will focus their attention on what you want them to learn from the video.\u003c/li>\n\u003c/ul>\n\u003ch4>During viewing:\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Pause often.\u003c/b> Even when I decide not to embed questions or comments during the preparation phase, I find that it is important to pause the video to allow processing of the information,to address questions and facilitate discussions prompted by the video. I came upon this practice quite by accident one day after presenting a two-hour documentary on DNA \u003ci>(Cracking the Code).\u003c/i> Some of the content was a little too much for my 7th graders, so I found myself pausing often to explain the finer details. Eventually, the students themselves started asking me to stop because they did not understand something. As I reflected on the day, I and chastising myself for “all the time wasted” that kept me from moving to my next plan, I realized that we had, in fact, covered what I wanted, and more! Not only that, but the kids had not even entered “TV mode.” The simple act of pausing had made the use of this video a more engaging and effective tool.\u003c/li>\n\u003cli>\u003cb>Watch-think-write\u003c/b>. In tandem with the pausing, I find that I have to keep in mind that the students are completing the guided notes while watching the video. Most of my students instinctively try to write down the answers to the guided notes word for word as they are watching, afraid that they will not remember or have time later to complete them. In the writing flurry, key points are missed. Once I started pausing, it was easy to see the need for a specific protocol to follow while watching a video. I dubbed it the “watch-think-write” strategy. By using this protocol, my students are able to focus on the video, knowing they will have time to process and discuss what they watched.\n\u003cul>\n\u003cli>Watch: Students watch the segment. No writing allowed.\u003c/li>\n\u003cli>Think: The whole class or table group discuss the segment. No writing allowed. (The time given for this is adjusted depending of the class and content.)\u003c/li>\n\u003cli>Write: Students are able to include the new information in their guided notes, and even summarize or pose new questions to address.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003ch4>After viewing:\u003c/h4>\n\u003cp>Once I had all the previous elements more or less in place, I found there were still times that “TV mode” reared its ugly head. That’s when I understood that even with all the video preparation, I still needed to provide a way for my students to go beyond the guided notes they took. Here are some of the things that have worked for me:\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Turn and talk.\u003c/b> Students can discuss key points in partnerships, using their guided notes as a way to explain the content to each other.\u003c/li>\n\u003cli>\u003cb>Learning event.\u003c/b> Using a “Did you know…?” format, students can create short sound bites to share with the class or with other classes.\u003c/li>\n\u003cli>\u003cb>Concept maps.\u003c/b> Students can create concept maps based on prior knowledge and new ideas gleaned from the video segments.\u003c/li>\n\u003cli>\u003cb>Problem solvers.\u003c/b> Students use information from the video to answer a question or solve a problem.\u003c/li>\n\u003cli>\u003cb>Video curators.\u003c/b> Students find a video clip that explains a specific key point not clearly discussed in the original video presented, and share it with the class.\u003c/li>\n\u003cli>\u003cb>Video creators.\u003c/b> Using the segment presented as a model, students develop their own educational videos or documentaries.\u003c/li>\n\u003c/ul>\n\u003cp>I still believe that using videos is a great way to engage students, and I continue to find myself looking for “perfect” videos. However, now that I have understood that there is a big difference between playing a movie and using videos as a teaching tool, I am a lot more strategic when including them. It does take some work, but your students and classroom will reap the benefits. Do you have other tools or tips to share? I would love to know about them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to use media effectively in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/using-media-as-core-text?utm_source=ITC&utm_medium=blog\">Using Media as Core Text\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Can Schools Make Lunches More Appealing to Teens?",
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"content": "\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/175848336″]\u003c/p>\n\u003cp>\u003cstrong>Featured media resource: \u003ca href=\"https://youthradio.org/news/article/making-lunch-local-for-california-kids/\">Making Lunch Local for California Kids\u003c/a> (Youth Radio)\u003c/strong>\u003cbr>\n\u003cem>California public schools serve 560 million lunches a year. In a place that also grows a lot of this country’s food, it makes sense that California kids would eat California meals. That’s the idea behind a new school lunch plan that rolled out in late October called California Thursdays. Fifteen districts across the state have partnered with the program, including the biggest, like Los Angeles and San Diego. Youth Radio reporter Maya Escobar samples one of the new California Thursday recipes, and goes over the benefits and challenges involved in overhauling school lunch.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>How can schools make lunches more appealing to teens? Are teens willing to eat healthier, locally-sourced school lunches? Why do you think some pushes for healthier and more environmentally sustainable school lunch have failed? Share a picture of what you like to eat for lunch and explain why. \u003cstrong>#DoNowLunch\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now, you can comment below or post your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc. \u003cstrong>Just be sure to include \u003cem>#DoNowLunch\u003c/em>\u003ci> \u003c/i>in your posts.\u003c/strong>\u003c/p>\n\u003cp>Go here for\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\u003ch2>\u003cstrong>Learn More about School Lunches\u003c/strong>\u003c/h2>\n\u003cp>School lunchrooms are sometimes called the biggest restaurant chain in America, and in districts across the country, there’s a push for healthier, locally sourced ingredients. Given the fact that \u003ca href=\"http://www.cdc.gov/healthyyouth/obesity/facts.htm\">childhood obesity\u003c/a> has more than doubled in children and quadrupled in adolescents in the past 30 years, revamping school lunch menus sounds like a really good idea. But in practice, improving school lunch is harder than it sounds.\u003c/p>\n\u003cfigure id=\"attachment_14913\" class=\"wp-caption alignleft\" style=\"max-width: 347px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/11/school_lunch.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-14913\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/11/school_lunch.jpg\" alt=\"U.S. Department of Agriculture\" width=\"347\" height=\"195\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/11/school_lunch.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/11/school_lunch-400x225.jpg 400w\" sizes=\"(max-width: 347px) 100vw, 347px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">U.S. Department of Agriculture\u003c/figcaption>\u003c/figure>\n\u003cp>The first issue is cost. School lunch is bound by federal requirements and a strict budget. And local, sustainably grown ingredients often cost more than standard school lunch fare. Some districts have dealt with increased food prices by serving more vegetarian meals. Others have limited their special menus to just a few times a month, rather than every day.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The second issue is choice. In some \u003ca href=\"http://www.washingtonpost.com/politics/michelle-obamas-school-lunch-agenda-faces-backlash-from-some-school-nutrition-officials/2014/05/29/6a8e4af6-e744-11e3-afc6-a1dd9407abcf_story.html\">school districts\u003c/a>, healthier lunch options haven’t gone over so well. For example, Michelle Obama’s school lunch agenda faced backlash from many school districts, students, and some politicians who resisted the federal government’s intervention around decisions around what schools offer their students for lunch, pushing her to defend the policy to Congress.\u003c/p>\n\u003cp>In 2011, the \u003ca href=\"http://articles.latimes.com/2011/dec/17/local/la-me-food-lausd-20111218\">Los Angeles Times\u003c/a> reported that LA Unified School District, the second biggest in the country, launched a healthier food initiative. The district nixed chocolate and strawberry milk and foods high in fat and sodium, like chicken nuggets and corn dogs. Instead, they served healthier alternatives like vegetarian curries, tamales, and quinoa. While nutritionists praised the changes, local students were not so pleased. School lunch participation in the district dropped by the thousands, and school administrators said many students were simply throwing away their milk and entrees. In the end, the districts ended up cutting many of the new menu items and bringing back old student favorites, such as hamburgers and pizza (though reportedly swapping in whole wheat crusts).\u003c/p>\n\u003cp>This past month, LAUSD was one of fifteen districts across California to participate in a new initiative called “California Thursdays.” One day per week, schools in these districts will aim to serve local and, if possible, sustainable ingredients. The program is just getting started, but food service officials seem hopeful that it will be a boon — for local economies and local students alike.\u003c/p>\n\u003cp>In Oakland, one of the participating districts, 17-year-old Ayana Edgerly is a fan. “The food is way better in the cafeteria on Thursdays,” she says.\u003c/p>\n\u003chr>\n\u003ch3> \u003cstrong>More Resources\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.pbs.org/newshour/bb/california-school-district-rewrites-menu-student-lunches/\">California School District Rewrites Menu For School Lunch\u003c/a> (PBS NewsHour)\u003c/strong>\u003cbr>\nFor children across the country, returning to school means eating mass-produced lunches. But Oakland, California, is implementing an ambitious plan to transform their lunch program to provide healthier, locally-sourced food. Jake Schoneker and his student journalists at Media Enterprise Alliance report the story as part of The PBS Student Reporting Labs Network.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://youthradio.org/news/article/youth-radio-podcast-consumer-appropriation/\">Kids Create Parody Video To Protest School Lunch”\u003c/a> (Time)\u003c/strong>\u003cbr>\nWritten by an English teacher in Kansas and performed by high school students, this musical parody video protest of lower calorie school lunches went viral in 2012. The song, called “We are Hungry,” features lyrics such as: \u003cem>Give me some seconds/ I, I need to get some food today/ My friends are at the corner store/ Getting junk so they don’t waste away.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.theatlantic.com/health/archive/2014/10/beef-loving-nebraskan-kids-now-eat-veggie-burgers/381633/\">Inside The New School Lunch\u003c/a> (The Atlantic)\u003c/strong>\u003cbr>\n“The School Nutrition Association, the school food vendors’ lobby, says student participation in the school lunch program has plummeted, and that schools are reporting devastating declines in lunch revenue. Perhaps most importantly, studies found that kids, though forced to take the fruit in line, were throwing them away without taking a single bite. But not, apparently, in Lincoln, Nebraska. The Lincoln public school system has gone above and beyond the legal requirements, dishing out a daily vegetable smorgasbord.”\u003c/p>\n\u003cp>\u003cstrong>WEBSITE: \u003ca href=\"http://www.letsmove.gov/\">Let’s Move!\u003c/a>\u003c/strong>\u003cbr>\nLet’s Move! is an initiative, launched by First Lady Michelle Obama, “aimed at solving the challenge of childhood obesity within a generation, so that children born today will grow up healthier and able to pursue their dreams.”\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> This KQED Do Now segment was produced in collaboration with Youth Radio, the Peabody Award-winning youth-driven production company headquartered in Oakland, California. This post was written by Teresa Chin at Youth Radio. \u003c/em>\u003c/p>\n\u003chr>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='undefined' height='undefined'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/175848336″&visual=true&undefined'\n title='”https://api.soundcloud.com/tracks/175848336″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Featured media resource: \u003ca href=\"https://youthradio.org/news/article/making-lunch-local-for-california-kids/\">Making Lunch Local for California Kids\u003c/a> (Youth Radio)\u003c/strong>\u003cbr>\n\u003cem>California public schools serve 560 million lunches a year. In a place that also grows a lot of this country’s food, it makes sense that California kids would eat California meals. That’s the idea behind a new school lunch plan that rolled out in late October called California Thursdays. Fifteen districts across the state have partnered with the program, including the biggest, like Los Angeles and San Diego. Youth Radio reporter Maya Escobar samples one of the new California Thursday recipes, and goes over the benefits and challenges involved in overhauling school lunch.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>How can schools make lunches more appealing to teens? Are teens willing to eat healthier, locally-sourced school lunches? Why do you think some pushes for healthier and more environmentally sustainable school lunch have failed? Share a picture of what you like to eat for lunch and explain why. \u003cstrong>#DoNowLunch\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now, you can comment below or post your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc. \u003cstrong>Just be sure to include \u003cem>#DoNowLunch\u003c/em>\u003ci> \u003c/i>in your posts.\u003c/strong>\u003c/p>\n\u003cp>Go here for\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\u003ch2>\u003cstrong>Learn More about School Lunches\u003c/strong>\u003c/h2>\n\u003cp>School lunchrooms are sometimes called the biggest restaurant chain in America, and in districts across the country, there’s a push for healthier, locally sourced ingredients. Given the fact that \u003ca href=\"http://www.cdc.gov/healthyyouth/obesity/facts.htm\">childhood obesity\u003c/a> has more than doubled in children and quadrupled in adolescents in the past 30 years, revamping school lunch menus sounds like a really good idea. But in practice, improving school lunch is harder than it sounds.\u003c/p>\n\u003cfigure id=\"attachment_14913\" class=\"wp-caption alignleft\" style=\"max-width: 347px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/11/school_lunch.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-14913\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/11/school_lunch.jpg\" alt=\"U.S. Department of Agriculture\" width=\"347\" height=\"195\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/11/school_lunch.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/11/school_lunch-400x225.jpg 400w\" sizes=\"(max-width: 347px) 100vw, 347px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">U.S. Department of Agriculture\u003c/figcaption>\u003c/figure>\n\u003cp>The first issue is cost. School lunch is bound by federal requirements and a strict budget. And local, sustainably grown ingredients often cost more than standard school lunch fare. Some districts have dealt with increased food prices by serving more vegetarian meals. Others have limited their special menus to just a few times a month, rather than every day.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The second issue is choice. In some \u003ca href=\"http://www.washingtonpost.com/politics/michelle-obamas-school-lunch-agenda-faces-backlash-from-some-school-nutrition-officials/2014/05/29/6a8e4af6-e744-11e3-afc6-a1dd9407abcf_story.html\">school districts\u003c/a>, healthier lunch options haven’t gone over so well. For example, Michelle Obama’s school lunch agenda faced backlash from many school districts, students, and some politicians who resisted the federal government’s intervention around decisions around what schools offer their students for lunch, pushing her to defend the policy to Congress.\u003c/p>\n\u003cp>In 2011, the \u003ca href=\"http://articles.latimes.com/2011/dec/17/local/la-me-food-lausd-20111218\">Los Angeles Times\u003c/a> reported that LA Unified School District, the second biggest in the country, launched a healthier food initiative. The district nixed chocolate and strawberry milk and foods high in fat and sodium, like chicken nuggets and corn dogs. Instead, they served healthier alternatives like vegetarian curries, tamales, and quinoa. While nutritionists praised the changes, local students were not so pleased. School lunch participation in the district dropped by the thousands, and school administrators said many students were simply throwing away their milk and entrees. In the end, the districts ended up cutting many of the new menu items and bringing back old student favorites, such as hamburgers and pizza (though reportedly swapping in whole wheat crusts).\u003c/p>\n\u003cp>This past month, LAUSD was one of fifteen districts across California to participate in a new initiative called “California Thursdays.” One day per week, schools in these districts will aim to serve local and, if possible, sustainable ingredients. The program is just getting started, but food service officials seem hopeful that it will be a boon — for local economies and local students alike.\u003c/p>\n\u003cp>In Oakland, one of the participating districts, 17-year-old Ayana Edgerly is a fan. “The food is way better in the cafeteria on Thursdays,” she says.\u003c/p>\n\u003chr>\n\u003ch3> \u003cstrong>More Resources\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://www.pbs.org/newshour/bb/california-school-district-rewrites-menu-student-lunches/\">California School District Rewrites Menu For School Lunch\u003c/a> (PBS NewsHour)\u003c/strong>\u003cbr>\nFor children across the country, returning to school means eating mass-produced lunches. But Oakland, California, is implementing an ambitious plan to transform their lunch program to provide healthier, locally-sourced food. Jake Schoneker and his student journalists at Media Enterprise Alliance report the story as part of The PBS Student Reporting Labs Network.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://youthradio.org/news/article/youth-radio-podcast-consumer-appropriation/\">Kids Create Parody Video To Protest School Lunch”\u003c/a> (Time)\u003c/strong>\u003cbr>\nWritten by an English teacher in Kansas and performed by high school students, this musical parody video protest of lower calorie school lunches went viral in 2012. The song, called “We are Hungry,” features lyrics such as: \u003cem>Give me some seconds/ I, I need to get some food today/ My friends are at the corner store/ Getting junk so they don’t waste away.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.theatlantic.com/health/archive/2014/10/beef-loving-nebraskan-kids-now-eat-veggie-burgers/381633/\">Inside The New School Lunch\u003c/a> (The Atlantic)\u003c/strong>\u003cbr>\n“The School Nutrition Association, the school food vendors’ lobby, says student participation in the school lunch program has plummeted, and that schools are reporting devastating declines in lunch revenue. Perhaps most importantly, studies found that kids, though forced to take the fruit in line, were throwing them away without taking a single bite. But not, apparently, in Lincoln, Nebraska. The Lincoln public school system has gone above and beyond the legal requirements, dishing out a daily vegetable smorgasbord.”\u003c/p>\n\u003cp>\u003cstrong>WEBSITE: \u003ca href=\"http://www.letsmove.gov/\">Let’s Move!\u003c/a>\u003c/strong>\u003cbr>\nLet’s Move! is an initiative, launched by First Lady Michelle Obama, “aimed at solving the challenge of childhood obesity within a generation, so that children born today will grow up healthier and able to pursue their dreams.”\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> This KQED Do Now segment was produced in collaboration with Youth Radio, the Peabody Award-winning youth-driven production company headquartered in Oakland, California. This post was written by Teresa Chin at Youth Radio. \u003c/em>\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Youth Media Publishing Site Launches to Amplify Youth Voice | KQED",
"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Letters to the Next President 2.0 Publishing Website Launches. Student Submissions are Rolling In.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today’s teens may not yet be able to vote, but that doesn’t mean they don’t have something to say about the election. Letters to the Next President 2.0 (L2P 2.0) aims to support and amplify that youth voice, giving students an opportunity to speak out on the issues that matter to them, as well as helping the next generation of citizens develop discourse and argumentation skills crucial to their participation in civic life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">L2P 2.0 is an initiative that gives young people, ages 13-18, a highly visible platform to voice their opinions on the issues that matter to them during the 2016 Presidential election. And in true 21\u003c/span>\u003cspan style=\"font-weight: 400\">st\u003c/span>\u003cspan style=\"font-weight: 400\">-century style, they have the opportunity to publish their letters to the next president in a variety of multimedia formats\u003c/span>\u003cb>: \u003c/b>\u003cspan style=\"font-weight: 400\">everything from videos to audio to visuals and yes, even traditional text-based letters. Teens often have unique and profound insights on the issues they care about—the issues they think matter today and into the future. From immigration policy to the environment, education to health care, young people have remarkable points of view and now they have a new platform to share their perspectives.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Educators Play a Key Role\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">L2P 2.0 has been designed and developed by educators who understand that not only is civic engagement valuable in its own right, but also that helping students speak out on the issues they care about provides them with a powerful and authentic purpose for writing and making. The initiative also provides a wealth of resources and support for educators, in school and out, so they can integrate this program into their class projects or simply introduce youth to this unique publishing opportunity. Videos and webinars are already posted to give educators some creative catalysts for using L2P 2.0 in their lesson plans this fall.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators create an account on the website and then invite their students to register and begin crafting letters in written or multimedia formats. The publishing website will stay open for student submissions through November 8 and all published letters will be available to the public through the presidential inauguration in January of 2017. Culminating activities are in the planning stages now. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>Get Involved. Get Engaged. Get Registered.\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">L2P 2.0 is jointly hosted by the National Writing Project (NWP) and KQED together with a growing list of public media and Educator Innovator partners. Teachers and adult mentors interested in signing up and supporting student registration can register at\u003c/span>\u003ca href=\"https://letters2president.org\"> \u003cspan style=\"font-weight: 400\">https://letters2president.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and can follow the initiative on social media on \u003c/span>\u003ca href=\"http://www.facebook.com/2nextprez\">\u003cspan style=\"font-weight: 400\">Facebook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://twitter.com/2nextprez\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and using the hashtag \u003c/span>\u003cb>#2nextprez\u003c/b>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Letters to the Next President 2.0 Publishing Website Launches. Student Submissions are Rolling In.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today’s teens may not yet be able to vote, but that doesn’t mean they don’t have something to say about the election. Letters to the Next President 2.0 (L2P 2.0) aims to support and amplify that youth voice, giving students an opportunity to speak out on the issues that matter to them, as well as helping the next generation of citizens develop discourse and argumentation skills crucial to their participation in civic life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">L2P 2.0 is an initiative that gives young people, ages 13-18, a highly visible platform to voice their opinions on the issues that matter to them during the 2016 Presidential election. And in true 21\u003c/span>\u003cspan style=\"font-weight: 400\">st\u003c/span>\u003cspan style=\"font-weight: 400\">-century style, they have the opportunity to publish their letters to the next president in a variety of multimedia formats\u003c/span>\u003cb>: \u003c/b>\u003cspan style=\"font-weight: 400\">everything from videos to audio to visuals and yes, even traditional text-based letters. Teens often have unique and profound insights on the issues they care about—the issues they think matter today and into the future. From immigration policy to the environment, education to health care, young people have remarkable points of view and now they have a new platform to share their perspectives.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Educators Play a Key Role\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">L2P 2.0 has been designed and developed by educators who understand that not only is civic engagement valuable in its own right, but also that helping students speak out on the issues they care about provides them with a powerful and authentic purpose for writing and making. The initiative also provides a wealth of resources and support for educators, in school and out, so they can integrate this program into their class projects or simply introduce youth to this unique publishing opportunity. Videos and webinars are already posted to give educators some creative catalysts for using L2P 2.0 in their lesson plans this fall.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators create an account on the website and then invite their students to register and begin crafting letters in written or multimedia formats. The publishing website will stay open for student submissions through November 8 and all published letters will be available to the public through the presidential inauguration in January of 2017. Culminating activities are in the planning stages now. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>Get Involved. Get Engaged. Get Registered.\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">L2P 2.0 is jointly hosted by the National Writing Project (NWP) and KQED together with a growing list of public media and Educator Innovator partners. Teachers and adult mentors interested in signing up and supporting student registration can register at\u003c/span>\u003ca href=\"https://letters2president.org\"> \u003cspan style=\"font-weight: 400\">https://letters2president.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and can follow the initiative on social media on \u003c/span>\u003ca href=\"http://www.facebook.com/2nextprez\">\u003cspan style=\"font-weight: 400\">Facebook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://twitter.com/2nextprez\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and using the hashtag \u003c/span>\u003cb>#2nextprez\u003c/b>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>https://www.youtube.com/watch?v=Z0XrARfLfuk\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 the research to start a classroom conversation around the prompt:\u003c/p>\n\u003cp>\u003cem>What are the challenges of addressing indoor air pollution caused by solid fuel fires for cooking and heating? How can we overcome those challenges? Does the international community have an obligation to help? Why or why not?\u003c/em>\u003c/p>\n\u003c/aside>\n\u003ch2>\u003c/h2>\n\u003cp>About three billion people, particularly in developing regions of Africa, Latin America and Asia, use open fires to cook and heat their homes. The fuels used in these fires–wood, charcoal, plant matter and animal dung–create smoke and harmful air pollution (carbon monoxide, \u003ca href=\"http://www.epa.gov/blackcarbon/basic.html\" target=\"_blank\" rel=\"noopener noreferrer\">black carbon \u003c/a> and other particulates). This pollution can lead to lung cancer, stroke, and other heart and lung diseases, such as bronchitis, pneumonia, emphysema and ischaemic heart disease (reduced blood supply to the heart). In 2012, according to the \u003ca href=\"http://www.who.int/phe/health_topics/outdoorair/databases/HAP_BoD_results_March2014.pdf?ua=1\" target=\"_blank\" rel=\"noopener noreferrer\">World Health Organization\u003c/a> (WHO), 4.3 million people died from the diseases described above as a result of exposure to indoor air pollution. Some emissions from these fires, like black carbon and carbon dioxide, also contribute to global climate change.\u003c/p>\n\u003cp>Governments, humanitarian groups and other organizations, both in these regions and across the world, are trying to address this problem. One strategy is to provide cleaner burning fuels, like ethanol, propane and kerosene, to populations that rely on solid fuel fires for cooking and heating. Another strategy is to provide cookstoves that burn solid fuel more efficiently, which would reduce the amount of fuel used and, therefore, the amount of smoke produced. Both of these options are being implemented in different places throughout the world with varying degrees of success. \u003ca href=\"http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2039004\" target=\"_blank\" rel=\"noopener noreferrer\">One study \u003c/a> conducted by researchers at Harvard University and Massachusetts Institute of Technology found that in Orissa, India households with more efficient stoves often used them in conjunction with their old stoves, and use of the improved stoves deteriorated over time as households did not properly use and maintain the stoves or invest the time and money to fix them. As a result, the health and air quality benefits of the more efficient stoves lessened after the first year of use.\u003c/p>\n\u003cp>In an effort to try to address some of the challenges associated with implementing improved cookstoves and cleaner fuels, the United Nations Foundation is leading an initiative called the \u003ca href=\"http://cleancookstoves.org/about/\" target=\"_blank\" rel=\"noopener noreferrer\">Global Alliance for Clean Cookstoves \u003c/a> with the goal to “foster the adoption of clean cookstoves and fuels in 100 million households by 2020.” The Alliance has identified \u003ca href=\"http://http://carbonfinanceforcookstoves.org/about-cookstoves/introduction/\">several issues\u003c/a> that make adoption of clean cookstoves challenging. Some of those issues include cost of a new stove, diverse needs of consumers (different cultures cook differently and need stoves that reflect those differences) and lack of knowledge from end users about the health risks associated with traditional cooking methods. The Alliance is conducting studies and supporting efforts to come up with strategies to address some of these challenges.\u003c/p>\n\u003cp>What do you think are some challenges of addressing indoor air pollution caused by solid fuel fires for cooking and heating? How can we overcome those challenges? Does the international community have an obligation to help? Why or why not?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…..\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>E-BOOK: \u003ca href=\"http://kqed.woop.ie/\">Engineering Is Saving the World with Cookstoves\u003c/a> (KQED)\u003c/strong>\u003cbr>\nA team of engineers at Lawrence Berkeley National Laboratory, using a user-centered design approach, has developed a more efficient cookstove that is successfully being used in Darfur. The team is currently working on designing a new stove that will reduce particulate emissions in smoke by 90%.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://www.youtube.com/watch?v=cNcbT72-WbY\">Clean Cookstoves and Fuel: A Global Perspective\u003c/a> (Global Alliance for Clean Cookstoves)\u003c/strong>\u003cbr>\nThis public service announcement, produced by the Global Alliance for Clean Cookstoves, summarizes the problem of indoor air pollution and possible solutions.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>VIDEO:\u003ca href=\"http://www.ideo.org/projects/a-human-centered-approach-to-cookstoves/completed\"> A Human Centered Approach to Cookstoves\u003c/a> (IDEO)\u003c/strong>\u003cbr>\nThis video explains how IDEO studied the habits and needs of women in Tanzania that cook food for their families. This research can help inform how new designs for cookstoves can improve the cooking experience of the end users.\u003c/p>\n\u003chr>\n\n",
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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/Z0XrARfLfuk'\n title='//www.youtube.com/embed/Z0XrARfLfuk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\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 the research to start a classroom conversation around the prompt:\u003c/p>\n\u003cp>\u003cem>What are the challenges of addressing indoor air pollution caused by solid fuel fires for cooking and heating? How can we overcome those challenges? Does the international community have an obligation to help? Why or why not?\u003c/em>\u003c/p>\n\u003c/aside>\n\u003ch2>\u003c/h2>\n\u003cp>About three billion people, particularly in developing regions of Africa, Latin America and Asia, use open fires to cook and heat their homes. The fuels used in these fires–wood, charcoal, plant matter and animal dung–create smoke and harmful air pollution (carbon monoxide, \u003ca href=\"http://www.epa.gov/blackcarbon/basic.html\" target=\"_blank\" rel=\"noopener noreferrer\">black carbon \u003c/a> and other particulates). This pollution can lead to lung cancer, stroke, and other heart and lung diseases, such as bronchitis, pneumonia, emphysema and ischaemic heart disease (reduced blood supply to the heart). In 2012, according to the \u003ca href=\"http://www.who.int/phe/health_topics/outdoorair/databases/HAP_BoD_results_March2014.pdf?ua=1\" target=\"_blank\" rel=\"noopener noreferrer\">World Health Organization\u003c/a> (WHO), 4.3 million people died from the diseases described above as a result of exposure to indoor air pollution. Some emissions from these fires, like black carbon and carbon dioxide, also contribute to global climate change.\u003c/p>\n\u003cp>Governments, humanitarian groups and other organizations, both in these regions and across the world, are trying to address this problem. One strategy is to provide cleaner burning fuels, like ethanol, propane and kerosene, to populations that rely on solid fuel fires for cooking and heating. Another strategy is to provide cookstoves that burn solid fuel more efficiently, which would reduce the amount of fuel used and, therefore, the amount of smoke produced. Both of these options are being implemented in different places throughout the world with varying degrees of success. \u003ca href=\"http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2039004\" target=\"_blank\" rel=\"noopener noreferrer\">One study \u003c/a> conducted by researchers at Harvard University and Massachusetts Institute of Technology found that in Orissa, India households with more efficient stoves often used them in conjunction with their old stoves, and use of the improved stoves deteriorated over time as households did not properly use and maintain the stoves or invest the time and money to fix them. As a result, the health and air quality benefits of the more efficient stoves lessened after the first year of use.\u003c/p>\n\u003cp>In an effort to try to address some of the challenges associated with implementing improved cookstoves and cleaner fuels, the United Nations Foundation is leading an initiative called the \u003ca href=\"http://cleancookstoves.org/about/\" target=\"_blank\" rel=\"noopener noreferrer\">Global Alliance for Clean Cookstoves \u003c/a> with the goal to “foster the adoption of clean cookstoves and fuels in 100 million households by 2020.” The Alliance has identified \u003ca href=\"http://http://carbonfinanceforcookstoves.org/about-cookstoves/introduction/\">several issues\u003c/a> that make adoption of clean cookstoves challenging. Some of those issues include cost of a new stove, diverse needs of consumers (different cultures cook differently and need stoves that reflect those differences) and lack of knowledge from end users about the health risks associated with traditional cooking methods. The Alliance is conducting studies and supporting efforts to come up with strategies to address some of these challenges.\u003c/p>\n\u003cp>What do you think are some challenges of addressing indoor air pollution caused by solid fuel fires for cooking and heating? How can we overcome those challenges? Does the international community have an obligation to help? 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://www.youtube.com/watch?v=cNcbT72-WbY\">Clean Cookstoves and Fuel: A Global Perspective\u003c/a> (Global Alliance for Clean Cookstoves)\u003c/strong>\u003cbr>\nThis public service announcement, produced by the Global Alliance for Clean Cookstoves, summarizes the problem of indoor air pollution and possible solutions.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>VIDEO:\u003ca href=\"http://www.ideo.org/projects/a-human-centered-approach-to-cookstoves/completed\"> A Human Centered Approach to Cookstoves\u003c/a> (IDEO)\u003c/strong>\u003cbr>\nThis video explains how IDEO studied the habits and needs of women in Tanzania that cook food for their families. This research can help inform how new designs for cookstoves can improve the cooking experience of the end users.\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
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"title": "How Much is Behavior Based on Nature Versus Nurture?",
"headTitle": "How Much is Behavior Based on Nature Versus Nurture? | KQED",
"content": "\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowNurture\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>To what extent should we take into account genetic pre-dispositions when evaluating and responding to other people’s actions?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Science has identified two major influences which affect the person you grow to be: nature (your innate qualities and genetics) and nurture (your personal experiences and environment). These two factors play a major role in the upbringing of a human, but to what extent does each contribute to how a person behaves? Many remain polarized on how to factor genetics into our actions and reactions, or whether we should take them into account at \u003ca href=\"http://www.independent.co.uk/news/science/nature-nurture-or-neither-epigenetics-is-the-new-twist-in-an-ageold-argument-7808598.html\" target=\"_blank\" rel=\"noopener noreferrer\">all\u003c/a>. With opportunities to send off your saliva for \u003ca href=\"http://northernpublicradio.org/post/whole-genome-sequencing-here-stay-what-does-mean-genetic-privacy\" target=\"_blank\" rel=\"noopener noreferrer\">genome sequencing\u003c/a>, the option to consider genetics when preventing or reacting to behaviors is tempting. Certain courtrooms are beginning to accept defenses citing biomedical explanations about \u003ca href=\"http://www.npr.org/blogs/health/2012/08/17/158944525/would-judge-give-psychopath-with-genetic-defect-lighter-sentence\" target=\"_blank\" rel=\"noopener noreferrer\">aggression genes\u003c/a>, and even \u003ca href=\"http://www.nouvelles.umontreal.ca/udem-news/news/20140121-toddlers-aggression-is-strongly-associated-with-genetic-factors.html\" target=\"_blank\" rel=\"noopener noreferrer\">toddler tantrums\u003c/a> can be dealt with differently according to genetic findings. Do we need to consider genetics before judging or responding to somebody?\u003c/p>\n\u003cp>A recent \u003ca href=\"http://online.wsj.com/news/articles/SB10001424127887323527004579079132234671374\" target=\"_blank\" rel=\"noopener noreferrer\">article\u003c/a> from the Wall Street Journal states that environmental sensitivity is directly attributable to genetic factors. These scientists have categorized people into two general groups: the orchids, whose behaviors are much more susceptible to environmental factors, and the dandelions, who are relatively less affected by external factors. These differences in environmental sensitivity are due to variations in genes that regulate \u003ca href=\"http://www.psychologytoday.com/blog/mouse-man/200904/what-is-dopamine\" target=\"_blank\" rel=\"noopener noreferrer\">dopamine\u003c/a> production, such as DRD4. Those who produce less dopamine – the orchids – have a tendency to wilt under stringent and negative conditions and to flourish under stable and positive conditions.\u003c/p>\n\u003cp>According to the data, there was clear-cut evidence that the children with a DRD4 variant were more responsive (i.e. decreased aggression) when exposed to positive changes in parental treatment. This indicates that taking genetics into account can in fact promote better informed responses to behaviors. Yet some scientists question the validity of a genetic predisposition to environmental sensitivity, and others mention confounding factors such as natural variation in people’s genetics or upbringing, among a host of other influences. How much emphasis should we place on genetics when evaluating other’s actions, or responding to them?\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"640\" height=\"497\" frameborder=\"0\" scrolling=\"no\" marginheight=\"0\" marginwidth=\"0\" id=\"nyt_video_player\" title=\"New York Times Video - Embed Player\" src=\"http://graphics8.nytimes.com/bcvideo/1.0/iframe/embed.html?videoId=100000002686543&playerType=embed\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>New York Times video \u003ca href=\"http://www.nytimes.com/2014/02/04/science/to-study-aggression-a-fight-club-for-flies.html?_r=0\">To Study Aggression, a Fight Club for Flies\u003c/a>\u003c/strong>\u003cbr>\nA recent aggression study using fruit flies may be the start to a deeper understanding of genetic links to aggression and uncontrollable anger; although flies and humans are very different organisms, the study implicates there may be some parallel implications for mammals.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowNurture\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>NOVA video \u003ca href=\"http://www.pbs.org/wgbh/nova/tech/criminal-minds.html\">Criminal Minds: Born or Made?\u003c/a>\u003c/strong>\u003cbr>\nHow do genes, brain structure, and the environment interact to create criminals rather than rule-abiding citizens? NOVA explores recent science behind genetic predisposition to violence and aggression.\u003c/p>\n\u003cp>\u003cstrong>NPR Talk of the Nation audio\u003ca href=\"http://www.npr.org/2012/01/02/144583977/twins-data-reshaping-nature-versus-nurture-debate\">Twins Data Reshaping Nature Versus Nurture Debate\u003c/a>\u003c/strong>\u003cbr>\nListen as researcher Peter Miller of National Geographic Magazine explains new research regarding genetics’ role in the shaping of who we are, and the field of epigenetics through the lens of (seemingly) identical twins.\u003c/p>\n\u003cp>\u003cstrong>Metro article \u003ca href=\"http://metro.co.uk/2014/03/03/what-gives-us-our-personality-nature-takes-on-nurture-4342057/\" target=\"_blank\" rel=\"noopener noreferrer\">What Gives Us Our Personality? Nature Takes on Nurture\u003c/a>\u003c/strong>\u003cbr>\nThis article presents views from a child clinical psychologist and a neuroscientist on the link between genetic inheritance and personality.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>KQED Do Now Science is a monthly activity in collaboration with \u003ca href=\"http://www.calacademy.org/\" target=\"_blank\" rel=\"noopener noreferrer\">California Academy of Sciences\u003c/a>. The Science Do Now is posted every second Tuesday of the month.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This post was contributed by youth from the Spotlight team within \u003ca href=\"http://www.calacademy.org/youthprograms/careers-in-science/\">The California Academy of Sciences’ Careers in Science Intern Program\u003c/a>. CiS is a multi-year, year-round work-based youth development program for young people from groups typically under-represented in the sciences.\u003c/p>\n\u003chr>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowNurture\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>To what extent should we take into account genetic pre-dispositions when evaluating and responding to other people’s actions?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Science has identified two major influences which affect the person you grow to be: nature (your innate qualities and genetics) and nurture (your personal experiences and environment). These two factors play a major role in the upbringing of a human, but to what extent does each contribute to how a person behaves? Many remain polarized on how to factor genetics into our actions and reactions, or whether we should take them into account at \u003ca href=\"http://www.independent.co.uk/news/science/nature-nurture-or-neither-epigenetics-is-the-new-twist-in-an-ageold-argument-7808598.html\" target=\"_blank\" rel=\"noopener noreferrer\">all\u003c/a>. With opportunities to send off your saliva for \u003ca href=\"http://northernpublicradio.org/post/whole-genome-sequencing-here-stay-what-does-mean-genetic-privacy\" target=\"_blank\" rel=\"noopener noreferrer\">genome sequencing\u003c/a>, the option to consider genetics when preventing or reacting to behaviors is tempting. Certain courtrooms are beginning to accept defenses citing biomedical explanations about \u003ca href=\"http://www.npr.org/blogs/health/2012/08/17/158944525/would-judge-give-psychopath-with-genetic-defect-lighter-sentence\" target=\"_blank\" rel=\"noopener noreferrer\">aggression genes\u003c/a>, and even \u003ca href=\"http://www.nouvelles.umontreal.ca/udem-news/news/20140121-toddlers-aggression-is-strongly-associated-with-genetic-factors.html\" target=\"_blank\" rel=\"noopener noreferrer\">toddler tantrums\u003c/a> can be dealt with differently according to genetic findings. Do we need to consider genetics before judging or responding to somebody?\u003c/p>\n\u003cp>A recent \u003ca href=\"http://online.wsj.com/news/articles/SB10001424127887323527004579079132234671374\" target=\"_blank\" rel=\"noopener noreferrer\">article\u003c/a> from the Wall Street Journal states that environmental sensitivity is directly attributable to genetic factors. These scientists have categorized people into two general groups: the orchids, whose behaviors are much more susceptible to environmental factors, and the dandelions, who are relatively less affected by external factors. These differences in environmental sensitivity are due to variations in genes that regulate \u003ca href=\"http://www.psychologytoday.com/blog/mouse-man/200904/what-is-dopamine\" target=\"_blank\" rel=\"noopener noreferrer\">dopamine\u003c/a> production, such as DRD4. Those who produce less dopamine – the orchids – have a tendency to wilt under stringent and negative conditions and to flourish under stable and positive conditions.\u003c/p>\n\u003cp>According to the data, there was clear-cut evidence that the children with a DRD4 variant were more responsive (i.e. decreased aggression) when exposed to positive changes in parental treatment. This indicates that taking genetics into account can in fact promote better informed responses to behaviors. Yet some scientists question the validity of a genetic predisposition to environmental sensitivity, and others mention confounding factors such as natural variation in people’s genetics or upbringing, among a host of other influences. How much emphasis should we place on genetics when evaluating other’s actions, or responding to them?\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"640\" height=\"497\" frameborder=\"0\" scrolling=\"no\" marginheight=\"0\" marginwidth=\"0\" id=\"nyt_video_player\" title=\"New York Times Video - Embed Player\" src=\"http://graphics8.nytimes.com/bcvideo/1.0/iframe/embed.html?videoId=100000002686543&playerType=embed\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>New York Times video \u003ca href=\"http://www.nytimes.com/2014/02/04/science/to-study-aggression-a-fight-club-for-flies.html?_r=0\">To Study Aggression, a Fight Club for Flies\u003c/a>\u003c/strong>\u003cbr>\nA recent aggression study using fruit flies may be the start to a deeper understanding of genetic links to aggression and uncontrollable anger; although flies and humans are very different organisms, the study implicates there may be some parallel implications for mammals.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowNurture\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>NOVA video \u003ca href=\"http://www.pbs.org/wgbh/nova/tech/criminal-minds.html\">Criminal Minds: Born or Made?\u003c/a>\u003c/strong>\u003cbr>\nHow do genes, brain structure, and the environment interact to create criminals rather than rule-abiding citizens? NOVA explores recent science behind genetic predisposition to violence and aggression.\u003c/p>\n\u003cp>\u003cstrong>NPR Talk of the Nation audio\u003ca href=\"http://www.npr.org/2012/01/02/144583977/twins-data-reshaping-nature-versus-nurture-debate\">Twins Data Reshaping Nature Versus Nurture Debate\u003c/a>\u003c/strong>\u003cbr>\nListen as researcher Peter Miller of National Geographic Magazine explains new research regarding genetics’ role in the shaping of who we are, and the field of epigenetics through the lens of (seemingly) identical twins.\u003c/p>\n\u003cp>\u003cstrong>Metro article \u003ca href=\"http://metro.co.uk/2014/03/03/what-gives-us-our-personality-nature-takes-on-nurture-4342057/\" target=\"_blank\" rel=\"noopener noreferrer\">What Gives Us Our Personality? Nature Takes on Nurture\u003c/a>\u003c/strong>\u003cbr>\nThis article presents views from a child clinical psychologist and a neuroscientist on the link between genetic inheritance and personality.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>KQED Do Now Science is a monthly activity in collaboration with \u003ca href=\"http://www.calacademy.org/\" target=\"_blank\" rel=\"noopener noreferrer\">California Academy of Sciences\u003c/a>. The Science Do Now is posted every second Tuesday of the month.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This post was contributed by youth from the Spotlight team within \u003ca href=\"http://www.calacademy.org/youthprograms/careers-in-science/\">The California Academy of Sciences’ Careers in Science Intern Program\u003c/a>. CiS is a multi-year, year-round work-based youth development program for young people from groups typically under-represented in the sciences.\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In 1984, July was designated as National Ice Cream Month, and the third Sunday in July as National Ice Cream Day. To celebrate the sweetest month of the year, learn about the science and methods of making ice cream with the following resources. Additional videos and interactive games can be found in \u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.sciencefriday.com/segments/food-failures-i-scream-you-scream-when-we-ruin-our-ice-cream/\">The Physics and Chemistry Behind Ice Cream Production\u003c/a>\u003c/strong>\u003cbr>\nDid you know that ice cream is neither a liquid nor a solid but a complex colloid? In this informative podcast from \u003ca href=\"http://www.sciencefriday.com/\">Science Friday\u003c/a>, a cookbook author and an artisan ice cream maker discuss the elements of making ice cream and the science behind it. Become an expert on the physics of freezing and learn how to create the correct ratio of fats, sugars and emulsifiers for that perfect, smooth ice cream texture.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ck12.org/physical-science/Freezing-in-Physical-Science/rwa/We-All-Scream-for-Ice-Cream/\">\u003cstrong>The Science of Homemade Ice Cream \u003c/strong>\u003c/a>\u003cbr>\nAnyone can make ice cream at home with just a plastic bag and some simple ingredients. This instructional video from \u003ca href=\"http://www.ck12.org/\">CK-12\u003c/a> will guide you through this fun activity. Discover scientific facts of the ice cream production and learn why salt plays an important role in the process.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.pbslearningmedia.org/resource/arct14.sci.dscream/ice-cream-pete-gosselin/\">Behind the Scenes at Ben & Jerry’s Factory\u003c/a>\u003c/b>\u003cbr>\nLearn about the challenges of being a mechanical engineer at a large ice cream factory. In this video from \u003ca href=\"http://pbskids.org/designsquad/projects/\">Design Squad Nation\u003c/a>, Ben & Jerry’s engineer Pete Gosselin talks about production machinery and shares tips for making smooth ice cream.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In 1984, July was designated as National Ice Cream Month, and the third Sunday in July as National Ice Cream Day. To celebrate the sweetest month of the year, learn about the science and methods of making ice cream with the following resources. Additional videos and interactive games can be found in \u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.sciencefriday.com/segments/food-failures-i-scream-you-scream-when-we-ruin-our-ice-cream/\">The Physics and Chemistry Behind Ice Cream Production\u003c/a>\u003c/strong>\u003cbr>\nDid you know that ice cream is neither a liquid nor a solid but a complex colloid? In this informative podcast from \u003ca href=\"http://www.sciencefriday.com/\">Science Friday\u003c/a>, a cookbook author and an artisan ice cream maker discuss the elements of making ice cream and the science behind it. Become an expert on the physics of freezing and learn how to create the correct ratio of fats, sugars and emulsifiers for that perfect, smooth ice cream texture.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ck12.org/physical-science/Freezing-in-Physical-Science/rwa/We-All-Scream-for-Ice-Cream/\">\u003cstrong>The Science of Homemade Ice Cream \u003c/strong>\u003c/a>\u003cbr>\nAnyone can make ice cream at home with just a plastic bag and some simple ingredients. This instructional video from \u003ca href=\"http://www.ck12.org/\">CK-12\u003c/a> will guide you through this fun activity. Discover scientific facts of the ice cream production and learn why salt plays an important role in the process.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.pbslearningmedia.org/resource/arct14.sci.dscream/ice-cream-pete-gosselin/\">Behind the Scenes at Ben & Jerry’s Factory\u003c/a>\u003c/b>\u003cbr>\nLearn about the challenges of being a mechanical engineer at a large ice cream factory. In this video from \u003ca href=\"http://pbskids.org/designsquad/projects/\">Design Squad Nation\u003c/a>, Ben & Jerry’s engineer Pete Gosselin talks about production machinery and shares tips for making smooth ice cream.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>How do you get to the moon? From building a rover to crashing landing on the moon, these four videos will help you do your own moon walking. Find hundreds more videos illuminating moon expeditions in \u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>.\u003cbr>\n\u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedq11.sci.nasaames/nasa-ames-rocket-to-the-moon/\">\u003cbr>\nNASA Ames Rocket to the Moon\u003c/a>\u003cbr>\nNASA scientists in Mountain View built a spaceship that they deliberately crashed into the moon in 2009, sending up a 40-mile high cloud of debris.\u003cbr>\n[youtube https://www.youtube.com/watch?v=gsMAyeByKKk&w=560&h=315]\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbslearningmedia.org/resource/74528e28-66ff-4abc-bec3-801c22c1ef50/neil-armstrong-pbs-world-explorers/\">\u003cstrong> Neil Armstrong | PBS World Explorers\u003c/strong> \u003c/a>\u003cbr>\nNeil Armstrong was the leader of mankind’s first mission to the moon, and the first to set foot on its surface. His words, “That’s one small step for man, one giant leap for mankind,” are now world famous.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/phy03.sci.phys.mfw.eor/how-do-you-get-to-the-moon/\"> NOVA: To The Moon | How Do You Get to the Moon?\u003c/a>\u003c/strong>\u003cbr>\nThis video, adapted from NOVA, details the three competing Apollo 11 mission plans considered for landing a manned spacecraft on the lunar surface and focuses on how the moon’s low-gravity conditions and lack of atmosphere influenced the design and manufacture of the landing craft.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/arct14.sci.dsrove/roving-on-the-moon-challenge/\"> Roving on the Moon Challenge\u003c/a>\u003c/strong>\u003cbr>\nBuild a rubber band-powered rover that can scramble across the room in this activity from Design Squad Nation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>How do you get to the moon? From building a rover to crashing landing on the moon, these four videos will help you do your own moon walking. Find hundreds more videos illuminating moon expeditions in \u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>.\u003cbr>\n\u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedq11.sci.nasaames/nasa-ames-rocket-to-the-moon/\">\u003cbr>\nNASA Ames Rocket to the Moon\u003c/a>\u003cbr>\nNASA scientists in Mountain View built a spaceship that they deliberately crashed into the moon in 2009, sending up a 40-mile high cloud of debris.\u003cbr>\n\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/gsMAyeByKKk'\n title='//www.youtube.com/embed/gsMAyeByKKk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbslearningmedia.org/resource/74528e28-66ff-4abc-bec3-801c22c1ef50/neil-armstrong-pbs-world-explorers/\">\u003cstrong> Neil Armstrong | PBS World Explorers\u003c/strong> \u003c/a>\u003cbr>\nNeil Armstrong was the leader of mankind’s first mission to the moon, and the first to set foot on its surface. His words, “That’s one small step for man, one giant leap for mankind,” are now world famous.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/phy03.sci.phys.mfw.eor/how-do-you-get-to-the-moon/\"> NOVA: To The Moon | How Do You Get to the Moon?\u003c/a>\u003c/strong>\u003cbr>\nThis video, adapted from NOVA, details the three competing Apollo 11 mission plans considered for landing a manned spacecraft on the lunar surface and focuses on how the moon’s low-gravity conditions and lack of atmosphere influenced the design and manufacture of the landing craft.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/arct14.sci.dsrove/roving-on-the-moon-challenge/\"> Roving on the Moon Challenge\u003c/a>\u003c/strong>\u003cbr>\nBuild a rubber band-powered rover that can scramble across the room in this activity from Design Squad Nation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>With “one small step for man, one giant leap for mankind,” July 20 marks the 47th anniversary of Neil Armstrong’s walk on the moon. Get a deeper understanding of the moon with these resources. Begin with a quick quiz from KQED QUEST, then expand your horizon with videos and images from NASA, NOVA, Earth and Sky, and Crash Course.\u003c/p>\n\u003cp>1.\u003cstrong> \u003ca href=\"http://ca.pbslearningmedia.org/resource/fbc2c22a-b23c-424e-828d-c6ec5f3e6876/fbc2c22a-b23c-424e-828d-c6ec5f3e6876/\">Quiz: The Moon\u003c/a>\u003c/strong>\u003cbr>\nIn an average lifetime, a person experiences about 936 full moons. But how old is the moon? How was it formed? Take the QUEST Quiz to find out how much you really know about the Earth’s moon.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=mcqEy9lBlEs]\u003c/p>\n\u003cp>2.\u003cstrong> \u003ca href=\"http://ww2.kqed.org/science/2013/09/23/peeling-away-the-moons-mysteries/\">Peeling Away the Moon’s Mysteries\u003c/a>\u003c/strong>\u003cbr>\nThe moon often seems like an ancient relic of space exploration, that dusty, dry ball of rock and soil that we visited decades ago and have since left alone—possibly because we found nothing there but dust, rock and soil? Not so fast. Exploration in the past few years has revealed aspects of the moon that are building a whole new understanding of what we know.\u003c/p>\n\u003cp>3. \u003ca href=\"http://ca.pbslearningmedia.org/resource/ess05.sci.ess.eiu.moon/the-origin-of-the-moon/\">T\u003cstrong>he Origin of the Moon\u003c/strong>\u003c/a>\u003cbr>\nMost planetary scientists expected that lunar samples brought to Earth at the end of each of the six Apollo missions would confirm one of three leading hypotheses of the moon’s origin. Instead, samples left all three explanations unconfirmed, requiring the development of a new hypothesis for how the moon formed. This video segment adapted from NOVA shows Apollo 15 astronauts collecting a type of rock that would help change our understanding of the moon’s — and Earth’s — earliest history.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>4. \u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/npls12.sci.ess.eiu.evolutionmoon/evolution-of-the-moon/\">Evolution of the Moon\u003c/a>\u003c/strong>\u003cbr>\nLearn about the evolution of Earth’s moon, from its initial formation to its current state, in this video from NASA. Real satellite imagery, as well as simulations, explore how the moon has changed over time. The video looks at how the moon likely formed–about 4.5 billion years ago, how impacts from large objects formed maria, and how additional impacts from smaller objects continue to cause cratering.\u003c/p>\n\u003cp>5. \u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/ess05.sci.ess.eiu.moonsurf/explore-the-moon/\"> Explore the Moon\u003c/a>\u003c/strong>\u003cbr>\n“Exploration at its best” is how astronaut Dave Scott described his experience as he stepped onto the moon on July 30, 1971. The moon is probably not humankind’s final frontier. However, more than 30 years after the completion of the last mission to the moon, the Apollo missions still stand out as six of the most ambitious and heroic voyages in exploration history. These interactive images from NOVA provide panoramic views of each of the six Apollo landing sites and offer a hint of what astronauts faced on the surface of the moon.\u003c/p>\n\u003cp>6. \u003ca href=\"http://ca.pbslearningmedia.org/resource/npls12.sci.ess.eiu.tourmoon/tour-of-the-moon-nasa-planetary-sciences/\">\u003cstrong>Tour of the Moon | NASA Planetary Sciences\u003c/strong>\u003c/a>\u003cbr>\nTake a tour of the moon’s surface features in this video from NASA. Images and topographic maps show craters, rocks, mountains, basins and valleys, including the Orientale basin, Shackleton crater, South Pole-Aitken basin, Tycho crater, Aristarchus plateau, Mare Serenitatis, Compton-Belkovich volcano, Jackson crater and Tsiolkovsky crater. False colors indicate elevation: blue areas are lowest and red areas are highest. Satellite images and measurements from missions such as the Lunar Reconnaissance Orbiter improve scientific understanding of how Earth’s moon and other rocky planets in the solar system evolved.\u003c/p>\n\u003cp>7. \u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/moon-phase-night-sky-video-crashcourse-1004/moon-phases-crash-course-astronomy/\">Moon Phases | Crash Course Astronomy\u003c/a>\u003c/strong>\u003cbr>\nBecause the moon is a sphere and orbits the earth every 29.5 days, the way we see it in the night sky changes with time. Learn what the phases of the moon are, why they occur, how we see them and what they are called.\u003c/p>\n\u003cp>8. \u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/npls13.sci.ess.eiu.insidemoon/investigating-the-moons-interior-nasa-planetary-sciences/\"> Investigating the Moon’s Interior | NASA Planetary Sciences\u003c/a>\u003c/strong>\u003cbr>\nDiscover how scientists plan to use data from the GRAIL mission and a map of the moon’s gravitational field to learn about its internal structure. By comparing data about the moon’s gravity with information about its topography, scientists can gain a better understanding of the moon’s formation and evolution, and learn about the development of other rocky planets. A false-color map shows the variations in the lunar gravitational field as measured by the Gravity Recovery and Interior Laboratory (GRAIL) mission.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>9. \u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/ess05.sci.ess.eiu.moonorbit/why-doesnt-the-moon-fall-down/\"> Why Doesn’t the Moon Fall Down?\u003c/a>\u003c/strong>\u003cbr>\nAstronomer Doris Daou explains how the forces of speed and gravity keep the moon in a constant orbit around Earth in this animated video segment adapted from NASA. The moon, Earth’s natural satellite, seems to hover in the sky, unaffected by gravity. However, the reason the moon stays in orbit is precisely because of gravity — a universal force that attracts objects. With the right combination of speed and gravity, satellites can fall around, instead of into, the body that they orbit.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>With “one small step for man, one giant leap for mankind,” July 20 marks the 47th anniversary of Neil Armstrong’s walk on the moon. Get a deeper understanding of the moon with these resources. Begin with a quick quiz from KQED QUEST, then expand your horizon with videos and images from NASA, NOVA, Earth and Sky, and Crash Course.\u003c/p>\n\u003cp>1.\u003cstrong> \u003ca href=\"http://ca.pbslearningmedia.org/resource/fbc2c22a-b23c-424e-828d-c6ec5f3e6876/fbc2c22a-b23c-424e-828d-c6ec5f3e6876/\">Quiz: The Moon\u003c/a>\u003c/strong>\u003cbr>\nIn an average lifetime, a person experiences about 936 full moons. But how old is the moon? How was it formed? Take the QUEST Quiz to find out how much you really know about the Earth’s moon.\u003c/p>\n\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/mcqEy9lBlEs'\n title='//www.youtube.com/embed/mcqEy9lBlEs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>2.\u003cstrong> \u003ca href=\"http://ww2.kqed.org/science/2013/09/23/peeling-away-the-moons-mysteries/\">Peeling Away the Moon’s Mysteries\u003c/a>\u003c/strong>\u003cbr>\nThe moon often seems like an ancient relic of space exploration, that dusty, dry ball of rock and soil that we visited decades ago and have since left alone—possibly because we found nothing there but dust, rock and soil? Not so fast. Exploration in the past few years has revealed aspects of the moon that are building a whole new understanding of what we know.\u003c/p>\n\u003cp>3. \u003ca href=\"http://ca.pbslearningmedia.org/resource/ess05.sci.ess.eiu.moon/the-origin-of-the-moon/\">T\u003cstrong>he Origin of the Moon\u003c/strong>\u003c/a>\u003cbr>\nMost planetary scientists expected that lunar samples brought to Earth at the end of each of the six Apollo missions would confirm one of three leading hypotheses of the moon’s origin. Instead, samples left all three explanations unconfirmed, requiring the development of a new hypothesis for how the moon formed. This video segment adapted from NOVA shows Apollo 15 astronauts collecting a type of rock that would help change our understanding of the moon’s — and Earth’s — earliest history.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>4. \u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/npls12.sci.ess.eiu.evolutionmoon/evolution-of-the-moon/\">Evolution of the Moon\u003c/a>\u003c/strong>\u003cbr>\nLearn about the evolution of Earth’s moon, from its initial formation to its current state, in this video from NASA. Real satellite imagery, as well as simulations, explore how the moon has changed over time. The video looks at how the moon likely formed–about 4.5 billion years ago, how impacts from large objects formed maria, and how additional impacts from smaller objects continue to cause cratering.\u003c/p>\n\u003cp>5. \u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/ess05.sci.ess.eiu.moonsurf/explore-the-moon/\"> Explore the Moon\u003c/a>\u003c/strong>\u003cbr>\n“Exploration at its best” is how astronaut Dave Scott described his experience as he stepped onto the moon on July 30, 1971. The moon is probably not humankind’s final frontier. However, more than 30 years after the completion of the last mission to the moon, the Apollo missions still stand out as six of the most ambitious and heroic voyages in exploration history. These interactive images from NOVA provide panoramic views of each of the six Apollo landing sites and offer a hint of what astronauts faced on the surface of the moon.\u003c/p>\n\u003cp>6. \u003ca href=\"http://ca.pbslearningmedia.org/resource/npls12.sci.ess.eiu.tourmoon/tour-of-the-moon-nasa-planetary-sciences/\">\u003cstrong>Tour of the Moon | NASA Planetary Sciences\u003c/strong>\u003c/a>\u003cbr>\nTake a tour of the moon’s surface features in this video from NASA. Images and topographic maps show craters, rocks, mountains, basins and valleys, including the Orientale basin, Shackleton crater, South Pole-Aitken basin, Tycho crater, Aristarchus plateau, Mare Serenitatis, Compton-Belkovich volcano, Jackson crater and Tsiolkovsky crater. False colors indicate elevation: blue areas are lowest and red areas are highest. Satellite images and measurements from missions such as the Lunar Reconnaissance Orbiter improve scientific understanding of how Earth’s moon and other rocky planets in the solar system evolved.\u003c/p>\n\u003cp>7. \u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/moon-phase-night-sky-video-crashcourse-1004/moon-phases-crash-course-astronomy/\">Moon Phases | Crash Course Astronomy\u003c/a>\u003c/strong>\u003cbr>\nBecause the moon is a sphere and orbits the earth every 29.5 days, the way we see it in the night sky changes with time. Learn what the phases of the moon are, why they occur, how we see them and what they are called.\u003c/p>\n\u003cp>8. \u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/npls13.sci.ess.eiu.insidemoon/investigating-the-moons-interior-nasa-planetary-sciences/\"> Investigating the Moon’s Interior | NASA Planetary Sciences\u003c/a>\u003c/strong>\u003cbr>\nDiscover how scientists plan to use data from the GRAIL mission and a map of the moon’s gravitational field to learn about its internal structure. By comparing data about the moon’s gravity with information about its topography, scientists can gain a better understanding of the moon’s formation and evolution, and learn about the development of other rocky planets. A false-color map shows the variations in the lunar gravitational field as measured by the Gravity Recovery and Interior Laboratory (GRAIL) mission.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>9. \u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/ess05.sci.ess.eiu.moonorbit/why-doesnt-the-moon-fall-down/\"> Why Doesn’t the Moon Fall Down?\u003c/a>\u003c/strong>\u003cbr>\nAstronomer Doris Daou explains how the forces of speed and gravity keep the moon in a constant orbit around Earth in this animated video segment adapted from NASA. The moon, Earth’s natural satellite, seems to hover in the sky, unaffected by gravity. However, the reason the moon stays in orbit is precisely because of gravity — a universal force that attracts objects. With the right combination of speed and gravity, satellites can fall around, instead of into, the body that they orbit.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This is the 4th and final installment of my thinking about the writing process for students with special needs. In my \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/01/19/the-writing-process-through-the-eyes-of-children-with-special-needs/\">\u003cspan style=\"font-weight: 400\">first post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I describe how I use gallery walks to establish pre-writing strategies with my students. In \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">\u003cspan style=\"font-weight: 400\">my second article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I outline how my students will read deeply into written works for more meaning, and in my \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/06/23/the-writing-process-through-the-eyes-of-children-with-special-needs-part-3/\">\u003cspan style=\"font-weight: 400\">third post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I explain the drafting process and how to use programs online to write their essays. In this final post, I will discuss how to edit, revise and finally publish my student’s final work. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>Writing for all students, and especially for students with special needs, is a process that takes time to learn. It is essential to develop student skills throughout the school year so they aren’t bombarded with a huge essay and not be sure of what to do. In doing this, my expectations build throughout the year, just as I would hope my student’s expectations of themselves would rise as they learn as well. My hope is that through training the students to write, they will be better editors of their own work and their writing will better demonstrate what they know.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the beginning of the school year, you don’t know your kids well enough to get a good grasp on how each one individually learns, and the idea is to get them to teach you how they learn. I have them do many writing assignments throughout the school year, all to train them for longer writes. Because most of my students struggle with reading or writing on some level, I find it important to access it at their level. Students love to talk about themselves, which is why I incorporate thoughtful writing tasks where they can do just that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In November, shortly into the 2nd quarter of the school year, I do a program called \u003c/span>\u003ca href=\"http://nanowrimo.org/\">\u003cspan style=\"font-weight: 400\">National Novel Writing Month\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NaNoWriMo). This program has been around since 1999. Recently, they have developed a \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/\">\u003cspan style=\"font-weight: 400\">Young Writers Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which includes \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/lesson-plans\">\u003cspan style=\"font-weight: 400\">curriculum for Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/workbooks\">\u003cspan style=\"font-weight: 400\">workbook version for students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to access the program within the classroom. NaNoWriMo is 1-month event from November 1 to November 30 where individuals join in to commit their free time to writing a 50,000 word novel. I personally have written 9 novels in the last 9 years. As an educator, I am always looking for new ways to encourage my students to write. The Young Writers Program offers an option for students to set their own goals (which don’t have to be 50,000 – because that number can be daunting to almost anyone). And, I can create my own online classroom specifically for them to compete with each other.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-234560\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/nano_ywp1-800x571.png\" alt=\"\" width=\"800\" height=\"571\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-800x571.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-400x285.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-768x548.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-1180x842.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-960x685.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1.png 1231w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The purpose of using NaNoWriMo with my kids is to encourage them to write and get their voice out there. I want my students to feel comfortable with themselves and their writing. As a teenager, this is often a difficult feat. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the confidence they have gained from our NaNoWriMo project during November, and continued practice reading and writing throughout the school year, my students have many of the experiences they need to begin to edit and revise their writing. The goal is to utilize each person in the classroom, at home, and in their lives to help them take the best approach to the final stages of the writing process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I use a peer editing format in my classroom. With students with who have an IEP, there is often a stigma that they don’t learn as well in a special education classroom or won’t access the same learning. This is entirely wrong. If you set achievable expectations, students will make progress toward these goals. By having students interact by editing each other’s work, they will access other people’s thoughts and opinions and ideally obtain some valuable insight on their own writing and learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I use a form similar the one below, and it can also be accessed \u003c/span>\u003ca href=\"http://jimmiescollage.com/downloads/writing/peer-editing.pdf\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-234561\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/peer_edit.png\" alt=\"\" width=\"766\" height=\"900\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/peer_edit.png 766w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/peer_edit-400x470.png 400w\" sizes=\"(max-width: 766px) 100vw, 766px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This checklist is first explained to the students. I put it up on the Smartboard and go through each section with them, explaining the different things I am looking for them to do with their partner’s work. Of course, if students don’t know what you want them to do, they will have a harder time accomplishing it. My goal is to have the students use the Reader’s Apprenticeship ideas we have discussed in \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">\u003cspan style=\"font-weight: 400\">my second article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students are encouraged to write their ideas on this sheet about their partner’s work and identify questions, comments, thoughts, concerns. By allowing them the opportunity to write their ideas here, it eliminates any unnecessary notes on the partner’s paper. \u003c/span>\u003c/p>\n\u003cp>During peer editing, I limit the time to certain segments – taking away down time as much as possible while still allowing for students who need more time. I start by explaining the worksheet, and then allow 15-20 minutes to read their partner’s essay and write their comments on the worksheet. I then have the students come back together with their partner for 10 minutes. They trade back their papers and share out 2 things they would change on their partner’s essay, as well as 3 positive take-aways from their essay (allowing positives to outweigh things they need to fix). This whole peer editing process takes approximately 30-35 minutes and gives the students time to interact on a personal level with their partner while meaningfully discussing their essays.\u003c/p>\n\u003cp>Understandably, there are times when someone’s work will be limited. I have students whose essays are written very minimally (and I have some that go overboard with writing). To make sure the students are paired up evenly, I pair them up based on their original versions – sometimes even putting them in groups of 3 to add more quality and quantity to their efforts. By doing this, the students get more than just one opinion, which means more added benefit for their own essays.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The last 15-20 minutes of the period is usually allowed for the students to make the revisions their partner suggested for their essay, ask them more questions if they need to, or ask any needed questions of me before they leave my room. The idea is that if the students feel comfortable with the changes they discussed with their partner then they will be able to finish the rest of the essay revisions on their own. Because we have access to technology, I allow my students to access me through email or essay comments. Of course they can also talk to me before, during or after school.\u003c/span>\u003c/p>\n\u003cp>By getting comfortable with writing early in the school year, it grows their ambition to be successful writers and eliminates a lot of the fear of the writing process that plagues many of my students.\u003c/p>\n\u003cp>Thank you for taking the time to read about the writing process for the special needs child. I hope this has given you some insight on what writing looks like in the special education classroom, as well as the process I have successfully used to encourage them to produce their best work.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This is the 4th and final installment of my thinking about the writing process for students with special needs. In my \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/01/19/the-writing-process-through-the-eyes-of-children-with-special-needs/\">\u003cspan style=\"font-weight: 400\">first post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I describe how I use gallery walks to establish pre-writing strategies with my students. In \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">\u003cspan style=\"font-weight: 400\">my second article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I outline how my students will read deeply into written works for more meaning, and in my \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/06/23/the-writing-process-through-the-eyes-of-children-with-special-needs-part-3/\">\u003cspan style=\"font-weight: 400\">third post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I explain the drafting process and how to use programs online to write their essays. In this final post, I will discuss how to edit, revise and finally publish my student’s final work. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>Writing for all students, and especially for students with special needs, is a process that takes time to learn. It is essential to develop student skills throughout the school year so they aren’t bombarded with a huge essay and not be sure of what to do. In doing this, my expectations build throughout the year, just as I would hope my student’s expectations of themselves would rise as they learn as well. My hope is that through training the students to write, they will be better editors of their own work and their writing will better demonstrate what they know.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the beginning of the school year, you don’t know your kids well enough to get a good grasp on how each one individually learns, and the idea is to get them to teach you how they learn. I have them do many writing assignments throughout the school year, all to train them for longer writes. Because most of my students struggle with reading or writing on some level, I find it important to access it at their level. Students love to talk about themselves, which is why I incorporate thoughtful writing tasks where they can do just that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In November, shortly into the 2nd quarter of the school year, I do a program called \u003c/span>\u003ca href=\"http://nanowrimo.org/\">\u003cspan style=\"font-weight: 400\">National Novel Writing Month\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NaNoWriMo). This program has been around since 1999. Recently, they have developed a \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/\">\u003cspan style=\"font-weight: 400\">Young Writers Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which includes \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/lesson-plans\">\u003cspan style=\"font-weight: 400\">curriculum for Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a \u003c/span>\u003ca href=\"http://ywp.nanowrimo.org/workbooks\">\u003cspan style=\"font-weight: 400\">workbook version for students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to access the program within the classroom. NaNoWriMo is 1-month event from November 1 to November 30 where individuals join in to commit their free time to writing a 50,000 word novel. I personally have written 9 novels in the last 9 years. As an educator, I am always looking for new ways to encourage my students to write. The Young Writers Program offers an option for students to set their own goals (which don’t have to be 50,000 – because that number can be daunting to almost anyone). And, I can create my own online classroom specifically for them to compete with each other.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-234560\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/nano_ywp1-800x571.png\" alt=\"\" width=\"800\" height=\"571\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-800x571.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-400x285.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-768x548.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-1180x842.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1-960x685.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/nano_ywp1.png 1231w\" sizes=\"(max-width: 800px) 100vw, 800px\">\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\">The purpose of using NaNoWriMo with my kids is to encourage them to write and get their voice out there. I want my students to feel comfortable with themselves and their writing. As a teenager, this is often a difficult feat. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the confidence they have gained from our NaNoWriMo project during November, and continued practice reading and writing throughout the school year, my students have many of the experiences they need to begin to edit and revise their writing. The goal is to utilize each person in the classroom, at home, and in their lives to help them take the best approach to the final stages of the writing process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I use a peer editing format in my classroom. With students with who have an IEP, there is often a stigma that they don’t learn as well in a special education classroom or won’t access the same learning. This is entirely wrong. If you set achievable expectations, students will make progress toward these goals. By having students interact by editing each other’s work, they will access other people’s thoughts and opinions and ideally obtain some valuable insight on their own writing and learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I use a form similar the one below, and it can also be accessed \u003c/span>\u003ca href=\"http://jimmiescollage.com/downloads/writing/peer-editing.pdf\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-234561\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/07/peer_edit.png\" alt=\"\" width=\"766\" height=\"900\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/peer_edit.png 766w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/07/peer_edit-400x470.png 400w\" sizes=\"(max-width: 766px) 100vw, 766px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This checklist is first explained to the students. I put it up on the Smartboard and go through each section with them, explaining the different things I am looking for them to do with their partner’s work. Of course, if students don’t know what you want them to do, they will have a harder time accomplishing it. My goal is to have the students use the Reader’s Apprenticeship ideas we have discussed in \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/2016/04/04/the-writing-process-through-the-eyes-of-children-with-special-needs-part-two/\">\u003cspan style=\"font-weight: 400\">my second article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students are encouraged to write their ideas on this sheet about their partner’s work and identify questions, comments, thoughts, concerns. By allowing them the opportunity to write their ideas here, it eliminates any unnecessary notes on the partner’s paper. \u003c/span>\u003c/p>\n\u003cp>During peer editing, I limit the time to certain segments – taking away down time as much as possible while still allowing for students who need more time. I start by explaining the worksheet, and then allow 15-20 minutes to read their partner’s essay and write their comments on the worksheet. I then have the students come back together with their partner for 10 minutes. They trade back their papers and share out 2 things they would change on their partner’s essay, as well as 3 positive take-aways from their essay (allowing positives to outweigh things they need to fix). This whole peer editing process takes approximately 30-35 minutes and gives the students time to interact on a personal level with their partner while meaningfully discussing their essays.\u003c/p>\n\u003cp>Understandably, there are times when someone’s work will be limited. I have students whose essays are written very minimally (and I have some that go overboard with writing). To make sure the students are paired up evenly, I pair them up based on their original versions – sometimes even putting them in groups of 3 to add more quality and quantity to their efforts. By doing this, the students get more than just one opinion, which means more added benefit for their own essays.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The last 15-20 minutes of the period is usually allowed for the students to make the revisions their partner suggested for their essay, ask them more questions if they need to, or ask any needed questions of me before they leave my room. The idea is that if the students feel comfortable with the changes they discussed with their partner then they will be able to finish the rest of the essay revisions on their own. Because we have access to technology, I allow my students to access me through email or essay comments. Of course they can also talk to me before, during or after school.\u003c/span>\u003c/p>\n\u003cp>By getting comfortable with writing early in the school year, it grows their ambition to be successful writers and eliminates a lot of the fear of the writing process that plagues many of my students.\u003c/p>\n\u003cp>Thank you for taking the time to read about the writing process for the special needs child. I hope this has given you some insight on what writing looks like in the special education classroom, as well as the process I have successfully used to encourage them to produce their best work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
"link": "/podcasts/closealltabs",
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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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.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
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