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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>, the digital media library for teachers and learners, provides trusted content from PBS and partners like KQED to bring quality media into learning. This short tutorial, part of a s\u003ca href=\"https://www.youtube.com/user/KQEDucation/videos\">eries on using PBS LearningMedia Productivity Tools\u003c/a>, offers suggestions on how to maximize PBS LearningMedia using storyboards. Storyboards can help to create more dynamic presentations using media, graphics and text. Here are a few ways to use storyboards.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/LW1pqQJm-ag'\n title='//www.youtube.com/embed/LW1pqQJm-ag'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"http://www.pbslearningmedia.org/tools/storyboard/new/\">PBS LearningMedia storyboards\u003c/a> function like a Pinterest board, you can add media in PBS LearningMedia or media from your computer onto the board. A title, a background, media and clip art can also be added. Each storyboard created has a unique link that can be added to a webpage and shared with students, bookmarked, emailed or referenced to.\u003c/p>\n\u003cp>\u003cstrong>Two Suggestions for Using Storyboards\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Storyboards to Introduce Topic:\u003c/strong> Create a storyboard to share with your class that introduces a topic. Here is a \u003ca href=\"http://ca.pbslearningmedia.org/tools/storyboard/view/6bbb40df-6c08-40ea-adda-e330005f3de2/\">storyboard that introduces parts and functions of cells\u003c/a>. Students can look at various parts of a cell using this storyboard made with videos that have been favorited (saved) in PBS LearningMedia. This storyboard has a video that shows functions of a cell and highlights a specific part of a cell. Text has been added to summarize each video along with a cell diagram image.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Student Created Storyboards:\u003c/strong> Students can produce and illustrate concepts that they’ve learned on their own storyboard. Students create an account and can search in PBS LearningMedia to find media that they can use to make claims and illustrate ideas on storyboards. This can also build media literacy skills. In creating storyboards, students can be tasked with being critical consumers of the media. They can watch and choose videos that illustrate their arguments. They view and evaluate if the media does or doesn’t answer the questions that they are asked to answer in creating the storyboard. Students can include comments in response to videos on storyboard and point out gaps in the information presented. They could also describe the point of view or bias that a video might present.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Storyboards in PBS LearningMedia are one tool to create engaging learning experiences for students. Access the storyboard tool by logging into your account. \u003cstrong>Go to \u003ca href=\"http://www.kqed.org/pbslm\">kqed.org/pbslm\u003c/a> for more ideas for using \u003ca href=\"http://www.pbslearningmedia.org/tools/\">PBS LearningMedia\u003c/a> with students.\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>[audio mp3=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/20150808_wesat_high_schoolers_and_snooze_buttons_a_public_health_crisis_.mp3\"][/audio]\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n\u003ca href=\"http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=430354779&m=430633650\">High Schoolers and Snooze Buttons: A Public Health Crisis\u003c/a> [NPR Weekend Edition]\u003c/strong>\u003cbr>\n\u003cem>This report describes new findings from health researchers about the consequences of schools having early start times.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Should the start time of schools be moved forward? In what ways could a later start benefit teenagers, but also cost them? How would an earlier start time affect students?\u003c/span>\u003cbr>\n\u003cstrong>#DoNowFirstBell\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 @KQEDedspace and #DoNowFirstBell 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>Learn More About Sleep and Academic Performance\u003c/h2>\n\u003cp>In October 2014, the American Academy of Pediatrics (AAP) \u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697\">issued a policy statement\u003c/a> suggesting that school districts consider starting school after 8:30am. Currently, some schools start as early as 7am. With the option of a 0 period, or an optional class before 1st period, it can be even earlier. One reason for this schedule is a consideration for parents’ work schedules, making it easy for parents to drive their kids to school. Many argue, however, that teenagers and adults do not function on the same sleep schedule. They say that students can find other ways to get to school: a small price to pay for getting enough sleep.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The proposal to push back when first period begins comes from concerns that starting school too early negatively affects teenagers. Studies have shown that middle and high school students with adequate amounts of sleep, 8-10 hours, have better test scores. This subject has been debated heavily since schools began starting earlier and earlier.\u003c/p>\n\u003cp>The AAP study found that most teenagers need sufficient sleep to cope with busy lives filled with school, sports, and extracurricular activities. According to this research, the ideal amount of sleep for the average teenager falls between 8.5 and 9.5 hours a night, and teenagers who receive adequate sleep benefit from better physical and mental health, safety, and academic performance. It also revealed that puberty causes a “phase delay” in teenagers, which shifts the time that teenagers fall asleep back by two hours. Because of this, the average teenager is expected to fall asleep after 11pm and wake up around 8am.\u003c/p>\n\u003cp>When students do not get enough hours of sleep due to the phase delay and waking up early, it can have a long term impact on students’ health. A \u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697.full.pdf+html\">National Sleep Foundation poll\u003c/a> reported that 28 percent of teenagers have fallen asleep in class at least once due to lack of sleep. Negative effects of sleep loss include impairments in mood, attention, memory, behavior and executive function. In addition, a lack of sleep may lead to an increase in caffeine use to counter the effects of drowsiness. Finally, this study found that sleep-deprived teens are at a higher risk of car accidents.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-54670\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg\" alt=\"sleeping-student-2-639x360\" width=\"639\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360-400x225.jpg 400w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/a>Many researchers agree that starting the school day later might be beneficial to young people. \u003ca href=\"http://www.mrsgonzalez.com/Shop%20Week%20February%2013%20-%20Three%20Reading%20Selections.pdf\">Lawrence Epstein\u003c/a>, a medical director of Sleep Health Centers in Brighton, Massachusetts and an instructor of medicine at Harvard Medical School, believes that “adequate sleep is essential to feeling awake and alert, maintaining good health, and working at peak performance.” Starting later can allow youth to get the necessary amount of sleep, which is due to the natural late-to-bed and late-to-rise biology of teenagers. According to the American Academy of Sleep Medicine, “Students with symptoms of sleep disorders are more likely to receive poor grades in classes such as math, reading and writing than peers without symptoms of sleep disorders.” Getting enough sleep might lead to a decreased risk of car accidents, less depression and obesity, the prevention of illnesses like colds and flus that adversely affect academic performance, and generally improved mental ability. Although students can get more sleep by simply going to bed earlier, many need this time to finish homework. With a later school start time, students can have both: adequate time to prepare for the next day and a sufficient amount of sleep.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/6098747006_b079f6ef6d_z.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54671\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/6098747006_b079f6ef6d_z.jpg\" alt=\"Photo by woodleywonderworks @flickr\" width=\"640\" height=\"426\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/6098747006_b079f6ef6d_z.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/6098747006_b079f6ef6d_z-400x266.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a> Photo by woodleywonderworks @flickr\u003c/p>\n\u003cp>On the other hand, there are some disadvantages to a later school day. Schools starting later would require schools to also end later. This would cut into extracurricular activities and sports that are an important part of many teens’ lives. Balancing practices and games with homework might become a lot harder to juggle. Many teens also have to work after school to support their families, which would become very difficult with the later school times. In addition, many teenagers might go to sleep later at night if they don’t have to get up as early, which would negate the value of the later school start time. Some argue that early school start times are beneficial because they prepare young people to get up early, like they will have to do in the work force. Another argument against a later school time states that it is an inconvenience for families since many parents take kids to school on their way to work. According to NPR’s program \u003ca href=\"http://www.wnyc.org/story/284604-why-so-few-walk-or-bike-to-school/\">All Things Considered\u003c/a>, almost 50 percent of Americans kids walked or biked to school in 1969 but today the figure is only 13 percent. This data would imply that more parents might need school start times to align with their work schedules in order to transport their children to and from school.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://www.independent.co.uk/news/education/education-news/older-children-to-start-school-later-to-find-out-if-it-suits-their-biological-clocks-10491931.html\">Older Children to Start School Later to Find Out If It Suits Their Biological Clocks\u003c/a> \u003c/strong>\u003cbr>\nThe circadian rhythm determines a person’s sleep patterns every 24 hours and it seems that a person’s circadian rhythm varies on their age, therefore school starting earlier interferes with older students’ sleeping pattern.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://www.theatlantic.com/education/archive/2015/08/why-school-should-start-later/401489/\">Why School Should Start Later in the Morning\u003c/a>\u003c/strong>\u003cbr>\nSleep deprivation caused by early starts at school is a factor of obesity, depression, and a lower quality of life.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/19/how-much-sleep-is-just-right-for-cognitive-function/\">How Much Sleep is Just Right for Cognitive Function\u003c/a> \u003c/strong>\u003cbr>\nAsapSCIENCE shows how our brains function after sleeping a night of 4 hours, 6 hours and 8 hours.\u003c/p>\n\u003cp>\u003cstrong>[VIDEO] \u003ca href=\"http://www.huffingtonpost.com/2015/02/08/sleepless-in-america-school-start-time_n_6633424.html\">The Science-Backed Reason Schools Should Start Later\u003c/a>\u003c/strong>\u003cbr>\nThis video talks about the consequences of sleep deprivation for adolescents and gives statistics on start times for schools.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next\u003c/strong>\u003c/h2>\n\u003cp>\u003cem>Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with \u003cstrong>#DoNowFirstBell\u003c/strong>.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Create an infographic: \u003c/strong>Illustrate the research and your own stance on the issue. Use a free online tool like \u003ca href=\"http://www.easel.ly/\">easel.ly\u003c/a> to visualize your data and support your position. Share on social media.\u003c/li>\n\u003cli>\u003cstrong>Interview other students: \u003c/strong>Ask them how they feel about starting school later in the morning. Use \u003ca href=\"http://ww2.kqed.org/education/2014/07/23/make-short-social-video-loops-with-vine/\">Vine \u003c/a>or Instagram’s video to create a series of short “man-on-the-street” statements that capture students’ opinions on the issue. Share on social media.\u003c/li>\n\u003cli>\u003cstrong>Create a slideshow:\u003c/strong> Illustrate both the pros and the cons of starting school later in the morning. Use a free tool like\u003ca href=\"https://animoto.com\"> animoto\u003c/a> to pair your images with audio narration and share on social media.\u003c/li>\n\u003cli>\u003cstrong>Make a mini-podcast:\u003c/strong> Express and defend your opinion on this issue and upload to an audio sharing site like \u003ca href=\"http://ww2.kqed.org/education/2015/09/21/soundcloud-and-mobile-sound-recording/\">Soundcloud\u003c/a> and share your creation on social media.\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003cp>\u003cem>KQED Education partners with phenomenal organizations to bring you the Science Do Now activities. The Science Do Now is posted every two weeks on Tuesday. This post was written by the following youth from the Science News Team within the California Academy of Sciences’ TechTeens program: \u003c/em>\u003c/p>\n\u003cp>\u003cem>Alex, Alvin, Avi, Darrah, Mathew, Maggie, Ori, and Sophie \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem> The TechTeens are youth leaders who use digital media to develop and communicate science stories for the public.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n\u003ca href=\"http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=430354779&m=430633650\">High Schoolers and Snooze Buttons: A Public Health Crisis\u003c/a> [NPR Weekend Edition]\u003c/strong>\u003cbr>\n\u003cem>This report describes new findings from health researchers about the consequences of schools having early start times.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Should the start time of schools be moved forward? In what ways could a later start benefit teenagers, but also cost them? How would an earlier start time affect students?\u003c/span>\u003cbr>\n\u003cstrong>#DoNowFirstBell\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 @KQEDedspace and #DoNowFirstBell 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>Learn More About Sleep and Academic Performance\u003c/h2>\n\u003cp>In October 2014, the American Academy of Pediatrics (AAP) \u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697\">issued a policy statement\u003c/a> suggesting that school districts consider starting school after 8:30am. Currently, some schools start as early as 7am. With the option of a 0 period, or an optional class before 1st period, it can be even earlier. One reason for this schedule is a consideration for parents’ work schedules, making it easy for parents to drive their kids to school. Many argue, however, that teenagers and adults do not function on the same sleep schedule. They say that students can find other ways to get to school: a small price to pay for getting enough sleep.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The proposal to push back when first period begins comes from concerns that starting school too early negatively affects teenagers. Studies have shown that middle and high school students with adequate amounts of sleep, 8-10 hours, have better test scores. This subject has been debated heavily since schools began starting earlier and earlier.\u003c/p>\n\u003cp>The AAP study found that most teenagers need sufficient sleep to cope with busy lives filled with school, sports, and extracurricular activities. According to this research, the ideal amount of sleep for the average teenager falls between 8.5 and 9.5 hours a night, and teenagers who receive adequate sleep benefit from better physical and mental health, safety, and academic performance. It also revealed that puberty causes a “phase delay” in teenagers, which shifts the time that teenagers fall asleep back by two hours. Because of this, the average teenager is expected to fall asleep after 11pm and wake up around 8am.\u003c/p>\n\u003cp>When students do not get enough hours of sleep due to the phase delay and waking up early, it can have a long term impact on students’ health. A \u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697.full.pdf+html\">National Sleep Foundation poll\u003c/a> reported that 28 percent of teenagers have fallen asleep in class at least once due to lack of sleep. Negative effects of sleep loss include impairments in mood, attention, memory, behavior and executive function. In addition, a lack of sleep may lead to an increase in caffeine use to counter the effects of drowsiness. Finally, this study found that sleep-deprived teens are at a higher risk of car accidents.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-54670\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg\" alt=\"sleeping-student-2-639x360\" width=\"639\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/sleeping-student-2-639x360-400x225.jpg 400w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/a>Many researchers agree that starting the school day later might be beneficial to young people. \u003ca href=\"http://www.mrsgonzalez.com/Shop%20Week%20February%2013%20-%20Three%20Reading%20Selections.pdf\">Lawrence Epstein\u003c/a>, a medical director of Sleep Health Centers in Brighton, Massachusetts and an instructor of medicine at Harvard Medical School, believes that “adequate sleep is essential to feeling awake and alert, maintaining good health, and working at peak performance.” Starting later can allow youth to get the necessary amount of sleep, which is due to the natural late-to-bed and late-to-rise biology of teenagers. According to the American Academy of Sleep Medicine, “Students with symptoms of sleep disorders are more likely to receive poor grades in classes such as math, reading and writing than peers without symptoms of sleep disorders.” Getting enough sleep might lead to a decreased risk of car accidents, less depression and obesity, the prevention of illnesses like colds and flus that adversely affect academic performance, and generally improved mental ability. Although students can get more sleep by simply going to bed earlier, many need this time to finish homework. With a later school start time, students can have both: adequate time to prepare for the next day and a sufficient amount of sleep.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/6098747006_b079f6ef6d_z.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54671\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/10/6098747006_b079f6ef6d_z.jpg\" alt=\"Photo by woodleywonderworks @flickr\" width=\"640\" height=\"426\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/6098747006_b079f6ef6d_z.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/10/6098747006_b079f6ef6d_z-400x266.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a> Photo by woodleywonderworks @flickr\u003c/p>\n\u003cp>On the other hand, there are some disadvantages to a later school day. Schools starting later would require schools to also end later. This would cut into extracurricular activities and sports that are an important part of many teens’ lives. Balancing practices and games with homework might become a lot harder to juggle. Many teens also have to work after school to support their families, which would become very difficult with the later school times. In addition, many teenagers might go to sleep later at night if they don’t have to get up as early, which would negate the value of the later school start time. Some argue that early school start times are beneficial because they prepare young people to get up early, like they will have to do in the work force. Another argument against a later school time states that it is an inconvenience for families since many parents take kids to school on their way to work. According to NPR’s program \u003ca href=\"http://www.wnyc.org/story/284604-why-so-few-walk-or-bike-to-school/\">All Things Considered\u003c/a>, almost 50 percent of Americans kids walked or biked to school in 1969 but today the figure is only 13 percent. This data would imply that more parents might need school start times to align with their work schedules in order to transport their children to and from school.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://www.independent.co.uk/news/education/education-news/older-children-to-start-school-later-to-find-out-if-it-suits-their-biological-clocks-10491931.html\">Older Children to Start School Later to Find Out If It Suits Their Biological Clocks\u003c/a> \u003c/strong>\u003cbr>\nThe circadian rhythm determines a person’s sleep patterns every 24 hours and it seems that a person’s circadian rhythm varies on their age, therefore school starting earlier interferes with older students’ sleeping pattern.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://www.theatlantic.com/education/archive/2015/08/why-school-should-start-later/401489/\">Why School Should Start Later in the Morning\u003c/a>\u003c/strong>\u003cbr>\nSleep deprivation caused by early starts at school is a factor of obesity, depression, and a lower quality of life.\u003c/p>\n\u003cp>\u003cstrong>[ARTICLE] \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/19/how-much-sleep-is-just-right-for-cognitive-function/\">How Much Sleep is Just Right for Cognitive Function\u003c/a> \u003c/strong>\u003cbr>\nAsapSCIENCE shows how our brains function after sleeping a night of 4 hours, 6 hours and 8 hours.\u003c/p>\n\u003cp>\u003cstrong>[VIDEO] \u003ca href=\"http://www.huffingtonpost.com/2015/02/08/sleepless-in-america-school-start-time_n_6633424.html\">The Science-Backed Reason Schools Should Start Later\u003c/a>\u003c/strong>\u003cbr>\nThis video talks about the consequences of sleep deprivation for adolescents and gives statistics on start times for schools.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next\u003c/strong>\u003c/h2>\n\u003cp>\u003cem>Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with \u003cstrong>#DoNowFirstBell\u003c/strong>.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Create an infographic: \u003c/strong>Illustrate the research and your own stance on the issue. Use a free online tool like \u003ca href=\"http://www.easel.ly/\">easel.ly\u003c/a> to visualize your data and support your position. Share on social media.\u003c/li>\n\u003cli>\u003cstrong>Interview other students: \u003c/strong>Ask them how they feel about starting school later in the morning. Use \u003ca href=\"http://ww2.kqed.org/education/2014/07/23/make-short-social-video-loops-with-vine/\">Vine \u003c/a>or Instagram’s video to create a series of short “man-on-the-street” statements that capture students’ opinions on the issue. Share on social media.\u003c/li>\n\u003cli>\u003cstrong>Create a slideshow:\u003c/strong> Illustrate both the pros and the cons of starting school later in the morning. Use a free tool like\u003ca href=\"https://animoto.com\"> animoto\u003c/a> to pair your images with audio narration and share on social media.\u003c/li>\n\u003cli>\u003cstrong>Make a mini-podcast:\u003c/strong> Express and defend your opinion on this issue and upload to an audio sharing site like \u003ca href=\"http://ww2.kqed.org/education/2015/09/21/soundcloud-and-mobile-sound-recording/\">Soundcloud\u003c/a> and share your creation on social media.\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003cp>\u003cem>KQED Education partners with phenomenal organizations to bring you the Science Do Now activities. The Science Do Now is posted every two weeks on Tuesday. This post was written by the following youth from the Science News Team within the California Academy of Sciences’ TechTeens program: \u003c/em>\u003c/p>\n\u003cp>\u003cem>Alex, Alvin, Avi, Darrah, Mathew, Maggie, Ori, and Sophie \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Who doesn’t want to be a superhero? The word itself conjures memories of stories, comic books or cartoons that remind us of childhood. I recently joined a \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/category/events/\">\u003cspan style=\"font-weight: 400\">free workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> led by educators from KQED, SFMOMA and artist \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/2014/12/06/collaborative-art-with-amy-franceschini/\">\u003cspan style=\"font-weight: 400\">Amy Franceschini\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who created the outline for a \u003c/span>\u003ca href=\"http://www.sfmoma.org/explore/educators/teacher_resources/openstudio_lesson_franceschini\">\u003cspan style=\"font-weight: 400\">superhero project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which students identify a community issue and then develop a superhero character who can help solve that problem. The video below introduces the basics of the project.\u003c/span>\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=1gjy-CEO2kA\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/artschool/2014/12/15/make-your-own-superhero-with-amy-franceschini/\">\u003cspan style=\"font-weight: 400\">http://ww2.kqed.org/artschool/2014/12/15/make-your-own-superhero-with-amy-franceschini/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the workshop, Franceschini shared her collaborative, site-specific works featuring themes at the center of her artistic practice: multidisciplinary art, the collaborative process, social change and public space. Watch her video \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/2014/12/06/collaborative-art-with-amy-franceschini/\">\u003cspan style=\"font-weight: 400\">interview\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on KQED Art School for more insight. I wanted to move this inspirational discussion into practice with my high school biology students, so I came up with a “science superhero” variation of the project.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My passion is trying to connect science explorations to the lives of my students in ways that are personally relevant to them, and my projects offer multiple entry points that center upon my secondary goal of increasing student voice and choice in every aspect of our classroom. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My version of the superhero project connected to themes we had worked with throughout the school year: climate change, nutrition, global human impact, social justice, biotechnology, engineering and human health topics. Because I envisioned this as a culminating project to end our year, I knew students would have the skills, content knowledge, and confidence to manage the many phases of the project and engage with their ideas in a meaningful way. I also felt that this would address a sense of frustration I found my students sharing with me throughout the year as they learned more about global problems over which they had no political voice for change. This project gave students the opportunity to envision and experience what it feels like to be change-makers in real time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using graphic organizers and the KQED Art School video clips, students were tasked with:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Choosing a science-related issue or problem they wanted to address or solve, either on their own or in pairs or trios, writing a short rationale for why they chose that issue, and explaining the connection to science.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Creating a superhero that could help solve the problem. Students filled out a list of superhero attributes, and created a graphic or logo and a costume that they described in writing and through sketches.\u003c/span>\u003c/li>\n\u003cli>Designing and make a superhero costume to wear in the community while performing some action that their superhero might do to help solve their issue. We spent time planning this piece together so that students could identify an action that was most appropriate to their problem and fit in with their own interests, personality and community culture, as well as to help ensure safety and appropriateness. This community action can be done within school grounds or in the local neighborhood.\u003c/li>\n\u003cli>Reflecting in writing upon their community action and the overall science superhero project experience.\u003c/li>\n\u003cli>Share their work with us. Students had time to collaborate, share, brainstorm, and revise during class throughout the project, and we also did a final share-out session after they completed their work. Most students opted to do an informal debrief, while others created a slide presentation or showed video footage taken at their community action event.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project gave me a window into the very mature priorities of our children, who are living in an uncertain time. Topics ranged from endangered species and pollution themes to DNA data security, bioengineering, and mindfulness and healthy living strategies for a more balanced and happy life. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although my general project outline was specific about product, the delivery method was left deliberately vague. As a result, students filled in the blanks with creative ways to show their costumes, logos, and community action work. I received video projects that utilized a wide variety of programs and apps, notebooks and photo albums, as well as audio files and artwork in different mediums, shapes and sizes. I loved that students felt confident and excited to intentionally engage in each aspect of their project. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project was inspired by a great experience I had working with educators and teaching artists in our community and I implemented it right away and let me students take things in whatever direction they wanted to go. Now that I have completed my pilot run, I can see that my students would benefit from more planning and collaboration time together in class as they formulate their initial ideas and their community actions. I’d also like to think of a way for us to share the work with each other and the school community. I’m looking forward to hearing how you help your students to reveal their inner superheroes!\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Who doesn’t want to be a superhero? The word itself conjures memories of stories, comic books or cartoons that remind us of childhood. I recently joined a \u003c/span>\u003ca href=\"http://ww2.kqed.org/education/category/events/\">\u003cspan style=\"font-weight: 400\">free workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> led by educators from KQED, SFMOMA and artist \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/2014/12/06/collaborative-art-with-amy-franceschini/\">\u003cspan style=\"font-weight: 400\">Amy Franceschini\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who created the outline for a \u003c/span>\u003ca href=\"http://www.sfmoma.org/explore/educators/teacher_resources/openstudio_lesson_franceschini\">\u003cspan style=\"font-weight: 400\">superhero project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which students identify a community issue and then develop a superhero character who can help solve that problem. The video below introduces the basics of the project.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/1gjy-CEO2kA'\n title='//www.youtube.com/embed/1gjy-CEO2kA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/artschool/2014/12/15/make-your-own-superhero-with-amy-franceschini/\">\u003cspan style=\"font-weight: 400\">http://ww2.kqed.org/artschool/2014/12/15/make-your-own-superhero-with-amy-franceschini/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the workshop, Franceschini shared her collaborative, site-specific works featuring themes at the center of her artistic practice: multidisciplinary art, the collaborative process, social change and public space. Watch her video \u003c/span>\u003ca href=\"http://ww2.kqed.org/artschool/2014/12/06/collaborative-art-with-amy-franceschini/\">\u003cspan style=\"font-weight: 400\">interview\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on KQED Art School for more insight. I wanted to move this inspirational discussion into practice with my high school biology students, so I came up with a “science superhero” variation of the project.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My passion is trying to connect science explorations to the lives of my students in ways that are personally relevant to them, and my projects offer multiple entry points that center upon my secondary goal of increasing student voice and choice in every aspect of our classroom. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My version of the superhero project connected to themes we had worked with throughout the school year: climate change, nutrition, global human impact, social justice, biotechnology, engineering and human health topics. Because I envisioned this as a culminating project to end our year, I knew students would have the skills, content knowledge, and confidence to manage the many phases of the project and engage with their ideas in a meaningful way. I also felt that this would address a sense of frustration I found my students sharing with me throughout the year as they learned more about global problems over which they had no political voice for change. This project gave students the opportunity to envision and experience what it feels like to be change-makers in real time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using graphic organizers and the KQED Art School video clips, students were tasked with:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Choosing a science-related issue or problem they wanted to address or solve, either on their own or in pairs or trios, writing a short rationale for why they chose that issue, and explaining the connection to science.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Creating a superhero that could help solve the problem. Students filled out a list of superhero attributes, and created a graphic or logo and a costume that they described in writing and through sketches.\u003c/span>\u003c/li>\n\u003cli>Designing and make a superhero costume to wear in the community while performing some action that their superhero might do to help solve their issue. We spent time planning this piece together so that students could identify an action that was most appropriate to their problem and fit in with their own interests, personality and community culture, as well as to help ensure safety and appropriateness. This community action can be done within school grounds or in the local neighborhood.\u003c/li>\n\u003cli>Reflecting in writing upon their community action and the overall science superhero project experience.\u003c/li>\n\u003cli>Share their work with us. Students had time to collaborate, share, brainstorm, and revise during class throughout the project, and we also did a final share-out session after they completed their work. Most students opted to do an informal debrief, while others created a slide presentation or showed video footage taken at their community action event.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project gave me a window into the very mature priorities of our children, who are living in an uncertain time. Topics ranged from endangered species and pollution themes to DNA data security, bioengineering, and mindfulness and healthy living strategies for a more balanced and happy life. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although my general project outline was specific about product, the delivery method was left deliberately vague. As a result, students filled in the blanks with creative ways to show their costumes, logos, and community action work. I received video projects that utilized a wide variety of programs and apps, notebooks and photo albums, as well as audio files and artwork in different mediums, shapes and sizes. I loved that students felt confident and excited to intentionally engage in each aspect of their project. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project was inspired by a great experience I had working with educators and teaching artists in our community and I implemented it right away and let me students take things in whatever direction they wanted to go. Now that I have completed my pilot run, I can see that my students would benefit from more planning and collaboration time together in class as they formulate their initial ideas and their community actions. I’d also like to think of a way for us to share the work with each other and the school community. I’m looking forward to hearing how you help your students to reveal their inner superheroes!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>, the digital media library for teachers and learners, provides trusted content from PBS and partners like KQED to bring quality media into learning. This short tutorial offers suggestions on how to maximize PBS LearningMedia using folders. Folders can help to organize and share saved media easily in PBS LearningMedia. Here are a few ways to use folders.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=IeadGxWaSmw\u003c/p>\n\u003cp>\u003cb>Organization\u003c/b>\u003cbr>\nUse folders to organize media by subject or topic. You can use media that you have “favorited” in PBS LearningMedia. You can also add content or media from external links. Folders can be used to flip classroom assignments or to differentiate instruction.\u003c/p>\n\u003cp>\u003cb>Collaboration\u003c/b>\u003cbr>\nFolders can be used to collaborate and share resources with cohorts of teachers, or to provide additional resources for students. Add notes or instructions to folders. Each folder has an open URL that can be emailed or share on a teacher website.\u003c/p>\n\u003cp>Those are a few ways folders in PBS LearningMedia can enhance and personalize learning. How is PBS LearningMedia supporting your learning goals? Find more ideas for using media to enhance learning at kqed.org/pbslm. Share how you are using PBS LearningMedia @kqededspace.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Sign up for the \u003ca href=\"http://e.kqed.org/pbslearningmediasignuplandingpage?emailAddress=Email+Address\">PBS LearningMedia California\u003c/a> newsletter to get resources to support teaching and learning with media.\u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>, the digital media library for teachers and learners, provides trusted content from PBS and partners like KQED to bring quality media into learning. This short tutorial offers suggestions on how to maximize PBS LearningMedia using folders. Folders can help to organize and share saved media easily in PBS LearningMedia. Here are a few ways to use folders.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/IeadGxWaSmw'\n title='//www.youtube.com/embed/IeadGxWaSmw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cb>Organization\u003c/b>\u003cbr>\nUse folders to organize media by subject or topic. You can use media that you have “favorited” in PBS LearningMedia. You can also add content or media from external links. Folders can be used to flip classroom assignments or to differentiate instruction.\u003c/p>\n\u003cp>\u003cb>Collaboration\u003c/b>\u003cbr>\nFolders can be used to collaborate and share resources with cohorts of teachers, or to provide additional resources for students. Add notes or instructions to folders. Each folder has an open URL that can be emailed or share on a teacher website.\u003c/p>\n\u003cp>Those are a few ways folders in PBS LearningMedia can enhance and personalize learning. How is PBS LearningMedia supporting your learning goals? Find more ideas for using media to enhance learning at kqed.org/pbslm. Share how you are using PBS LearningMedia @kqededspace.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan class=\"x_il\">PBS\u003c/span> LearningMedia teacher tools also known as “\u003ca href=\"http://www.pbslearningmedia.org/tools/\">Productivity Tools\u003c/a>” are helping educators integrate digital media into learning by creating personalized learning experiences for students. Included in these teacher tools are the Lesson Builder, Quiz Maker, Storyboard, and Puzzle Builder. \u003ca href=\"http://www.pbslearningmedia.org/tools/\">Use these tools\u003c/a> to enhance teaching and learning in your classroom.\u003c/p>\n\u003cp>\u003cstrong>How Teachers Use Tools to Engage with Students\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>Lesson Builder- A fast way to create and assign interactive lesson plans for students.\u003c/li>\n\u003cli>Quiz Maker- Create quizzes and quick assessments.\u003c/li>\n\u003cli>Storyboards- Illustrate a concept or topic through a collection of PBS videos, your own uploaded videos, text and images. Also create a class storyboard or assign students the task of creating a storyboard.\u003c/li>\n\u003cli>Puzzle Builder- Create puzzles including both crossword puzzles and word searches.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>Share Content You Have Created\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>With \u003ca href=\"http://ca.pbslearningmedia.org\">\u003cspan class=\"x_il\">PBS\u003c/span> LearningMedia\u003c/a>, share content on the \u003cspan class=\"x_il\">site in\u003c/span> just a few easy steps. The lessons and storyboards that educators create and make public are now searchable and can be found by performing a keyword search and using the search bar. Click the “Include Teacher-Built Resources” checkbox at the top of the search results in order to display all shared lessons and storyboards.\u003c/p>\n\u003cp>\u003cstrong>Storyboard and Lesson Examples\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"http://ca.pbslearningmedia.org/tools/storyboard/view/7542da62-36f7-4324-b323-7c7594fc2704/\">Hummingbird Super Powers!\u003c/a> A storyboard about hummingbirds, featuring videos and fun facts for students.\u003c/li>\n\u003cli>\u003ca href=\"http://ca.pbslearningmedia.org/tools/storyboard/view/bbe1c531-3dd4-4d95-896c-adaba536280a/\">Shaking Things Up\u003c/a>: A storyboard about earthquakes with videos and room for facts!\u003c/li>\n\u003cli>\u003ca href=\"http://ca.pbslearningmedia.org/tools/storyboard/preview/9bc6f41e-bd1c-46ea-a5e2-d43c5fe4bdbc/?resource=c4275a89-5d71-4e28-ad14-8d32c8b9636e\">Cubes\u003c/a>: A storyboard with videos and examples of cubes.\u003c/li>\n\u003cli>\u003ca href=\"http://ca.pbslearningmedia.org/tools/storyboard/view/1faa7967-5f02-4af3-bf59-717a92a21a8c/\">Ocean Life\u003c/a>: A storyboard filled with marine life fun facts and videos.\u003c/li>\n\u003cli>\u003ca href=\"http://ca.pbslearningmedia.org/tools/storyboard/view/280e1e87-8b1a-4d28-b836-fa5916cfc1d6/\">Digital and Mobile Art\u003c/a>: A storyboard filled with videos from a KQED curated collection that provides background information about digital artists and highlights art made using apps, computer graphics and other digital tools.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>Register for a free \u003ca href=\"http://ca.pbslearningmedia.org\">PBS LearningMedia\u003c/a> account to quickly create your own media rich lessons and storyboards with PBS LearningMedia tools for teachers. And \u003ca href=\"http://ww2.kqed.org/education/2015/08/24/education-w-learningmedia/\">sign up for our webinars and workshops\u003c/a> to get support in integrating these tools into your teaching.\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan class=\"x_il\">PBS\u003c/span> LearningMedia teacher tools also known as “\u003ca href=\"http://www.pbslearningmedia.org/tools/\">Productivity Tools\u003c/a>” are helping educators integrate digital media into learning by creating personalized learning experiences for students. Included in these teacher tools are the Lesson Builder, Quiz Maker, Storyboard, and Puzzle Builder. \u003ca href=\"http://www.pbslearningmedia.org/tools/\">Use these tools\u003c/a> to enhance teaching and learning in your classroom.\u003c/p>\n\u003cp>\u003cstrong>How Teachers Use Tools to Engage with Students\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>Lesson Builder- A fast way to create and assign interactive lesson plans for students.\u003c/li>\n\u003cli>Quiz Maker- Create quizzes and quick assessments.\u003c/li>\n\u003cli>Storyboards- Illustrate a concept or topic through a collection of PBS videos, your own uploaded videos, text and images. Also create a class storyboard or assign students the task of creating a storyboard.\u003c/li>\n\u003cli>Puzzle Builder- Create puzzles including both crossword puzzles and word searches.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>Share Content You Have Created\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>With \u003ca href=\"http://ca.pbslearningmedia.org\">\u003cspan class=\"x_il\">PBS\u003c/span> LearningMedia\u003c/a>, share content on the \u003cspan class=\"x_il\">site in\u003c/span> just a few easy steps. The lessons and storyboards that educators create and make public are now searchable and can be found by performing a keyword search and using the search bar. Click the “Include Teacher-Built Resources” checkbox at the top of the search results in order to display all shared lessons and storyboards.\u003c/p>\n\u003cp>\u003cstrong>Storyboard and Lesson Examples\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"http://ca.pbslearningmedia.org/tools/storyboard/view/7542da62-36f7-4324-b323-7c7594fc2704/\">Hummingbird Super Powers!\u003c/a> A storyboard about hummingbirds, featuring videos and fun facts for students.\u003c/li>\n\u003cli>\u003ca href=\"http://ca.pbslearningmedia.org/tools/storyboard/view/bbe1c531-3dd4-4d95-896c-adaba536280a/\">Shaking Things Up\u003c/a>: A storyboard about earthquakes with videos and room for facts!\u003c/li>\n\u003cli>\u003ca href=\"http://ca.pbslearningmedia.org/tools/storyboard/preview/9bc6f41e-bd1c-46ea-a5e2-d43c5fe4bdbc/?resource=c4275a89-5d71-4e28-ad14-8d32c8b9636e\">Cubes\u003c/a>: A storyboard with videos and examples of cubes.\u003c/li>\n\u003cli>\u003ca href=\"http://ca.pbslearningmedia.org/tools/storyboard/view/1faa7967-5f02-4af3-bf59-717a92a21a8c/\">Ocean Life\u003c/a>: A storyboard filled with marine life fun facts and videos.\u003c/li>\n\u003cli>\u003ca href=\"http://ca.pbslearningmedia.org/tools/storyboard/view/280e1e87-8b1a-4d28-b836-fa5916cfc1d6/\">Digital and Mobile Art\u003c/a>: A storyboard filled with videos from a KQED curated collection that provides background information about digital artists and highlights art made using apps, computer graphics and other digital tools.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>Register for a free \u003ca href=\"http://ca.pbslearningmedia.org\">PBS LearningMedia\u003c/a> account to quickly create your own media rich lessons and storyboards with PBS LearningMedia tools for teachers. And \u003ca href=\"http://ww2.kqed.org/education/2015/08/24/education-w-learningmedia/\">sign up for our webinars and workshops\u003c/a> to get support in integrating these tools into your teaching.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "How Would You Balance Wildlife Conservation with Economic Growth?",
"headTitle": "How Would You Balance Wildlife Conservation with Economic Growth? | KQED",
"content": "\u003cp>\u003cstrong>Featured Media Resource: AUDIO: \u003ca href=\"http://www.npr.org/2015/09/23/442761559/court-challenges-will-be-next-battle-in-sage-grouse-conservation-saga\" target=\"_blank\" rel=\"noopener\">Lawsuits Will Be Next Battle In Sage Grouse Conservation Saga\u003c/a> (NPR)\u003c/strong>\u003cbr>\n\u003cem>The U.S. Fish and Wildlife Service decided not to protect the sage grouse under the Endangered Species Act, but there are already challenges to the decision. \u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Should the greater sage grouse have been listed as endangered? What is more important, the health of an ecosystem or an economy? Do you think this is a false duality? \u003cem>\u003cstrong>#DoNowUGrouse \u003c/strong>\u003c/em>\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc. \u003cstrong>Just be sure to include \u003cem>#DoNowUGrouse\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about the Sage Grouse Decision\u003c/h2>\n\u003cp>On September 22, 2015, the \u003ca href=\"http://www.fws.gov/greatersagegrouse/\" target=\"_blank\" rel=\"noopener\">U.S. Fish and Wildlife Service announced\u003c/a> that an endangered species listing is “not warranted” for the greater sage grouse, an iconic species of the American West. Findings state that the bird is well distributed across much of its range, is “relatively abundant” and is not at risk of extinction now or in the foreseeable future. The decision followed years of a passionate debate between environmentalists, scientists, landowners, ranchers, the oil industry and others across the West.\u003c/p>\n\u003cp>People advocating for the bird to be listed under the Endangered Species Act (ESA) pointed to the decline of the population. There are about \u003ca href=\"http://www.npr.org/2015/09/01/435491783/fight-to-save-the-sage-grouse-finds-friends-in-all-corners-of-the-west\" target=\"_blank\" rel=\"noopener\">400,000 sage grouse remaining\u003c/a>, a fraction of what the population once was. Over a span of only seven years from 2006-2013, the population decreased by more than 50 percent. Studies in the mid-2000s proved that this rapid decline was mainly due to the negative effects of oil retrieval and gas in these states. The \u003ca href=\"http://www.pbs.org/wnet/nature/sagebrush-sea-full-episode/12341/\" target=\"_blank\" rel=\"noopener\">sagebrush ecosystem\u003c/a>, the backdrop of old Westerns, once covered 500,000 square miles. Now, it’s size has shrunk by half, and it is greatly fragmented. It is a diverse ecosystem that supports 350 species, including migrating birds and pronghorn antelope. Natural gas, oil, coal, cattle ranches, and other building projects have fragmented the system, leading to roadkill and devastating barriers. Greater sage grouse rely on extensive amounts of sagebrush for survival and have had their short distance migration impeded. They must move to wetter areas in summer, many of which have been taken over by humans. The greater sage grouse is an “umbrella” species, which means its health is indicative of the health of the entire ecosystem. According to the \u003ca href=\"http://www.washingtonpost.com/news/energy-environment/wp/2015/09/02/the-western-sagebrush-is-a-backdrop-in-every-epic-cowboy-movie-can-it-be-saved\" target=\"_blank\" rel=\"noopener\">Washington Post\u003c/a>, a listing of the greater sage grouse would have put into place mandatory protection efforts that would have, in effect, conserved the sagebrush ecosystem.\u003c/p>\n\u003cfigure id=\"attachment_39429\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">[media-credit standalone=0 name=\" Tom Koerner/USFWS\" align=\"alignleft\" width=\"400\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/09/15692397085_a64c09a2d3_z.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-39429\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/09/15692397085_a64c09a2d3_z-400x290.jpg\" alt=\"Greater Sage Grouse, Seedskadee National Wildlife Refuge.\" width=\"400\" height=\"290\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/09/15692397085_a64c09a2d3_z-400x290.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/09/15692397085_a64c09a2d3_z.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Greater Sage Grouse, Seedskadee National Wildlife Refuge. \u003ccite>( Tom Koerner/USFWS)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Industries were opposed to an ESA listing for the sage grouse, saying that the birds weren’t in risk of going extinct and a listing would have cost billions of dollars to the economy of the rural West. Protecting the greater sage grouse under the ESA would have severely limited activities within its sagebrush habitat, such as cattle grazing and energy development. The economic implications of shutting down development in this area would be massive. There are solar and wind farms across the range, drilling for oil and natural gas, and even a gold mine in Nevada. The 11 states where sage grouse live–Montana, Idaho, Wyoming, Oregon, Nevada, Washington, California, Utah, Colorado, South Dakota and North Dakota–would have also been economically impacted by an ESA listing of the bird. “If the hunters can’t hunt, if the miners can’t mine, if you don’t have that capital, then you lose, “ said \u003ca href=\"http://www.washingtonpost.com/blogs/govbeat/wp/2014/05/11/western-states-worry-decision-on-birds-fate-could-cost-billions-in-development/\" target=\"_blank\" rel=\"noopener\">Leo Drozdoff\u003c/a>, director of the Nevada Department of Conservation and Natural Resources. The 11 states would have been looking at a $1 billion tab in conservation costs, which Drozdoff referred to as “almost insurmountable.” The states set up a task force in 2011 to work with the Fish and Wildlife Service to coordinate conservation plans in order to avoid a listing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The non-listing will not be without some controversy. Some people would like to see stronger protection of the sagebrush ecosystem. A \u003ca href=\"http://www.pewtrusts.org/~/media/assets/2015/04/garton-et-al-2015-greater-sagegrouse-population-dynamics-and-persistence-31815.pdf?la=en\" target=\"_blank\" rel=\"noopener\">recent study\u003c/a> commissioned through the PEW Charitable Trust carefully examined populations throughout the extensive range of the bird and concluded that presently small populations throughout the range continue to decline despite current conservation efforts. Other people favor oil and gas development, and ranching interests and already view the current conservation effort as too severe on industry.\u003c/p>\n\u003cp>What do you think? Should the greater sage grouse have been listed as endangered? What is more important, the health of an ecosystem or an economy? Do you think this is a false duality?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: U.S. Department of the Interior: \u003ca href=\"https://www.doi.gov/video/greater-sage-grouse-does-not-require-endangered-species-act-protection\" target=\"_blank\" rel=\"noopener\">The Greater Sage-grouse Does Not Require Endangered Species Act Protection\u003c/a>\u003c/strong>\u003cbr>\nInterior Secretary Jewell explains the decision not to list the sage grouse as endangered.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: NPR: \u003ca href=\"http://www.npr.org/2015/09/01/435491783/fight-to-save-the-sage-grouse-finds-friends-in-all-corners-of-the-west\" target=\"_blank\" rel=\"noopener\">Fight To Save The Sage Grouse Finds Friends In All Corners Of The West\u003c/a>\u003c/strong>\u003cbr>\nThis piece explains how the sage grouse and many other species rely on the sagebrush, and the current turmoil in regards to both the economy and the ecosystem.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: Pew: \u003ca href=\"https://www.youtube.com/watch?v=saNs0TSZsLE\" target=\"_blank\" rel=\"noopener\">Protecting the Wild West and Greater Sage Grouse\u003c/a>\u003c/strong>\u003cbr>\nHear from Ken Rait, a director of Pew’s U.S. public lands project, as he explains why Pew is taking action to protect greater sage-grouse.\u003c/p>\n\u003cp>\u003cstrong>PDF: National Agricultural & Rural Development Policy Center: \u003ca href=\"http://www.nardep.info/uploads/Brief33_ImplicationsListingSageGrouse.pdf\" target=\"_blank\" rel=\"noopener\">Implications of a Greater Sage-Grouse Listing on Western Energy Development\u003c/a>\u003c/strong>\u003cbr>\nThis document shows the issues with the sage grouse listing from the perspective of economic priority, and possible mitigation approaches.\u003c/p>\n\u003cp> \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\u003cp>\u003cem>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener\">SENCER\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This post was developed by the following students at \u003ca href=\"https://www2.gmu.edu/\" target=\"_blank\" rel=\"noopener\">George Mason University\u003c/a>: Joy Vander Clute, Claire Haftt, Andrea Freedy and Sarmad Butt.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Featured Media Resource: AUDIO: \u003ca href=\"http://www.npr.org/2015/09/23/442761559/court-challenges-will-be-next-battle-in-sage-grouse-conservation-saga\" target=\"_blank\" rel=\"noopener\">Lawsuits Will Be Next Battle In Sage Grouse Conservation Saga\u003c/a> (NPR)\u003c/strong>\u003cbr>\n\u003cem>The U.S. Fish and Wildlife Service decided not to protect the sage grouse under the Endangered Species Act, but there are already challenges to the decision. \u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Should the greater sage grouse have been listed as endangered? What is more important, the health of an ecosystem or an economy? Do you think this is a false duality? \u003cem>\u003cstrong>#DoNowUGrouse \u003c/strong>\u003c/em>\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc. \u003cstrong>Just be sure to include \u003cem>#DoNowUGrouse\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about the Sage Grouse Decision\u003c/h2>\n\u003cp>On September 22, 2015, the \u003ca href=\"http://www.fws.gov/greatersagegrouse/\" target=\"_blank\" rel=\"noopener\">U.S. Fish and Wildlife Service announced\u003c/a> that an endangered species listing is “not warranted” for the greater sage grouse, an iconic species of the American West. Findings state that the bird is well distributed across much of its range, is “relatively abundant” and is not at risk of extinction now or in the foreseeable future. The decision followed years of a passionate debate between environmentalists, scientists, landowners, ranchers, the oil industry and others across the West.\u003c/p>\n\u003cp>People advocating for the bird to be listed under the Endangered Species Act (ESA) pointed to the decline of the population. There are about \u003ca href=\"http://www.npr.org/2015/09/01/435491783/fight-to-save-the-sage-grouse-finds-friends-in-all-corners-of-the-west\" target=\"_blank\" rel=\"noopener\">400,000 sage grouse remaining\u003c/a>, a fraction of what the population once was. Over a span of only seven years from 2006-2013, the population decreased by more than 50 percent. Studies in the mid-2000s proved that this rapid decline was mainly due to the negative effects of oil retrieval and gas in these states. The \u003ca href=\"http://www.pbs.org/wnet/nature/sagebrush-sea-full-episode/12341/\" target=\"_blank\" rel=\"noopener\">sagebrush ecosystem\u003c/a>, the backdrop of old Westerns, once covered 500,000 square miles. Now, it’s size has shrunk by half, and it is greatly fragmented. It is a diverse ecosystem that supports 350 species, including migrating birds and pronghorn antelope. Natural gas, oil, coal, cattle ranches, and other building projects have fragmented the system, leading to roadkill and devastating barriers. Greater sage grouse rely on extensive amounts of sagebrush for survival and have had their short distance migration impeded. They must move to wetter areas in summer, many of which have been taken over by humans. The greater sage grouse is an “umbrella” species, which means its health is indicative of the health of the entire ecosystem. According to the \u003ca href=\"http://www.washingtonpost.com/news/energy-environment/wp/2015/09/02/the-western-sagebrush-is-a-backdrop-in-every-epic-cowboy-movie-can-it-be-saved\" target=\"_blank\" rel=\"noopener\">Washington Post\u003c/a>, a listing of the greater sage grouse would have put into place mandatory protection efforts that would have, in effect, conserved the sagebrush ecosystem.\u003c/p>\n\u003cfigure id=\"attachment_39429\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">[media-credit standalone=0 name=\" Tom Koerner/USFWS\" align=\"alignleft\" width=\"400\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/09/15692397085_a64c09a2d3_z.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-39429\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/09/15692397085_a64c09a2d3_z-400x290.jpg\" alt=\"Greater Sage Grouse, Seedskadee National Wildlife Refuge.\" width=\"400\" height=\"290\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/09/15692397085_a64c09a2d3_z-400x290.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/09/15692397085_a64c09a2d3_z.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Greater Sage Grouse, Seedskadee National Wildlife Refuge. \u003ccite>( Tom Koerner/USFWS)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Industries were opposed to an ESA listing for the sage grouse, saying that the birds weren’t in risk of going extinct and a listing would have cost billions of dollars to the economy of the rural West. Protecting the greater sage grouse under the ESA would have severely limited activities within its sagebrush habitat, such as cattle grazing and energy development. The economic implications of shutting down development in this area would be massive. There are solar and wind farms across the range, drilling for oil and natural gas, and even a gold mine in Nevada. The 11 states where sage grouse live–Montana, Idaho, Wyoming, Oregon, Nevada, Washington, California, Utah, Colorado, South Dakota and North Dakota–would have also been economically impacted by an ESA listing of the bird. “If the hunters can’t hunt, if the miners can’t mine, if you don’t have that capital, then you lose, “ said \u003ca href=\"http://www.washingtonpost.com/blogs/govbeat/wp/2014/05/11/western-states-worry-decision-on-birds-fate-could-cost-billions-in-development/\" target=\"_blank\" rel=\"noopener\">Leo Drozdoff\u003c/a>, director of the Nevada Department of Conservation and Natural Resources. The 11 states would have been looking at a $1 billion tab in conservation costs, which Drozdoff referred to as “almost insurmountable.” The states set up a task force in 2011 to work with the Fish and Wildlife Service to coordinate conservation plans in order to avoid a listing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The non-listing will not be without some controversy. Some people would like to see stronger protection of the sagebrush ecosystem. A \u003ca href=\"http://www.pewtrusts.org/~/media/assets/2015/04/garton-et-al-2015-greater-sagegrouse-population-dynamics-and-persistence-31815.pdf?la=en\" target=\"_blank\" rel=\"noopener\">recent study\u003c/a> commissioned through the PEW Charitable Trust carefully examined populations throughout the extensive range of the bird and concluded that presently small populations throughout the range continue to decline despite current conservation efforts. Other people favor oil and gas development, and ranching interests and already view the current conservation effort as too severe on industry.\u003c/p>\n\u003cp>What do you think? Should the greater sage grouse have been listed as endangered? What is more important, the health of an ecosystem or an economy? Do you think this is a false duality?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: U.S. Department of the Interior: \u003ca href=\"https://www.doi.gov/video/greater-sage-grouse-does-not-require-endangered-species-act-protection\" target=\"_blank\" rel=\"noopener\">The Greater Sage-grouse Does Not Require Endangered Species Act Protection\u003c/a>\u003c/strong>\u003cbr>\nInterior Secretary Jewell explains the decision not to list the sage grouse as endangered.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: NPR: \u003ca href=\"http://www.npr.org/2015/09/01/435491783/fight-to-save-the-sage-grouse-finds-friends-in-all-corners-of-the-west\" target=\"_blank\" rel=\"noopener\">Fight To Save The Sage Grouse Finds Friends In All Corners Of The West\u003c/a>\u003c/strong>\u003cbr>\nThis piece explains how the sage grouse and many other species rely on the sagebrush, and the current turmoil in regards to both the economy and the ecosystem.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: Pew: \u003ca href=\"https://www.youtube.com/watch?v=saNs0TSZsLE\" target=\"_blank\" rel=\"noopener\">Protecting the Wild West and Greater Sage Grouse\u003c/a>\u003c/strong>\u003cbr>\nHear from Ken Rait, a director of Pew’s U.S. public lands project, as he explains why Pew is taking action to protect greater sage-grouse.\u003c/p>\n\u003cp>\u003cstrong>PDF: National Agricultural & Rural Development Policy Center: \u003ca href=\"http://www.nardep.info/uploads/Brief33_ImplicationsListingSageGrouse.pdf\" target=\"_blank\" rel=\"noopener\">Implications of a Greater Sage-Grouse Listing on Western Energy Development\u003c/a>\u003c/strong>\u003cbr>\nThis document shows the issues with the sage grouse listing from the perspective of economic priority, and possible mitigation approaches.\u003c/p>\n\u003cp> \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\u003cp>\u003cem>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener\">SENCER\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This post was developed by the following students at \u003ca href=\"https://www2.gmu.edu/\" target=\"_blank\" rel=\"noopener\">George Mason University\u003c/a>: Joy Vander Clute, Claire Haftt, Andrea Freedy and Sarmad Butt.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>This twelve-minute film explores the stories of artists, educators, parents, administrators, politicians and young people. The film addresses the current state of arts in schools in CA, a brief history of Prop 13, current research on the transformative power of the arts & their vital role as an educational resource, and how community members can become empowered to work for increased access to arts education in their local schools. \u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>Why is studying art in school important to you? If you don’t study the arts in your school, do you think you should have the opportunity to do so? 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At the same time, studies have shown that involvement in the arts helps students stay in school, perform better in all academic subjects, and enjoy the school experience more. The arts are often the only subjects in which students can express creative individuality and have a platform for personal expression. In the past 30 years, access to arts education in schools has declined significantly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/09/23/is-studying-the-arts-in-school-important/screen-shot-2014-09-23-at-5-36-44-pm/\" rel=\"attachment wp-att-14412\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-14412 alignright\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM.png\" alt=\"Screen Shot 2014-09-23 at 5.36.44 PM\" width=\"256\" height=\"163\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM-400x254.png 400w\" sizes=\"(max-width: 256px) 100vw, 256px\">\u003c/a>\u003c/p>\n\u003cp>An arts education advocacy group called \u003ca href=\"http://www.artsedmatters.org/\">Arts Ed Matters\u003c/a> recently produced a film about why arts should be at the root of every student’s education. Do you agree? Take this opportunity to let the Twittersphere, the Internet, your teachers and arts education policymakers and supporters know how you feel about why studying the arts in school is important.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-18214 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/09/ART.png\" alt=\"ART\" width=\"252\" height=\"146\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/ART.png 594w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/ART-400x232.png 400w\" sizes=\"(max-width: 252px) 100vw, 252px\">\u003ca href=\"http://www.arteducators.org/news/arts-in-education-week\">National Arts in Education Week\u003c/a> happened earlier this month, and we want to keep the conversation going. Why does arts education matter to you? Does it help you understand other subjects better? Does it make school more interesting? Is it therapeutic to have a platform to express yourself?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Education Week article \u003ca href=\"http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2014/04/arts_education_cuts_lack_of_funding_or_lack_of_faith.html\">Arts Education Cuts: Lack of Funding or Lack of Faith?\u003c/a>\u003c/strong>\u003cbr>\nCutting arts education, is often attributed to a lack of funding. Seems to me, though, that it’s a lack of faith. Lack of faith in the inherent value of the arts and its role in children’s overall development.\u003c/p>\n\u003cp>\u003cstrong>KQED Arts series \u003ca href=\"http://www.kqed.org/artschool\">Art School\u003c/a>\u003c/strong>\u003cbr>\nAre you a teacher who needs help integrating the arts into your curricula? Check out our free video series about contemporary visual, performing and media arts.\u003c/p>\n\u003cp>\u003cstrong>KPCC article \u003ca href=\"http://www.scpr.org/blogs/education/2014/02/26/15934/teachers-la-schools-arts-education-budget-a-step-i/\">Teachers: LA schools’ arts education budget ‘a step in the wrong direction’\u003c/a>\u003c/strong>\u003cbr>\nA plan by the Los Angeles Unified School District to cut the time elementary school children are taught orchestra in half is angering teachers – many of whom learned about it only after KPCC reported on the arts budget, which was released unexpectedly at a committee meeting in February.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Alameda County Office of Education resource \u003ca href=\"http://artiseducation.org/\">Art Is Education website\u003c/a>\u003c/strong>\u003cbr>\nThe mission of the Alameda County Office of Education’s Alliance for Arts Learning Leadership is to establish arts learning at the core of the highest quality public education, across the curriculum, for every child, in every school, every day.\u003c/p>\n\u003chr>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2014/09/23/is-studying-the-arts-in-school-important/screen-shot-2014-09-23-at-5-36-44-pm/\" rel=\"attachment wp-att-14412\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-14412 alignright\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM.png\" alt=\"Screen Shot 2014-09-23 at 5.36.44 PM\" width=\"256\" height=\"163\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/Screen-Shot-2014-09-23-at-5.36.44-PM-400x254.png 400w\" sizes=\"(max-width: 256px) 100vw, 256px\">\u003c/a>\u003c/p>\n\u003cp>An arts education advocacy group called \u003ca href=\"http://www.artsedmatters.org/\">Arts Ed Matters\u003c/a> recently produced a film about why arts should be at the root of every student’s education. Do you agree? Take this opportunity to let the Twittersphere, the Internet, your teachers and arts education policymakers and supporters know how you feel about why studying the arts in school is important.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-18214 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/09/ART.png\" alt=\"ART\" width=\"252\" height=\"146\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/ART.png 594w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/09/ART-400x232.png 400w\" sizes=\"(max-width: 252px) 100vw, 252px\">\u003ca href=\"http://www.arteducators.org/news/arts-in-education-week\">National Arts in Education Week\u003c/a> happened earlier this month, and we want to keep the conversation going. Why does arts education matter to you? Does it help you understand other subjects better? Does it make school more interesting? Is it therapeutic to have a platform to express yourself?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Education Week article \u003ca href=\"http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2014/04/arts_education_cuts_lack_of_funding_or_lack_of_faith.html\">Arts Education Cuts: Lack of Funding or Lack of Faith?\u003c/a>\u003c/strong>\u003cbr>\nCutting arts education, is often attributed to a lack of funding. Seems to me, though, that it’s a lack of faith. Lack of faith in the inherent value of the arts and its role in children’s overall development.\u003c/p>\n\u003cp>\u003cstrong>KQED Arts series \u003ca href=\"http://www.kqed.org/artschool\">Art School\u003c/a>\u003c/strong>\u003cbr>\nAre you a teacher who needs help integrating the arts into your curricula? Check out our free video series about contemporary visual, performing and media arts.\u003c/p>\n\u003cp>\u003cstrong>KPCC article \u003ca href=\"http://www.scpr.org/blogs/education/2014/02/26/15934/teachers-la-schools-arts-education-budget-a-step-i/\">Teachers: LA schools’ arts education budget ‘a step in the wrong direction’\u003c/a>\u003c/strong>\u003cbr>\nA plan by the Los Angeles Unified School District to cut the time elementary school children are taught orchestra in half is angering teachers – many of whom learned about it only after KPCC reported on the arts budget, which was released unexpectedly at a committee meeting in February.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Alameda County Office of Education resource \u003ca href=\"http://artiseducation.org/\">Art Is Education website\u003c/a>\u003c/strong>\u003cbr>\nThe mission of the Alameda County Office of Education’s Alliance for Arts Learning Leadership is to establish arts learning at the core of the highest quality public education, across the curriculum, for every child, in every school, every day.\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
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"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
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},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
"meta": {
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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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",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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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
},
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"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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"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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"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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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"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/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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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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"here-and-now": {
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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": {
"id": "how-i-built-this",
"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",
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"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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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"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)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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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": {
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"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",
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"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
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