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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>This slick \u003ca href=\"http://ed.ted.com/lessons/bird-migration-a-perilous-journey-alyssa-klavans\">Ted-Ed video \u003c/a>based on educator Alyssa Klavans' lesson on bird migration would be a great way to initiate conversations about ecology and habitat. Of the estimated 20 billion birds that migrate south each fall, only about half return to breed in the spring. It's a tough journey!\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\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/Q-mMMpl_T80?feature=oembed'\n title='//www.youtube.com/embed/Q-mMMpl_T80?feature=oembed'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"//static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.youtube.com/\" target=\"_blank\">YouTube\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Bringing Scientists to Schools, and the Thrill of Field Trips to Class",
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"content": "\u003cdiv id=\"attachment_29592\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003ca href=\"http://www.flickr.com/photos/53130103@N05/8113147031/in/photolist-dmVZXn-dmVZLi-dmW3JJ-8x4JdV-8xdWmy-8xaV9X-8xdWxE-bRpP4e-bCgVwj-9t4gcH-8MKTAv-8MNXfJ-8MNX7s-8MNXpC-8MKTsF-8MKTxH-8MNXFE-8MNXcL-8MKTH8-8MKTmK-8MNXjJ-8MNXvf-8MKTDt-8MKTaM-9erv8U-8Koz3k-8Kou2M-8Koyva-8KovgZ-8KrCow-8Kovvv-8Kow1M-8HyAan-8HBKgs-8xCWpG-8xu1XH-ayrPoH-ayrNW4-dmW3Qu-8xu2LH-8xx4G9-ayrNwX-8xu2J6-8xdWvJ-8xiU9k-8xaVfv-8xdWru-8xdWqj-ayuujW-8xu2Ri-ayrN8T\">\u003cimg class=\"size-full wp-image-29592\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/science-in-class.jpg\" alt=\"science-in-class\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/science-in-class.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/science-in-class-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/science-in-class-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">pennstatenews/Flickr\u003c/p>\n\u003cp class=\"dropcap-serif\">In many schools, field trips are becoming a rare luxury. But what if there was a way to bring the excitement that students show for those real-world experiences into the classroom?\u003c/p>\n\u003c/div>\n\u003cp>An Australian organization called \u003ca href=\"http://www.scientistsinschools.edu.au/index.htm\">Scientists in Schools\u003c/a> has flipped the field trip model, pairing volunteer scientists and mathematicians with classrooms around the country. Australian schools, like many schools around the world, don’t teach a lot of science at the primary school level. Teachers, who are responsible for covering all subjects, lack confidence when teaching science. Similarly, while there is a focus on numbers in primary grades, some of the broader elegance of math is lost. Australia performs well on international achievement tests, but its students report feeling disengaged and don’t often choose to specialize in math and science as they get older.\u003c/p>\n\u003cp>To combat this trend, the Australian government funded Scientists in Schools to help form partnerships between practicing scientists and both primary and secondary classrooms. They hoped that by bringing a practicing scientist into the classroom students, would be able to connect their learning to its real-world application, inspiring them to pursue careers in science and math. They also hoped it would increase scientific literacy nationally and engage active scientists with the community.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“They have a lot of fun and excitement, which of course is a big motivator for students to choose science, technology, engineering and math careers.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Scientists are paired with a classroom and visit several times throughout a term. They do hands on activities and demonstrations, go on field trips, host science clubs, mentor and coordinate with teachers to make sure they are contributing to the curriculum. By bringing real science into the classroom they hope to inspire both teachers and students. If a school is remote, some partnerships are conducted long-distance through video conferencing. Scientists for Schools provides funds for the scientist to visit in person at least once a year to help facilitate the relationship.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Scientist in Schools has \u003ca href=\"http://www.scientistsinschools.edu.au/evaluation.htm\">conducted several studies\u003c/a> of the program to gauge its effectiveness, relying on in-person interviews, online surveys of teachers, students and volunteer scientists, as well as program documentation.\u003c/p>\n\u003cp>“From our student’s point of view, they do have an increased knowledge and understanding of real world and of contemporary science,” said Marian Heard, National Programs Manager with \u003ca href=\"http://www.csiro.au/\">Commonwealth Scientific and Industrial Research Organisation\u003c/a>, Australia’s national science agency in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. “Very importantly they have a lot of fun and excitement, which of course is a big motivator for students to choose science, technology, engineering and math careers.” They also report higher awareness of careers in math and science and increased ability to ask questions.\u003c/p>\n\u003cp>Teachers also like the partnership. They liked working with scientists and felt they gained knowledge of real-world science. They felt having a scientist in their classroom benefited the students and made them feel less alone.\u003c/p>\n\u003cp>Perhaps most important was the finding that there was a statistically significant increase in teachers’ confidence in teaching science. “They expressed an increased confidence to teach science,” Heard said. “The main reason that teachers gave is that the scientists explain things and help them to understand while providing reassurance. The teachers watch the scientists model in the classroom how to interact with students on scientific concepts and feel more confident to do that on their own.”\u003c/p>\n\u003cp>Even the volunteer scientists reported a good experience. While it was sometimes hard for them to find time to commit to the project and it could feel intimidating to get started, most volunteers enjoyed the experience and felt they got something useful out of it.\u003c/p>\n\u003cp>“They were able to be face-to-face discovering what people thought about the work that they did and then able to clear up misperceptions,” Heard said. They also reported feeling newly passionate about their area of expertise as they shared it with students. And, as has become a universal joke in some circles, scientists found it useful to practice communicating about their research and other science concepts clearly. They reported a new found respect for teachers after participating in the project.\u003c/p>\n\u003cp>While the program has been successful and useful to those involved, it isn't easy to keep a partnership like this going. The Scientists in Schools organization has to do a lot of communicating with volunteers and school sites to make sure things run smoothly. Their average partnership lasts around two years, a commitment they find important for continuity. They also emphasize that it must be a flexible, dynamic relationship since school environments change.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We need to be relevant to what’s happening in the world of teaching so we aren't a burden and unappealing,” said Claudette Bateup, deputy director of Scientists in Schools. That means staying up to date on the curricula teachers are responsible for and helping them to think of ways to productively use the skills of volunteer scientists and mathematicians.\u003c/p>\n\n",
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"excerpt": "An Australian organization called Scientists in Schools has flipped the field trip upside down, pairing volunteer scientists and mathematicians with classrooms around the country. By bringing a practicing scientist into the classroom students, the aim is to connect learning to its real-world application, inspiring students to pursue careers in science and math. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_29592\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003ca href=\"http://www.flickr.com/photos/53130103@N05/8113147031/in/photolist-dmVZXn-dmVZLi-dmW3JJ-8x4JdV-8xdWmy-8xaV9X-8xdWxE-bRpP4e-bCgVwj-9t4gcH-8MKTAv-8MNXfJ-8MNX7s-8MNXpC-8MKTsF-8MKTxH-8MNXFE-8MNXcL-8MKTH8-8MKTmK-8MNXjJ-8MNXvf-8MKTDt-8MKTaM-9erv8U-8Koz3k-8Kou2M-8Koyva-8KovgZ-8KrCow-8Kovvv-8Kow1M-8HyAan-8HBKgs-8xCWpG-8xu1XH-ayrPoH-ayrNW4-dmW3Qu-8xu2LH-8xx4G9-ayrNwX-8xu2J6-8xdWvJ-8xiU9k-8xaVfv-8xdWru-8xdWqj-ayuujW-8xu2Ri-ayrN8T\">\u003cimg class=\"size-full wp-image-29592\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/science-in-class.jpg\" alt=\"science-in-class\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/science-in-class.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/science-in-class-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/science-in-class-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">pennstatenews/Flickr\u003c/p>\n\u003cp class=\"dropcap-serif\">In many schools, field trips are becoming a rare luxury. But what if there was a way to bring the excitement that students show for those real-world experiences into the classroom?\u003c/p>\n\u003c/div>\n\u003cp>An Australian organization called \u003ca href=\"http://www.scientistsinschools.edu.au/index.htm\">Scientists in Schools\u003c/a> has flipped the field trip model, pairing volunteer scientists and mathematicians with classrooms around the country. Australian schools, like many schools around the world, don’t teach a lot of science at the primary school level. Teachers, who are responsible for covering all subjects, lack confidence when teaching science. Similarly, while there is a focus on numbers in primary grades, some of the broader elegance of math is lost. Australia performs well on international achievement tests, but its students report feeling disengaged and don’t often choose to specialize in math and science as they get older.\u003c/p>\n\u003cp>To combat this trend, the Australian government funded Scientists in Schools to help form partnerships between practicing scientists and both primary and secondary classrooms. They hoped that by bringing a practicing scientist into the classroom students, would be able to connect their learning to its real-world application, inspiring them to pursue careers in science and math. They also hoped it would increase scientific literacy nationally and engage active scientists with the community.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“They have a lot of fun and excitement, which of course is a big motivator for students to choose science, technology, engineering and math careers.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Scientists are paired with a classroom and visit several times throughout a term. They do hands on activities and demonstrations, go on field trips, host science clubs, mentor and coordinate with teachers to make sure they are contributing to the curriculum. By bringing real science into the classroom they hope to inspire both teachers and students. If a school is remote, some partnerships are conducted long-distance through video conferencing. Scientists for Schools provides funds for the scientist to visit in person at least once a year to help facilitate the relationship.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Scientist in Schools has \u003ca href=\"http://www.scientistsinschools.edu.au/evaluation.htm\">conducted several studies\u003c/a> of the program to gauge its effectiveness, relying on in-person interviews, online surveys of teachers, students and volunteer scientists, as well as program documentation.\u003c/p>\n\u003cp>“From our student’s point of view, they do have an increased knowledge and understanding of real world and of contemporary science,” said Marian Heard, National Programs Manager with \u003ca href=\"http://www.csiro.au/\">Commonwealth Scientific and Industrial Research Organisation\u003c/a>, Australia’s national science agency in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. “Very importantly they have a lot of fun and excitement, which of course is a big motivator for students to choose science, technology, engineering and math careers.” They also report higher awareness of careers in math and science and increased ability to ask questions.\u003c/p>\n\u003cp>Teachers also like the partnership. They liked working with scientists and felt they gained knowledge of real-world science. They felt having a scientist in their classroom benefited the students and made them feel less alone.\u003c/p>\n\u003cp>Perhaps most important was the finding that there was a statistically significant increase in teachers’ confidence in teaching science. “They expressed an increased confidence to teach science,” Heard said. “The main reason that teachers gave is that the scientists explain things and help them to understand while providing reassurance. The teachers watch the scientists model in the classroom how to interact with students on scientific concepts and feel more confident to do that on their own.”\u003c/p>\n\u003cp>Even the volunteer scientists reported a good experience. While it was sometimes hard for them to find time to commit to the project and it could feel intimidating to get started, most volunteers enjoyed the experience and felt they got something useful out of it.\u003c/p>\n\u003cp>“They were able to be face-to-face discovering what people thought about the work that they did and then able to clear up misperceptions,” Heard said. They also reported feeling newly passionate about their area of expertise as they shared it with students. And, as has become a universal joke in some circles, scientists found it useful to practice communicating about their research and other science concepts clearly. They reported a new found respect for teachers after participating in the project.\u003c/p>\n\u003cp>While the program has been successful and useful to those involved, it isn't easy to keep a partnership like this going. The Scientists in Schools organization has to do a lot of communicating with volunteers and school sites to make sure things run smoothly. Their average partnership lasts around two years, a commitment they find important for continuity. They also emphasize that it must be a flexible, dynamic relationship since school environments change.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We need to be relevant to what’s happening in the world of teaching so we aren't a burden and unappealing,” said Claudette Bateup, deputy director of Scientists in Schools. That means staying up to date on the curricula teachers are responsible for and helping them to think of ways to productively use the skills of volunteer scientists and mathematicians.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "New Science Standards Aim to Relate Concepts to Students' Lives",
"title": "New Science Standards Aim to Relate Concepts to Students' Lives",
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"content": "\u003cfigure id=\"attachment_28127\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/ganesha_isis/4998563119/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28127\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-620x412.jpg\" alt=\"4998563119_3cc0f30a9b_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A consortium of science and education organizations \u003ca href=\"http://www.achieve.org/next-generation-science-standards-released\">has released\u003c/a> the first set of science standards since the original set prepared by the \u003ca href=\"http://www.nationalacademies.org/nrc/\">National Research Council\u003c/a> and the \u003ca href=\"http://www.aaas.org/\">American Association for Advancement in Science\u003c/a> 15 years ago. The \u003ca href=\"http://www.nextgenscience.org/\">Next Generation Science Standards\u003c/a> (NGSS) aim to incorporate the scientific community’s understanding of science as it has grown and changed.\u003c/p>\n\u003cp>The new NGSS standards represent the core scientific concepts that practicing scientists agree K-12 students should know by the time they graduate. The framework for the standards was developed by the National Research Council, the \u003ca href=\"http://www.nsta.org/\">National Science Teachers Association\u003c/a>, the American Association for the Advancement of Science, and \u003ca href=\"http://www.achieve.org/\">Achieve\u003c/a>. Together they built compiled principals and solicited input from states about what pedagogy and curricular specifics to build in.\u003c/p>\n\u003cp>“Students need to understand how science works, the practices and the crosscutting concepts in order to be ready to assume their roles in a scientifically complex world,” said Frank Neipold, co-chair of the \u003ca href=\"http://www.slideshare.net/usgcrp/usgcrp-education-interagency-working-group\">Climate Education Interagency Working Group\u003c/a> at the U.S. Global Change Research Program. Neipold has worked on the standards in many capacities and sees them as vitally important to educating the next generation to think critically about how systems work together.\u003c/p>\n\u003cp>Twenty-six states helped write the standards, and while there is no obligation that states adopt them, many likely will. The standards focus on fewer core concepts, are meant to go deeper within \u003c!--more-->each concept, and emphasize the interdisciplinary nature of science.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/five-amazing-videos-that-show-why-science-is-awesome/\">Five Amazing Videos That Show Why Science is Awesome\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are organized in \u003ca href=\"http://www.nextgenscience.org/three-dimensions\">three dimensions\u003c/a>: key concepts, crosscutting concepts, and practices. Key concepts are broadly important and teachable over a series of years, such as the subject of climate change, which can get more complex as students build upon their knowledge. The second dimension is crosscutting concepts, things that span the scientific disciplines like energy and matter, cause and effect or systems. Lastly, students will be expected to understand the practice of science, undertaking scientific inquiry and comparing the practices of science with those of engineers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The interesting and important part of the NGSS is that they really are about critical thinking in these cross cutting competencies,” said Don Boesch, president of the \u003ca href=\"http://www.umces.edu/\">University of Maryland Center for Environmental Science\u003c/a> and leader of a \u003ca href=\"http://www.madeclear.org/\">project to implement the standards\u003c/a> in Maryland and Delaware. “So I think teachers will really have the chance to help students think critically about these topics.”\u003c/p>\n\u003cp>While the NGSS are not part of the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> -- those were developed under the auspices of federal government and focus only on math and literacy -- there are some similarities. Proponents of both sets of standards say they're meant to emphasize close reading of non-fiction tests, performance-based standards, and an integrated approach to learning across disciplines.\u003c/p>\n\u003cp>\u003cstrong>CLIMATE CHANGE INCLUDED\u003c/strong>\u003c/p>\n\u003cp>One of the more controversial aspects of the new science standards is the inclusion of climate change in the curriculum. \"There was never a debate about whether climate change would be in there,\" Heidi Schweingruber of the National Research Council \u003ca href=\"http://www.npr.org/2013/03/27/174141194/a-hot-topic-climate-change-coming-to-classrooms\">told National Public Radio\u003c/a>. \"It is a fundamental part of science, and so that's what our work is based on, the scientific consensus.\"\u003c/p>\n\u003cp>Still, science teachers often find themselves pulled in to help bolster math and reading scores, leaving them with little time to teach science, let alone incorporate complicated new topics. Teaching climate change science can feel daunting to many teachers who don’t have a firm grasp of all the information, he said.\u003c/p>\n\u003cp>“We have not trained our teachers very well to work across disciplines,” Boesch said. Teaching climate change inherently requires integration of things like earth sciences, chemistry and systems. A changing climate will affect all parts of life. Teachers aren’t always comfortable teaching all the elements and will need to be trained.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">Combining Robotics With Poetry? Art and Engineering Can Co-Exist\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are meant to lead the student through a progression of concepts, providing building blocks early on that can scaffold more complicated concepts in higher grades.\u003c/p>\n\u003cp>“We as a nation have a real deep and multidimensional problem on our hands that has to involve education of our young people,” said Boesch on the subject of climate change. “We need to equip people to have the skills as well as the knowledge to deal with it.”\u003c/p>\n\u003cp>The new standards will also require a whole new emphasis on revamping \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-here-a-science-book-thats-always-up-to-date/\">science textbooks\u003c/a>. “A lot of materials out there are sub-par,” Neipold said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Climate change is not a political issue and it’s not a debate,” said Mario Molina, deputy director for the \u003ca href=\"http://www.acespace.org/\">Alliance for Climate Education\u003c/a>. “It’s science, strongly researched and thoroughly vetted science. So our hope is that teachers will not see this as political debate.” He believes students have the right to study climate change as it unfolds, as well as solutions to the problem.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28127\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/ganesha_isis/4998563119/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28127\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-620x412.jpg\" alt=\"4998563119_3cc0f30a9b_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A consortium of science and education organizations \u003ca href=\"http://www.achieve.org/next-generation-science-standards-released\">has released\u003c/a> the first set of science standards since the original set prepared by the \u003ca href=\"http://www.nationalacademies.org/nrc/\">National Research Council\u003c/a> and the \u003ca href=\"http://www.aaas.org/\">American Association for Advancement in Science\u003c/a> 15 years ago. The \u003ca href=\"http://www.nextgenscience.org/\">Next Generation Science Standards\u003c/a> (NGSS) aim to incorporate the scientific community’s understanding of science as it has grown and changed.\u003c/p>\n\u003cp>The new NGSS standards represent the core scientific concepts that practicing scientists agree K-12 students should know by the time they graduate. The framework for the standards was developed by the National Research Council, the \u003ca href=\"http://www.nsta.org/\">National Science Teachers Association\u003c/a>, the American Association for the Advancement of Science, and \u003ca href=\"http://www.achieve.org/\">Achieve\u003c/a>. Together they built compiled principals and solicited input from states about what pedagogy and curricular specifics to build in.\u003c/p>\n\u003cp>“Students need to understand how science works, the practices and the crosscutting concepts in order to be ready to assume their roles in a scientifically complex world,” said Frank Neipold, co-chair of the \u003ca href=\"http://www.slideshare.net/usgcrp/usgcrp-education-interagency-working-group\">Climate Education Interagency Working Group\u003c/a> at the U.S. Global Change Research Program. Neipold has worked on the standards in many capacities and sees them as vitally important to educating the next generation to think critically about how systems work together.\u003c/p>\n\u003cp>Twenty-six states helped write the standards, and while there is no obligation that states adopt them, many likely will. The standards focus on fewer core concepts, are meant to go deeper within \u003c!--more-->each concept, and emphasize the interdisciplinary nature of science.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/five-amazing-videos-that-show-why-science-is-awesome/\">Five Amazing Videos That Show Why Science is Awesome\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are organized in \u003ca href=\"http://www.nextgenscience.org/three-dimensions\">three dimensions\u003c/a>: key concepts, crosscutting concepts, and practices. Key concepts are broadly important and teachable over a series of years, such as the subject of climate change, which can get more complex as students build upon their knowledge. The second dimension is crosscutting concepts, things that span the scientific disciplines like energy and matter, cause and effect or systems. Lastly, students will be expected to understand the practice of science, undertaking scientific inquiry and comparing the practices of science with those of engineers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The interesting and important part of the NGSS is that they really are about critical thinking in these cross cutting competencies,” said Don Boesch, president of the \u003ca href=\"http://www.umces.edu/\">University of Maryland Center for Environmental Science\u003c/a> and leader of a \u003ca href=\"http://www.madeclear.org/\">project to implement the standards\u003c/a> in Maryland and Delaware. “So I think teachers will really have the chance to help students think critically about these topics.”\u003c/p>\n\u003cp>While the NGSS are not part of the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> -- those were developed under the auspices of federal government and focus only on math and literacy -- there are some similarities. Proponents of both sets of standards say they're meant to emphasize close reading of non-fiction tests, performance-based standards, and an integrated approach to learning across disciplines.\u003c/p>\n\u003cp>\u003cstrong>CLIMATE CHANGE INCLUDED\u003c/strong>\u003c/p>\n\u003cp>One of the more controversial aspects of the new science standards is the inclusion of climate change in the curriculum. \"There was never a debate about whether climate change would be in there,\" Heidi Schweingruber of the National Research Council \u003ca href=\"http://www.npr.org/2013/03/27/174141194/a-hot-topic-climate-change-coming-to-classrooms\">told National Public Radio\u003c/a>. \"It is a fundamental part of science, and so that's what our work is based on, the scientific consensus.\"\u003c/p>\n\u003cp>Still, science teachers often find themselves pulled in to help bolster math and reading scores, leaving them with little time to teach science, let alone incorporate complicated new topics. Teaching climate change science can feel daunting to many teachers who don’t have a firm grasp of all the information, he said.\u003c/p>\n\u003cp>“We have not trained our teachers very well to work across disciplines,” Boesch said. Teaching climate change inherently requires integration of things like earth sciences, chemistry and systems. A changing climate will affect all parts of life. Teachers aren’t always comfortable teaching all the elements and will need to be trained.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">Combining Robotics With Poetry? Art and Engineering Can Co-Exist\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are meant to lead the student through a progression of concepts, providing building blocks early on that can scaffold more complicated concepts in higher grades.\u003c/p>\n\u003cp>“We as a nation have a real deep and multidimensional problem on our hands that has to involve education of our young people,” said Boesch on the subject of climate change. “We need to equip people to have the skills as well as the knowledge to deal with it.”\u003c/p>\n\u003cp>The new standards will also require a whole new emphasis on revamping \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-here-a-science-book-thats-always-up-to-date/\">science textbooks\u003c/a>. “A lot of materials out there are sub-par,” Neipold said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Climate change is not a political issue and it’s not a debate,” said Mario Molina, deputy director for the \u003ca href=\"http://www.acespace.org/\">Alliance for Climate Education\u003c/a>. “It’s science, strongly researched and thoroughly vetted science. So our hope is that teachers will not see this as political debate.” He believes students have the right to study climate change as it unfolds, as well as solutions to the problem.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27741\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/fhwrdh/3113816327/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27741\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/3113816327_9a3e7bdaff_z-620x412.jpg\" alt=\"3113816327_9a3e7bdaff_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Scientists are always uncovering new ways into how people learn best, and some of the most recent neuroscience research has shown connections between basic survival functions, social and emotional reactions to the world, and creative impulses.\u003c/p>\n\u003cp>Students’ social and emotional reactions to learning are imperative to feeling motivated to learn and to their ability to creatively solve problems, according to \u003ca href=\"http://www-bcf.usc.edu/~immordin/\">Mary Helen Immordino-Yang\u003c/a>, who wrote \u003cem>Musings on the Neurobiological and Evolutionary Origins of Creativity via a Developmental Analysis of One Child’s Poetry\u003c/em> \u003ca href=\"http://www.usc.edu/programs/cerpp/docs/CreativityviaAnalysisofChildsPoetryYang.pdf\">[PDF\u003c/a>]. Her research tries to understand why emotions are so important to learning by examining what happens to brain functions.\u003c/p>\n\u003cp>“Neuroimaging experiments show us that we use the very same neural systems to feel our bodies as to feel our relationships, our moral judgments, and our creative inspiration,” said Immordino-Yang, a professor at USC’s Rossier School of Education and an expert on the neuroscience of learning and creativity. Her whose work focuses on how neuroscience can help teachers understand the ways students learn best, and to that end, she’s created a \u003ca href=\"http://www.learner.org/courses/neuroscience/index.html\">free online curriculum\u003c/a> for teachers.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Help kids know how to make meaning and sense of what they are learning so they can see who they are.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The neuromechanisms responsible for feeling and managing the body’s physical survival and consciousness have been co-opted to also manage social survival. “Survival in the savanna depends on a brain that is wired to make sense of the environment, and to play out the things it notices through patterns of bodily and mental reactions,” Immordino-Yang writes. “This same brain, the same logic, helps us make sense of and survive in the social world of today.” To make something relevant to a learner, it should inspire an emotional reaction in the person, triggering these survivalist parts of the brain that indicate something is important.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">Teaching Social and Emotional Skills in School\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The way that we make meaning out of situations, and the way that we feel and evaluate things, is plated on the same neural platforms as do the basic job of managing our viscera,” Immordino Yang said. When a topic strikes a chord with a student it feels meaningful because the part of his brain firing is the same part that keeps him conscious and alive. It’s also the part of the brain responsible for novel, creative or new ideas.\u003c/p>\n\u003cp>“Creativity is representing some kind of relevant problem in a new way and making people \u003c!--more-->understand it, and feel about it, and have some insight into something that matters,” Immordino-Yang said. She argues that creative moments are motivated by caring deeply about a subject. Furthermore, humans make meaning by relating new information to feelings, memories and other personal information to give it context.\u003c/p>\n\u003cp>To undertake that complicated process of internalizing information Immordino-Yang has found that it’s necessary to shut out external inputs and focus intensely on what’s going on internally. Asking students to constantly pay attention or allowing them to be distracted by games, phones, and other stimuli may deprive them of the important inward-looking time crucial to deeper learning.\u003c/p>\n\u003cp>“The way in which people learn information, the way in which they make it their own, assimilate it, are dependent heavily on a neural system that is fundamentally incompatible with external information and distraction,” Immordino-Yang said. Long term learning happens when the brain calls up old memories and incorporates the new knowledge into a personalized understanding of the world. And that’s often a creative process. It takes creativity to synthesize new information within the context of old experiences and to reshape difficult concepts into something understandable. Immordino-Yang argues that the essence of that process requires the thinker to disengage from the world around them.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/p>\n\u003cp>That doesn't necessarily mean that daydreaming is the key to developing innovative ideas. There are times when insight strikes while the mind wanders, but Immordino-Yang says that in those cases the information is already present. When it comes to learning something new, the inward focus is often real work.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Help kids know how to make meaning and sense of what they are learning so they can see who they are,” Immordino-Yang said. “Creativity is just an extension of that.” She gave the example of her young daughter who wrote a song about loving her young brother, but the imagery in the song incorporated space, planets, and the galaxy. She had just learned about those concepts, but in order to really understand their significance, she needed to express them within the totally understood and emotional space of family love. Allowing kids the space for the interplay between the emotional and cognitive spaces will benefit the long-term learner.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The neuromechanisms responsible for feeling and managing the body’s physical survival and consciousness have been co-opted to also manage social survival. “Survival in the savanna depends on a brain that is wired to make sense of the environment, and to play out the things it notices through patterns of bodily and mental reactions,” Immordino-Yang writes. “This same brain, the same logic, helps us make sense of and survive in the social world of today.” To make something relevant to a learner, it should inspire an emotional reaction in the person, triggering these survivalist parts of the brain that indicate something is important.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">Teaching Social and Emotional Skills in School\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The way that we make meaning out of situations, and the way that we feel and evaluate things, is plated on the same neural platforms as do the basic job of managing our viscera,” Immordino Yang said. When a topic strikes a chord with a student it feels meaningful because the part of his brain firing is the same part that keeps him conscious and alive. It’s also the part of the brain responsible for novel, creative or new ideas.\u003c/p>\n\u003cp>“Creativity is representing some kind of relevant problem in a new way and making people \u003c!--more-->understand it, and feel about it, and have some insight into something that matters,” Immordino-Yang said. She argues that creative moments are motivated by caring deeply about a subject. Furthermore, humans make meaning by relating new information to feelings, memories and other personal information to give it context.\u003c/p>\n\u003cp>To undertake that complicated process of internalizing information Immordino-Yang has found that it’s necessary to shut out external inputs and focus intensely on what’s going on internally. Asking students to constantly pay attention or allowing them to be distracted by games, phones, and other stimuli may deprive them of the important inward-looking time crucial to deeper learning.\u003c/p>\n\u003cp>“The way in which people learn information, the way in which they make it their own, assimilate it, are dependent heavily on a neural system that is fundamentally incompatible with external information and distraction,” Immordino-Yang said. Long term learning happens when the brain calls up old memories and incorporates the new knowledge into a personalized understanding of the world. And that’s often a creative process. It takes creativity to synthesize new information within the context of old experiences and to reshape difficult concepts into something understandable. Immordino-Yang argues that the essence of that process requires the thinker to disengage from the world around them.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/p>\n\u003cp>That doesn't necessarily mean that daydreaming is the key to developing innovative ideas. There are times when insight strikes while the mind wanders, but Immordino-Yang says that in those cases the information is already present. When it comes to learning something new, the inward focus is often real work.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Help kids know how to make meaning and sense of what they are learning so they can see who they are,” Immordino-Yang said. “Creativity is just an extension of that.” She gave the example of her young daughter who wrote a song about loving her young brother, but the imagery in the song incorporated space, planets, and the galaxy. She had just learned about those concepts, but in order to really understand their significance, she needed to express them within the totally understood and emotional space of family love. Allowing kids the space for the interplay between the emotional and cognitive spaces will benefit the long-term learner.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ciframe width=\"560\" height=\"315\" src=\"http://www.youtube.com/embed/z-dkw-IlrnI?rel=0\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp class=\"dropcap-serif\">Science teachers looking for fun videos to show how shockingly exciting science can be, look no further. Molly Michelson, who produces the \u003ca href=\"http://www.calacademy.org/sciencetoday/\">Science in Action\u003c/a> videos for the \u003ca href=\"http://www.calacademy.org/\">California Academy of Sciences\u003c/a>, has seen a lot of videos explaining the science in everyday life. She's put together her top five favorite science videos.\u003c/p>\n\u003cp style=\"text-align: left\">1. This Science Friday video, \u003ca href=\"http://www.sciencefriday.com/video/08/05/2011/where-s-the-octopus.html\">Where's the Octopus\u003c/a>, explains how cephalopods like squid and octopus camouflage themselves in the wild. Known as the masters of optical illusion, this video has cool shots of an octopus going in and out of camouflaged states.\u003c/p>\n\u003cp style=\"text-align: left\">2. This \u003ca href=\"http://www.chemheritage.org/discover/media/distillations/149-blood.aspx\">Distillations Explainer\u003c/a> uses Abraham Lincoln's head and accompanying top hat to explain how hemoglobin carries oxygen in the blood and why it's so efficient.\u003c/p>\n\u003cp style=\"text-align: left\">3. The NPR video \"\u003ca href=\"http://vimeo.com/17083789\">A Mystery: Why Can't We Walk Straight\u003c/a>,\" narrated by Robert Krulwich of Radio Lab fame, raises more questions than it answers about a topic researchers are still studying. Kids will invariably start wondering and maybe even hoping to solve the mystery!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: left\">4. The Academy of Sciences takes us behind the headlines of big scientific discoveries with \u003ca href=\"http://www.calacademy.org/sciencetoday/how-science-works/\">How \u003c!--more-->Science Works\u003c/a>, a video about the process of researching. How are scientific discoveries actually made? It turns out it's not simple or easy and lots of people are involved.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">5. The short and catchy \"\u003ca href=\"http://www.calacademy.org/sciencetoday/7000-kinds-of-amphibians/\">7,000 Kinds of Amphibians\u003c/a>\" video by the Academy of Sciences explains through song what makes amphibians unique. Watch out, the tune might stick in your head!\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The researchers make it clear that drawing shouldn't replace other forms of work. Students should still talk and write about their research. Argumentation and explanation are still necessary skills for students to engage in. Furthermore, drawing and doodling need to be in the service of learning. Coloring in a diagram of the digestive system, for example, doesn't help a student understand digestion.\u003c/p>\n\u003cp>This latest research published in the journal \u003cem>Science\u003c/em> isn't the only work on the topic, and others have made similar assertions about the value of drawing and doodling. A study published in the 2009 \u003ca href=\"http://www.lamalla.cat/media/000000000002415/000000001207002.pdf\">Applied Cognitive Psychology\u003c/a> journal found that people had a 29% increase in information retention if they doodled while they listened. And a recent \u003ca href=\"http://edition.cnn.com/2011/OPINION/09/02/brown.creativity.doodles/\">CNN op-ed\u003c/a> on doodling pointed to Google -- the only company with a \"\u003ca href=\"http://www.seattlepi.com/business/article/Google-s-doodlers-humanize-technology-with-art-849491.php\">Chief Doodler\u003c/a>\" on the payroll -- as a great example of the importance of balancing creativity, innovation, science, technology, and yes, doodling.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The researchers from the latest \u003cem>Science\u003c/em> article say they'll continue to examine what impact drawing has on the mind, in terms of learning, engagement, and enjoyment. Despite what seems like good news for doodlers, there are lots of other questions that arise from their findings: how does your skill at drawing impact your learning? And how will the rise of new computer technologies change the way we take notes? Many e-books, for example, still make it difficult to take notes in the margins, let alone add doodles and drawings. Will tablets and apps enable this sort of thing? Or is this research another sign that we shouldn't be too quick to abandon the notebook and pencil?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_12515\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.instructables.com/id/How-to-Build-a-Robot---The-BeetleBot/\">\u003cimg class=\"size-medium wp-image-12515\" title=\"How to Build a Robot - The BeetleBot\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/How-to-Build-a-Robot-The-BeetleBot-300x221.jpg\" alt=\"\" width=\"300\" height=\"221\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Continuing our \u003ca href=\"http://ww2.kqed.org/mindshift/tag/summer-slide/\">summer slide\u003c/a> series, in which we've offered ideas on how to keep learners' \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/preventing-the-summer-slide-in-math-skills/\">math\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/preventing-the-summer-slide-in-reading/\">literacy\u003c/a> skills sharpened, we now turn our focus to science and tech-related ideas. The summer months provide a great opportunity for students to work on projects that help extend some of the ideas they might have learned during the school year or to pursue ideas that they might not have had a chance to do in the classroom.\u003c/p>\n\u003cp>Here is just a short list of projects that could help prevent the summer slide in science and technology.\u003c/p>\n\u003cp>\u003cstrong>1. BECOME A CITIZEN SCIENTIST\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Citizen science takes scientific inquiry and research out of the lab (and out of the sole purview of scientists and researchers) and puts it in the hand of those without formal scientific training -- \"citizens,\" volunteers, and, yes, students. There are a number of ways that students can engage in citizen science projects over the summer, whether they're \u003ca href=\"http://www.projectnoah.org/\">spotting animals\u003c/a> or \u003ca href=\"http://leafsnap.com/\">identifying plants\u003c/a>. Here are a few \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/four-fantastic-citizen-scientist-apps-and-sites/\">suggested apps and websites\u003c/a>\u003cstrong>.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>2. LEARN TO PROGRAM\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Despite the explosion of the number of tech jobs, very few students actually have an opportunity to learn programming at the K-12 level. Programming remains a project that many students do outside the classroom, hacking on their home computers. There are a number of tools that can help even very young children learn how to program, including \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> and \u003ca href=\"http://research.microsoft.com/en-us/projects/kodu/\">Kodu\u003c/a>. Here are a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">list of a few programming languages\u003c/a> that make a good place for budding computer scientist to start.\u003c/p>\n\u003cp>\u003cstrong>3. BUILD A ROBOT\u003c/strong>\u003c/p>\n\u003cp>Summer vacation is only two or three months long, so the suggestion to build a robot might seem ambitious. But in addition to the new tools that make it easier for kids to learn how to build software, you \u003c!--more-->can find tools that make it easier for them to learn how to build hardware -- things like \u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">LEGO Mindstorms\u003c/a> and \u003ca href=\"http://www.arduino.cc/\">Arduino\u003c/a>. But even without any programming or electrical engineering skills, building a robot can be as easy as following step-by-side \u003ca href=\"http://www.instructables.com/id/How-to-Build-a-Robot---The-BeetleBot/\">instructions from Instructables\u003c/a> or assembling do-it-yourself kits like these \u003ca href=\"http://www.amazon.com/Blinkybug-Kit-Make-Electronic-Insects/dp/0811871401/ref=sr_1_1?ie=UTF8&qid=1307986962&sr=8-1\">Blinky Bugs\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>What summer science and tech projects are on your To Do list?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_12515\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.instructables.com/id/How-to-Build-a-Robot---The-BeetleBot/\">\u003cimg class=\"size-medium wp-image-12515\" title=\"How to Build a Robot - The BeetleBot\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/How-to-Build-a-Robot-The-BeetleBot-300x221.jpg\" alt=\"\" width=\"300\" height=\"221\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Continuing our \u003ca href=\"http://ww2.kqed.org/mindshift/tag/summer-slide/\">summer slide\u003c/a> series, in which we've offered ideas on how to keep learners' \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/preventing-the-summer-slide-in-math-skills/\">math\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/preventing-the-summer-slide-in-reading/\">literacy\u003c/a> skills sharpened, we now turn our focus to science and tech-related ideas. The summer months provide a great opportunity for students to work on projects that help extend some of the ideas they might have learned during the school year or to pursue ideas that they might not have had a chance to do in the classroom.\u003c/p>\n\u003cp>Here is just a short list of projects that could help prevent the summer slide in science and technology.\u003c/p>\n\u003cp>\u003cstrong>1. BECOME A CITIZEN SCIENTIST\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Citizen science takes scientific inquiry and research out of the lab (and out of the sole purview of scientists and researchers) and puts it in the hand of those without formal scientific training -- \"citizens,\" volunteers, and, yes, students. There are a number of ways that students can engage in citizen science projects over the summer, whether they're \u003ca href=\"http://www.projectnoah.org/\">spotting animals\u003c/a> or \u003ca href=\"http://leafsnap.com/\">identifying plants\u003c/a>. Here are a few \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/four-fantastic-citizen-scientist-apps-and-sites/\">suggested apps and websites\u003c/a>\u003cstrong>.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>2. LEARN TO PROGRAM\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Despite the explosion of the number of tech jobs, very few students actually have an opportunity to learn programming at the K-12 level. Programming remains a project that many students do outside the classroom, hacking on their home computers. There are a number of tools that can help even very young children learn how to program, including \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> and \u003ca href=\"http://research.microsoft.com/en-us/projects/kodu/\">Kodu\u003c/a>. Here are a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">list of a few programming languages\u003c/a> that make a good place for budding computer scientist to start.\u003c/p>\n\u003cp>\u003cstrong>3. BUILD A ROBOT\u003c/strong>\u003c/p>\n\u003cp>Summer vacation is only two or three months long, so the suggestion to build a robot might seem ambitious. But in addition to the new tools that make it easier for kids to learn how to build software, you \u003c!--more-->can find tools that make it easier for them to learn how to build hardware -- things like \u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">LEGO Mindstorms\u003c/a> and \u003ca href=\"http://www.arduino.cc/\">Arduino\u003c/a>. But even without any programming or electrical engineering skills, building a robot can be as easy as following step-by-side \u003ca href=\"http://www.instructables.com/id/How-to-Build-a-Robot---The-BeetleBot/\">instructions from Instructables\u003c/a> or assembling do-it-yourself kits like these \u003ca href=\"http://www.amazon.com/Blinkybug-Kit-Make-Electronic-Insects/dp/0811871401/ref=sr_1_1?ie=UTF8&qid=1307986962&sr=8-1\">Blinky Bugs\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>What summer science and tech projects are on your To Do list?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"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.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"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.",
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"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?",
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"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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"perspectives": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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