Science Teachers: Apply to Pilot KQED's New Engineering Curriculum
Care and Feeding of Geology Teachers
Oakland Teachers Scope Out What Galileo Saw
Using the Online Photo Community Flickr for Science Education
Reporter's Notes: Closing the Science Gap
Bay Area Teachers Make Plans with QUEST
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You will learn video production in order to scaffold the process with your students and receive guidance on classroom implementation of the \u003cstrong>\u003cem>Engineering for Good\u003c/em>\u003c/strong> curriculum. In addition, you will receive a $750 stipend, and your feedback will assist in developing outstanding, free engineering resources for science teachers in California and beyond.\u003c/p>\n\u003cp>\u003cstrong>The Details\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>The pilot will run August 2016 through January 2017\u003c/li>\n\u003cli>After completion of the pilot, participants will receive a \u003cstrong>$750 stipend\u003c/strong>\u003c/li>\n\u003cli>We encourage you to apply with one or more teachers from your school\u003c/li>\n\u003cli>Open to Bay Area middle and high school science teachers\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Requirements\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Attend an all-day kickoff meeting at KQED on \u003cstrong>Saturday, August 6, 2016\u003c/strong>\u003c/li>\n\u003cli>Implement the \u003cstrong>\u003cem>Engineering for Good\u003c/em>\u003c/strong> curriculum in the fall 2016 semester (10-day unit)\u003c/li>\n\u003cli>Complete the “Storytelling with Video” course on KQED’s online professional learning platform (6 modules; 20 hours total)\u003c/li>\n\u003cli>Actively participate in an online forum/community for pilot participants\u003c/li>\n\u003cli>Share student work created as part of the \u003cstrong>\u003cem>Engineering for Good\u003c/em>\u003c/strong> curriculum\u003c/li>\n\u003cli>Provide feedback on the\u003cstrong>\u003cem> Engineering for Good\u003c/em>\u003c/strong> curriculum and participate in an evaluation of the pilot\u003c/li>\n\u003cli>Write an \u003cem>\u003ca href=\"http://ww2.kqed.org/education/category/trainings/online-trainings/in-the-classroom/\">In the Classroom\u003c/a>\u003c/em> post to be shared on KQED’s website or online learning platform (this will also earn you the KQED “Storytelling with Video In the Classroom” badge)\u003c/li>\n\u003cli>Attend an end-of-pilot meeting at KQED in January (date TBD)\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Thank you for your interest--the application deadline has passed. \u003c/strong>Applicants will be notified by June 30, 2016.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Pilot KQED's new NGSS-based engineering curriculum that focuses on developing solutions for negative impacts of plastics on the environment. ","status":"publish","parent":0,"modified":1467224934,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":411},"headData":{"title":"Science Teachers: Apply to Pilot KQED's New Engineering Curriculum | KQED","description":"Pilot KQED's new NGSS-based engineering curriculum that focuses on developing solutions for negative impacts of plastics on the environment. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Science Teachers: Apply to Pilot KQED's New Engineering Curriculum","datePublished":"2016-05-25T15:00:33.000Z","dateModified":"2016-06-29T18:28:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"154571 http://ww2.kqed.org/quest/?p=154571","disqusUrl":"https://ww2.kqed.org/quest/2016/05/25/science-teachers-apply-to-pilot-kqeds-new-engineering-curriculum/","disqusTitle":"Science Teachers: Apply to Pilot KQED's New Engineering Curriculum","path":"/quest/154571/science-teachers-apply-to-pilot-kqeds-new-engineering-curriculum","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Are you a middle- or high-school science teacher looking for ways to integrate engineering into your classroom? \u003ca href=\"https://docs.google.com/forms/d/1ZnG9BnzIZWRA3B2PJxx3H-DyjEZ48dg8YzNJs2Gw7IQ/viewform\">Join KQED Education\u003c/a> this fall in piloting a new media-rich, NGSS-based engineering curriculum. Developed by KQED and a group of outstanding Bay Area science teachers, \u003cstrong>\u003cem>Engineering for Good\u003c/em>\u003c/strong> is a two-week, project-based learning unit focused on developing solutions for negative impacts of plastics on the environment. Designed to fit into life, earth and physical science classes, and full of engaging videos of \u003ca href=\"https://www.youtube.com/playlist?list=PLT3NFZ6AaRFIatHczEyNfP1F-og0pyEP8\">real-world engineering stories\u003c/a>, the unit culminates with students producing videos about their own solutions. Student stories will be collected by KQED on a platform that encourages sharing, conversation and feedback in a way that further promotes student voice and agency, and the acquisition of 21st century skills.\u003c/p>\n\u003cp>Teachers participating in the pilot will be supported through a blended experience employing both in-person meetings and KQED’s new online professional learning platform. You will learn video production in order to scaffold the process with your students and receive guidance on classroom implementation of the \u003cstrong>\u003cem>Engineering for Good\u003c/em>\u003c/strong> curriculum. In addition, you will receive a $750 stipend, and your feedback will assist in developing outstanding, free engineering resources for science teachers in California and beyond.\u003c/p>\n\u003cp>\u003cstrong>The Details\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>The pilot will run August 2016 through January 2017\u003c/li>\n\u003cli>After completion of the pilot, participants will receive a \u003cstrong>$750 stipend\u003c/strong>\u003c/li>\n\u003cli>We encourage you to apply with one or more teachers from your school\u003c/li>\n\u003cli>Open to Bay Area middle and high school science teachers\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Requirements\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Attend an all-day kickoff meeting at KQED on \u003cstrong>Saturday, August 6, 2016\u003c/strong>\u003c/li>\n\u003cli>Implement the \u003cstrong>\u003cem>Engineering for Good\u003c/em>\u003c/strong> curriculum in the fall 2016 semester (10-day unit)\u003c/li>\n\u003cli>Complete the “Storytelling with Video” course on KQED’s online professional learning platform (6 modules; 20 hours total)\u003c/li>\n\u003cli>Actively participate in an online forum/community for pilot participants\u003c/li>\n\u003cli>Share student work created as part of the \u003cstrong>\u003cem>Engineering for Good\u003c/em>\u003c/strong> curriculum\u003c/li>\n\u003cli>Provide feedback on the\u003cstrong>\u003cem> Engineering for Good\u003c/em>\u003c/strong> curriculum and participate in an evaluation of the pilot\u003c/li>\n\u003cli>Write an \u003cem>\u003ca href=\"http://ww2.kqed.org/education/category/trainings/online-trainings/in-the-classroom/\">In the Classroom\u003c/a>\u003c/em> post to be shared on KQED’s website or online learning platform (this will also earn you the KQED “Storytelling with Video In the Classroom” badge)\u003c/li>\n\u003cli>Attend an end-of-pilot meeting at KQED in January (date TBD)\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Thank you for your interest--the application deadline has passed. \u003c/strong>Applicants will be notified by June 30, 2016.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/154571/science-teachers-apply-to-pilot-kqeds-new-engineering-curriculum","authors":["6170"],"categories":["quest_7","quest_8"],"tags":["quest_13196","quest_13197","quest_13468","quest_13467","quest_13469","quest_12220","quest_2876","quest_13470"],"featImg":"quest_160883","label":"quest"},"quest_24864":{"type":"posts","id":"quest_24864","meta":{"index":"posts_1591205157","site":"quest","id":"24864","score":null,"sort":[1316707243000]},"guestAuthors":[],"slug":"care-and-feeding-of-geology-teachers","title":"Care and Feeding of Geology Teachers","publishDate":1316707243,"format":"standard","headTitle":"QUEST | KQED Science","labelTerm":{"site":"quest"},"content":"\u003cfigure id=\"attachment_24865\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/quest/2011/09/22/care-and-feeding-of-geology-teachers/sunkensfhome/\" rel=\"attachment wp-att-24865\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2011/09/sunkenSFhome.jpg\" alt=\"\" title=\"sunkenSFhome\" width=\"640\" height=\"360\" class=\"size-full wp-image-24865\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2011/09/sunkenSFhome.jpg 640w, https://ww2.kqed.org/app/uploads/sites/39/2011/09/sunkenSFhome-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sunken entrances of this San Francisco house attest to geological subsidence. A free excursion for geology teachers during Earth Science Week helps teachers see the unnoticed. Photo courtesy Ray Sullivan.\u003c/figcaption>\u003c/figure>\n\u003cp>California, once upon a time, set great store by geologists. They were visionaries who could forecast promising sites for gold and silver mines, helpful specialists for keeping infrastructure soundly built, canny mappers of earthquake faults. Today geoscience does not have many friends, probably because it tends to bring unrealistic schemes down to Earth. When money raises its voice, the countervailing facts of geology are often inconvenient truths. \u003c/p>\n\u003cp>Geology is not a science of easy answers; it doesn't fit the current climate of jobs-centered projects and test-oriented curricula. It rewards lateral thinking, tentative conclusions, \u003ca href=\"http://geology.about.com/od/history_of_geology/a/aa_geothinking.htm\">multiple working hypotheses\u003c/a>. It also requires field trips. And in California high schools, geology doesn't qualify as a science lab course for college prep. For these and other reasons, teaching geology is a challenge. If you know (or are!) an Earth science teacher, they could probably use some help.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.ncgeolsoc.org/\">Northern California Geological Society\u003c/a> has an unusual degree of dedication to teachers of geology. The NCGS not only takes part in a national geology teachers' contest, but it also has its own cash grants for local Earth science teachers reaching out to kids. \u003c/p>\n\u003cp>The national contest for the \u003ca href=\"http://foundation.aapg.org/toty/\">K-12 Earth Science Teacher of the Year Award\u003c/a>, run by the American Association of Petroleum Geologists, culminates in a $5,000 prize, but the NCGS \u003ca href=\"http://www.ncgeolsoc.org/TOTYInfo/2011%20-%202012/TOTY%202011-2012%20Entry%20Forms.pdf\">gives $750 to its local winner\u003c/a>. That person goes on to the regional AAPG contest in Long Beach, with its own $500 prize, before reaching the national level. It rewards well-established Earth science programs and requires 3 years of teaching experience. The application form is on the NCGS website. \u003c/p>\n\u003cp>The other pair of NCGS prizes, the $500 \u003ca href=\"http://www.ncgeolsoc.org/Geoscience%20Announcements/2011%20-%202012/2011-2012%20NCGS%20Geosci%20Teacher%20Announce.pdf\">Geoscience Teaching Awards\u003c/a>, go to a Northern California geology teacher regardless of experience—one for grades K–8 and one for grades 9–12—for \"excellence in the teaching of earth or environmental sciences.\" \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another society that gives cash prizes to geology teachers is the \u003ca href=\"http://nagt-fws.org/\">Far West chapter of the National Association of Geoscience Teachers\u003c/a>. And there are other state groups, like the \u003ca href=\"http://www.cascience.org/csta/csta.asp\">California Science Teachers Association\u003c/a>, and even the White House's \u003ca href=\"http://www.paemst.org/\">Presidential Awards for Excellence in Mathematics and Science Teaching\u003c/a>, that may single out a geoscience teacher if they think them worthy.\u003c/p>\n\u003cp>Although these prizes are great, they reward only a few winners, and that's not the true teacher's way. The California societies I've mentioned do a lot more for teachers by offering them group learning experiences. The NCGS has several field trips a year, open to all comers and run by scientists. The Far West NAGT holds field conferences each spring and fall. And the CSTA meets every fall in a different California city. What could be better than hanging out with geologists \u003ci>and\u003c/i> teachers together?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Every year in October there's a nationwide festival of geology called \u003ca href=\"http://www.earthsciweek.org/\">Earth Science Week\u003c/a>; this year it officially runs from October 9 to 15. The NCGS will take part by offering a walk around San Francisco's landmarks of the 1906 earthquake, including lunch in Chinatown, that's free to 30 geoscience teachers. It's on Saturday the 15th, and leading it will be the irrepressible Ray Sullivan, emeritus professor of geoscience at San Francisco State University. \u003ca href=\"http://www.ncgeolsoc.org/EducatorsDay/2011%20NCGS%20-%20Walk%20SF.pdf\">The PDF from the NCGS has the details.\u003c/a> Let your friendly neighborhood geology teacher know about it.\u003c/p>\n\n","blocks":[],"excerpt":"Opening the eyes of geology teachers to geology in everyday life helps open their students' eyes in turn. The coming events of Earth Science Week can do the same for the rest of us.","status":"publish","parent":0,"modified":1317852688,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":592},"headData":{"title":"Care and Feeding of Geology Teachers | KQED","description":"Opening the eyes of geology teachers to geology in everyday life helps open their students' eyes in turn. The coming events of Earth Science Week can do the same for the rest of us.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Care and Feeding of Geology Teachers","datePublished":"2011-09-22T16:00:43.000Z","dateModified":"2011-10-05T22:11:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24864 http://science.kqed.org/quest/?p=24864","disqusUrl":"https://ww2.kqed.org/quest/2011/09/22/care-and-feeding-of-geology-teachers/","disqusTitle":"Care and Feeding of Geology Teachers","path":"/quest/24864/care-and-feeding-of-geology-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_24865\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/quest/2011/09/22/care-and-feeding-of-geology-teachers/sunkensfhome/\" rel=\"attachment wp-att-24865\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2011/09/sunkenSFhome.jpg\" alt=\"\" title=\"sunkenSFhome\" width=\"640\" height=\"360\" class=\"size-full wp-image-24865\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2011/09/sunkenSFhome.jpg 640w, https://ww2.kqed.org/app/uploads/sites/39/2011/09/sunkenSFhome-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sunken entrances of this San Francisco house attest to geological subsidence. A free excursion for geology teachers during Earth Science Week helps teachers see the unnoticed. Photo courtesy Ray Sullivan.\u003c/figcaption>\u003c/figure>\n\u003cp>California, once upon a time, set great store by geologists. They were visionaries who could forecast promising sites for gold and silver mines, helpful specialists for keeping infrastructure soundly built, canny mappers of earthquake faults. Today geoscience does not have many friends, probably because it tends to bring unrealistic schemes down to Earth. When money raises its voice, the countervailing facts of geology are often inconvenient truths. \u003c/p>\n\u003cp>Geology is not a science of easy answers; it doesn't fit the current climate of jobs-centered projects and test-oriented curricula. It rewards lateral thinking, tentative conclusions, \u003ca href=\"http://geology.about.com/od/history_of_geology/a/aa_geothinking.htm\">multiple working hypotheses\u003c/a>. It also requires field trips. And in California high schools, geology doesn't qualify as a science lab course for college prep. For these and other reasons, teaching geology is a challenge. If you know (or are!) an Earth science teacher, they could probably use some help.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.ncgeolsoc.org/\">Northern California Geological Society\u003c/a> has an unusual degree of dedication to teachers of geology. The NCGS not only takes part in a national geology teachers' contest, but it also has its own cash grants for local Earth science teachers reaching out to kids. \u003c/p>\n\u003cp>The national contest for the \u003ca href=\"http://foundation.aapg.org/toty/\">K-12 Earth Science Teacher of the Year Award\u003c/a>, run by the American Association of Petroleum Geologists, culminates in a $5,000 prize, but the NCGS \u003ca href=\"http://www.ncgeolsoc.org/TOTYInfo/2011%20-%202012/TOTY%202011-2012%20Entry%20Forms.pdf\">gives $750 to its local winner\u003c/a>. That person goes on to the regional AAPG contest in Long Beach, with its own $500 prize, before reaching the national level. It rewards well-established Earth science programs and requires 3 years of teaching experience. The application form is on the NCGS website. \u003c/p>\n\u003cp>The other pair of NCGS prizes, the $500 \u003ca href=\"http://www.ncgeolsoc.org/Geoscience%20Announcements/2011%20-%202012/2011-2012%20NCGS%20Geosci%20Teacher%20Announce.pdf\">Geoscience Teaching Awards\u003c/a>, go to a Northern California geology teacher regardless of experience—one for grades K–8 and one for grades 9–12—for \"excellence in the teaching of earth or environmental sciences.\" \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another society that gives cash prizes to geology teachers is the \u003ca href=\"http://nagt-fws.org/\">Far West chapter of the National Association of Geoscience Teachers\u003c/a>. And there are other state groups, like the \u003ca href=\"http://www.cascience.org/csta/csta.asp\">California Science Teachers Association\u003c/a>, and even the White House's \u003ca href=\"http://www.paemst.org/\">Presidential Awards for Excellence in Mathematics and Science Teaching\u003c/a>, that may single out a geoscience teacher if they think them worthy.\u003c/p>\n\u003cp>Although these prizes are great, they reward only a few winners, and that's not the true teacher's way. The California societies I've mentioned do a lot more for teachers by offering them group learning experiences. The NCGS has several field trips a year, open to all comers and run by scientists. The Far West NAGT holds field conferences each spring and fall. And the CSTA meets every fall in a different California city. What could be better than hanging out with geologists \u003ci>and\u003c/i> teachers together?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Every year in October there's a nationwide festival of geology called \u003ca href=\"http://www.earthsciweek.org/\">Earth Science Week\u003c/a>; this year it officially runs from October 9 to 15. The NCGS will take part by offering a walk around San Francisco's landmarks of the 1906 earthquake, including lunch in Chinatown, that's free to 30 geoscience teachers. It's on Saturday the 15th, and leading it will be the irrepressible Ray Sullivan, emeritus professor of geoscience at San Francisco State University. \u003ca href=\"http://www.ncgeolsoc.org/EducatorsDay/2011%20NCGS%20-%20Walk%20SF.pdf\">The PDF from the NCGS has the details.\u003c/a> Let your friendly neighborhood geology teacher know about it.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/24864/care-and-feeding-of-geology-teachers","authors":["6228"],"categories":["quest_11"],"tags":["quest_10189","quest_10190","quest_13202","quest_3753","quest_10191","quest_2876"],"featImg":"quest_24865","label":"quest"},"quest_4173":{"type":"posts","id":"quest_4173","meta":{"index":"posts_1591205157","site":"quest","id":"4173","score":null,"sort":[1257536363000]},"guestAuthors":[],"slug":"oakland-teachers-scope-out-what-galileo-saw","title":"Oakland Teachers Scope Out What Galileo Saw","publishDate":1257536363,"format":"standard","headTitle":"QUEST | KQED Science","labelTerm":{"site":"quest"},"content":"\u003cp>\u003cspan class=\"left\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2009/11/galileoscopeworkshop.jpg\">\u003cem>Oakland Unified teachers assembling Galileoscopes at Chabot\u003c/em>\u003c/span>What was it like for Galileo, the first time he put an eye to his telescope to see things in the heavens as never before seen? As anyone who has seen a planet or a star cluster or a nebula—or the Moon—through even a small telescope knows, the sight can be quite breathtaking. For Galileo, it must have been a universe-changing experience….\u003c/p>\n\u003cp>Through a generous donation by a concerned citizen (concerned that kids today aren't seeing enough of the sky), Chabot just completed a pair of workshops for Oakland teachers that places in their capable hands and in their classrooms \"\u003ca href=\"https://www.galileoscope.org/gs/\">Galileoscopes\u003c/a>\"—special telescopes designed and manufactured for the \u003ca href=\"http://www.astronomy2009.org/\">2009 International Year of Astronomy\u003c/a>. The Galileoscope is a low cost, simple, but good-quality telescope designed to simulate the power and field of view of \u003ca href=\"http://amazing-space.stsci.edu/resources/explorations/groundup/lesson/eras/galileo/index.php\">Galileo's original telescope\u003c/a>, which opened up the universe in such a profound way. \u003c/p>\n\u003cp>In September and October, a total of 23 Oakland teachers received training, activities, and one Galileoscope each (plus tripod), enabling them to share the experience with their students and, hopefully, spark their imagination and curiosity about the world around us in a way that nothing but astronomy does. \u003c/p>\n\u003cp>A look through a telescope—any telescope, big or small—does put a spark in the eye and the imagination. At least, that was my experience. Growing up in Oakland back in the 60's, I didn't have access to any small telescopes, but Chabot Observatory was only a couple miles away, and my family often went up on a weekend night for a classroom demo, a planetarium show, and thoroughly enjoyable viewing through the two antique telescopes, \u003ca href=\"http://chabotspace.org/vsc/observatory/default.asp\">Leah and Rachel\u003c/a>. Something about the actual light from Saturn or Jupiter or a distant galaxy tickling the receptors in your retina places you out there—or puts those objects directly into your brain. \u003c/p>\n\u003cp>The Oakland teachers now armed with their Galileoscopes will use these simple but effective tools to show their students the difference between seeing Saturn as a spot of light and Saturn as a disk with \"ears\" (the appearance of its rings through a Galileoscope), or the difference between Jupiter as a brighter spot of light and Jupiter as a world with a giant storm in its clouds and four smaller \"worlds\" (moons) in orbit around it, or the difference between the Moon as a disk with light and dark areas that make interesting shapes in our imaginations and the Moon with mountain ranges, vast plains, thousands upon thousands of craters, and shadows stretching across the landscape. \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>By the way, Galileoscopes \u003ca href=\"https://www.galileoscope.org/gs/products\">can still be ordered\u003c/a>, through the Galileoscope website, for a short time still, in case you're interested in getting your toe into the door of a much bigger universe….\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> 37.8148 -122.178\u003c/p>\n\n","blocks":[],"excerpt":"Oakland teachers receive Galileoscopes, enabling them to share with their students the Universe as Galileo first saw it.","status":"publish","parent":0,"modified":1371077930,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":483},"headData":{"title":"Oakland Teachers Scope Out What Galileo Saw | KQED","description":"Oakland teachers receive Galileoscopes, enabling them to share with their students the Universe as Galileo first saw it.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Oakland Teachers Scope Out What Galileo Saw","datePublished":"2009-11-06T19:39:23.000Z","dateModified":"2013-06-12T22:58:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"4173 http://www.kqed.org/quest/blog/?p=4173","disqusUrl":"https://ww2.kqed.org/quest/2009/11/06/oakland-teachers-scope-out-what-galileo-saw/","disqusTitle":"Oakland Teachers Scope Out What Galileo Saw","path":"/quest/4173/oakland-teachers-scope-out-what-galileo-saw","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan class=\"left\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2009/11/galileoscopeworkshop.jpg\">\u003cem>Oakland Unified teachers assembling Galileoscopes at Chabot\u003c/em>\u003c/span>What was it like for Galileo, the first time he put an eye to his telescope to see things in the heavens as never before seen? As anyone who has seen a planet or a star cluster or a nebula—or the Moon—through even a small telescope knows, the sight can be quite breathtaking. For Galileo, it must have been a universe-changing experience….\u003c/p>\n\u003cp>Through a generous donation by a concerned citizen (concerned that kids today aren't seeing enough of the sky), Chabot just completed a pair of workshops for Oakland teachers that places in their capable hands and in their classrooms \"\u003ca href=\"https://www.galileoscope.org/gs/\">Galileoscopes\u003c/a>\"—special telescopes designed and manufactured for the \u003ca href=\"http://www.astronomy2009.org/\">2009 International Year of Astronomy\u003c/a>. The Galileoscope is a low cost, simple, but good-quality telescope designed to simulate the power and field of view of \u003ca href=\"http://amazing-space.stsci.edu/resources/explorations/groundup/lesson/eras/galileo/index.php\">Galileo's original telescope\u003c/a>, which opened up the universe in such a profound way. \u003c/p>\n\u003cp>In September and October, a total of 23 Oakland teachers received training, activities, and one Galileoscope each (plus tripod), enabling them to share the experience with their students and, hopefully, spark their imagination and curiosity about the world around us in a way that nothing but astronomy does. \u003c/p>\n\u003cp>A look through a telescope—any telescope, big or small—does put a spark in the eye and the imagination. At least, that was my experience. Growing up in Oakland back in the 60's, I didn't have access to any small telescopes, but Chabot Observatory was only a couple miles away, and my family often went up on a weekend night for a classroom demo, a planetarium show, and thoroughly enjoyable viewing through the two antique telescopes, \u003ca href=\"http://chabotspace.org/vsc/observatory/default.asp\">Leah and Rachel\u003c/a>. Something about the actual light from Saturn or Jupiter or a distant galaxy tickling the receptors in your retina places you out there—or puts those objects directly into your brain. \u003c/p>\n\u003cp>The Oakland teachers now armed with their Galileoscopes will use these simple but effective tools to show their students the difference between seeing Saturn as a spot of light and Saturn as a disk with \"ears\" (the appearance of its rings through a Galileoscope), or the difference between Jupiter as a brighter spot of light and Jupiter as a world with a giant storm in its clouds and four smaller \"worlds\" (moons) in orbit around it, or the difference between the Moon as a disk with light and dark areas that make interesting shapes in our imaginations and the Moon with mountain ranges, vast plains, thousands upon thousands of craters, and shadows stretching across the landscape. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>By the way, Galileoscopes \u003ca href=\"https://www.galileoscope.org/gs/products\">can still be ordered\u003c/a>, through the Galileoscope website, for a short time still, in case you're interested in getting your toe into the door of a much bigger universe….\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> 37.8148 -122.178\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/4173/oakland-teachers-scope-out-what-galileo-saw","authors":["6180"],"categories":["quest_3"],"tags":["quest_13192","quest_1164","quest_1165","quest_1481","quest_2024","quest_2876"],"label":"quest"},"quest_1968":{"type":"posts","id":"quest_1968","meta":{"index":"posts_1591205157","site":"quest","id":"1968","score":null,"sort":[1238781439000]},"guestAuthors":[],"slug":"using-the-online-photo-community-flickr-for-science-education","title":"Using the Online Photo Community Flickr for Science Education","publishDate":1238781439,"format":"standard","headTitle":"QUEST | KQED Science","labelTerm":{"site":"quest"},"content":"\u003cp>\u003cspan class=\"left\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2009/04/flickr_science_ed.jpg\">\u003cem>This field photo of a California Newt (Taricha torosa)\u003cbr> egg cluster and more are free for educational use\u003c/em>\u003c/span>\u003cbr>\nWhat does the metamorphosis of a butterfly look like? What kinds of creatures live in a tidal pool? And just how big is a shark’s tooth? When questions like these come up in science classrooms, some educators are now using digital images to help students frame responses and connect their classrooms with the real world. And, with advances in digital technologies that enable effortless access to digital images, integrating digital pictures into the curriculum has never been easier. \u003c/p>\n\u003cp>These are some of the reasons Bay Area science educators like Aaron Vanderwerff are using photo-sharing websites such as \u003ca href=\"http://www.flickr.com/\">Flickr\u003c/a> to develop innovative image-based activities for their classrooms. Vanderwerff, a teacher and Science Department Chair at \u003ca href=\"http://slzhs.schoolloop.com/\">San Lorenzo High School\u003c/a>, uploaded sets of pictures to Flickr and asked groups of students to select an image and comment on it. Students’ comments focused on observations about the photos as well as inferences they made about the situation. And more and more educators are using digital photos to change the way their students see science. Other examples of Flickr-based educational activities include encouraging students to create collaborative photo sets, facilitating discussions by writing notes and comments, teaching categories and classifications using tags, and geotagging images to connect them with physical locations on a map. \u003c/p>\n\u003cp> Flickr also houses an extensive collection of community-contributed digital images, including a large number of photos made available by QUEST through the \u003ca href=\"http://www.flickr.com/photos/kqedquest/collections/\">QUEST Collections\u003c/a> and the \u003ca href=\"http://www.flickr.com/groups/kqedquest/pool/\">QUEST Pool\u003c/a>. The QUEST Collections contain photos related to QUEST stories and the photos in the QUEST Pool are contributed by people who sign up to join the QUEST Flickr Photo Group. All photos in the QUEST Collections are available for use in educational projects and can be \u003ca href=\"http://www.flickr.com/creativecommons/\">downloaded and modified for free\u003c/a> under Creative Commons licensing. \u003c/p>\n\u003cp> 37.762611 -122.409719\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"With its powerful, yet easy-to-use features Flickr offers science educators a number of ways to bring abstract concepts to life and add depth and color to theoretical understanding.","status":"publish","parent":0,"modified":1309998211,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":324},"headData":{"title":"Using the Online Photo Community Flickr for Science Education | KQED","description":"With its powerful, yet easy-to-use features Flickr offers science educators a number of ways to bring abstract concepts to life and add depth and color to theoretical understanding.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Using the Online Photo Community Flickr for Science Education","datePublished":"2009-04-03T17:57:19.000Z","dateModified":"2011-07-07T00:23:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"1968 http://www.kqed.org/quest/blog/?p=1968","disqusUrl":"https://ww2.kqed.org/quest/2009/04/03/using-the-online-photo-community-flickr-for-science-education/","disqusTitle":"Using the Online Photo Community Flickr for Science Education","path":"/quest/1968/using-the-online-photo-community-flickr-for-science-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan class=\"left\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2009/04/flickr_science_ed.jpg\">\u003cem>This field photo of a California Newt (Taricha torosa)\u003cbr> egg cluster and more are free for educational use\u003c/em>\u003c/span>\u003cbr>\nWhat does the metamorphosis of a butterfly look like? What kinds of creatures live in a tidal pool? And just how big is a shark’s tooth? When questions like these come up in science classrooms, some educators are now using digital images to help students frame responses and connect their classrooms with the real world. And, with advances in digital technologies that enable effortless access to digital images, integrating digital pictures into the curriculum has never been easier. \u003c/p>\n\u003cp>These are some of the reasons Bay Area science educators like Aaron Vanderwerff are using photo-sharing websites such as \u003ca href=\"http://www.flickr.com/\">Flickr\u003c/a> to develop innovative image-based activities for their classrooms. Vanderwerff, a teacher and Science Department Chair at \u003ca href=\"http://slzhs.schoolloop.com/\">San Lorenzo High School\u003c/a>, uploaded sets of pictures to Flickr and asked groups of students to select an image and comment on it. Students’ comments focused on observations about the photos as well as inferences they made about the situation. And more and more educators are using digital photos to change the way their students see science. Other examples of Flickr-based educational activities include encouraging students to create collaborative photo sets, facilitating discussions by writing notes and comments, teaching categories and classifications using tags, and geotagging images to connect them with physical locations on a map. \u003c/p>\n\u003cp> Flickr also houses an extensive collection of community-contributed digital images, including a large number of photos made available by QUEST through the \u003ca href=\"http://www.flickr.com/photos/kqedquest/collections/\">QUEST Collections\u003c/a> and the \u003ca href=\"http://www.flickr.com/groups/kqedquest/pool/\">QUEST Pool\u003c/a>. The QUEST Collections contain photos related to QUEST stories and the photos in the QUEST Pool are contributed by people who sign up to join the QUEST Flickr Photo Group. All photos in the QUEST Collections are available for use in educational projects and can be \u003ca href=\"http://www.flickr.com/creativecommons/\">downloaded and modified for free\u003c/a> under Creative Commons licensing. \u003c/p>\n\u003cp> 37.762611 -122.409719\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/1968/using-the-online-photo-community-flickr-for-science-education","authors":["9195"],"categories":["quest_9"],"tags":["quest_613","quest_1110","quest_3351","quest_1586","quest_2190","quest_2530","quest_2876"],"label":"quest"},"quest_912":{"type":"posts","id":"quest_912","meta":{"index":"posts_1591205157","site":"quest","id":"912","score":null,"sort":[1224896263000]},"guestAuthors":[],"slug":"reporters-notes-closing-the-science-gap","title":"Reporter's Notes: Closing the Science Gap","publishDate":1224896263,"format":"audio","headTitle":"QUEST | KQED Science","labelTerm":{"site":"quest"},"content":"\u003cp>\u003cspan class=\"left\">\u003ca href=\"http://ww2.kqed.org/quest/audio/closing-the-science-gap\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2008/10/fair-oaks-students1.jpg\" alt=\"\">\u003c/a>\u003c/span>\u003c/p>\n\u003cp>Stacy Morrow, who teaches fourth grade at \u003ca href=\"http://fairoaks.ca.campusgrid.net/home\" target=\"_blank\">Fair Oaks Elementary School in Redwood City\u003c/a> did not need to tell me about her students' enthusiasm for science. It was obvious. Working in teams with a \u003ca href=\"http://lawrencehallofscience.org/foss/\" target=\"_blank\">FOSS kit\u003c/a> on \u003ca href=\"http://lawrencehallofscience.org/foss/scope/folio/html/MagnetismandElectricity/1.html\" target=\"_blank\">magnetism and electricity\u003c/a>, they could barely contain their excitement at powering a light bulb with a simple electrical circuit.\u003c/p>\n\u003cp>Like a quarter of California school children, most of Morrow's students are native Spanish speakers. From time to time I'd hear the odd Spanish phrase – along with new English ones, like \"serial circuits\" and \"D-cell batteries\" -- drift across the room. Morrow believes that as ESL students, her kids are asked to work much harder than other fourth-graders, mastering a second language along with all the other academic demands of elementary school. It must be a relief, I thought, to engage in a subject where teamwork and experimentation are more important than getting all the words right.\u003c/p>\n\u003cp>Fair Oaks is a \"program improvement school,\" which means it's been identified by federal No Child Left Behind program as falling below target in certain subjects. (\u003ca href=\"http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2008/09/23/MN7N132L5U.DTL&feed=rss.education\" target=\"_blank\">Here's an SF Chronicle article\u003c/a> about the \"stigma\" of Program Improvement status). Morrow says test scores at Fair Oaks are on the rise, but, as this recent \u003ca href=\"http://www.nytimes.com/2008/10/13/education/13child.html\" target=\"_blank\">New York Times article describes\u003c/a>, those standards can be tough to meet even for some of the most improved schools.\u003c/p>\n\u003cp>Given those demands, it's impressive that Morrow and other teachers at Fair Oaks find as much time for science lessons as they do – (it's also rare, \u003ca href=\"http://www.lawrencehallofscience.org/rea/bayareastudy/\">as this study showed\u003c/a>). Morrow credits this to the FOSS kits and a supportive administration. But she deserves a lot of the credit, for taking the time to educate herself. The Lawrence Berkeley study also showed that many elementary teachers simply don't feel qualified to teach science. That problem is compounded in economic boom times, when high-paying tech jobs make the pool of science-qualified teachers even smaller. It's fortunate that some of the same industries that compete for workers are also helping train more K12 teachers. Our QUEST education team has put together \u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/imp/download/55/QUEST_YSEP_ed_special.pdf\" target=\"_blank\">a page of science education resources\u003c/a>, which we invite you to check out.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Finally, a disclaimer: We're barely scratching the surface here. I hope everyone watches \u003ca href=\"http://ww2.kqed.org/quest/video/under-the-microscope-science-struggles-in-schools\" target=\"_blank\">QUEST's excellent TV story\u003c/a> on science literacy, which goes into far more detail than our six-minute radio slot allowed.\u003c/p>\n\u003cp>\u003cspan class=\"left\">\u003ca href=\"http://ww2.kqed.org/quest/audio/closing-the-science-gap\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/images/radio_icon_light.gif\" alt=\"\">\u003c/a>\u003c/span>Listen to the \u003ca href=\"http://ww2.kqed.org/quest/audio/closing-the-science-gap\">Closing the Science Gap\u003c/a> radio report online.\u003c/p>\n\u003cp>\u003cbr clear=\"all\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> 37.4791 -122.206\u003c/p>\n\n","blocks":[],"excerpt":"Stacy Morrow, who teaches fourth grade at Fair Oaks Elementary School in Redwood City did not need to tell me about her students' enthusiasm for science. It was obvious. Working in teams with a FOSS kit on magnetism and electricity, they could barely contain their excitement at powering a light bulb with a simple electrical circuit.","status":"publish","parent":0,"modified":1371079600,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":422},"headData":{"title":"Reporter's Notes: Closing the Science Gap | KQED","description":"Stacy Morrow, who teaches fourth grade at Fair Oaks Elementary School in Redwood City did not need to tell me about her students' enthusiasm for science. It was obvious. Working in teams with a FOSS kit on magnetism and electricity, they could barely contain their excitement at powering a light bulb with a simple electrical circuit.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Reporter's Notes: Closing the Science Gap","datePublished":"2008-10-25T00:57:43.000Z","dateModified":"2013-06-12T23:26:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"912 http://www.kqed.org/quest/blog/?p=912","disqusUrl":"https://ww2.kqed.org/quest/2008/10/24/reporters-notes-closing-the-science-gap/","disqusTitle":"Reporter's Notes: Closing the Science Gap","path":"/quest/912/reporters-notes-closing-the-science-gap","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan class=\"left\">\u003ca href=\"http://ww2.kqed.org/quest/audio/closing-the-science-gap\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2008/10/fair-oaks-students1.jpg\" alt=\"\">\u003c/a>\u003c/span>\u003c/p>\n\u003cp>Stacy Morrow, who teaches fourth grade at \u003ca href=\"http://fairoaks.ca.campusgrid.net/home\" target=\"_blank\">Fair Oaks Elementary School in Redwood City\u003c/a> did not need to tell me about her students' enthusiasm for science. It was obvious. Working in teams with a \u003ca href=\"http://lawrencehallofscience.org/foss/\" target=\"_blank\">FOSS kit\u003c/a> on \u003ca href=\"http://lawrencehallofscience.org/foss/scope/folio/html/MagnetismandElectricity/1.html\" target=\"_blank\">magnetism and electricity\u003c/a>, they could barely contain their excitement at powering a light bulb with a simple electrical circuit.\u003c/p>\n\u003cp>Like a quarter of California school children, most of Morrow's students are native Spanish speakers. From time to time I'd hear the odd Spanish phrase – along with new English ones, like \"serial circuits\" and \"D-cell batteries\" -- drift across the room. Morrow believes that as ESL students, her kids are asked to work much harder than other fourth-graders, mastering a second language along with all the other academic demands of elementary school. It must be a relief, I thought, to engage in a subject where teamwork and experimentation are more important than getting all the words right.\u003c/p>\n\u003cp>Fair Oaks is a \"program improvement school,\" which means it's been identified by federal No Child Left Behind program as falling below target in certain subjects. (\u003ca href=\"http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2008/09/23/MN7N132L5U.DTL&feed=rss.education\" target=\"_blank\">Here's an SF Chronicle article\u003c/a> about the \"stigma\" of Program Improvement status). Morrow says test scores at Fair Oaks are on the rise, but, as this recent \u003ca href=\"http://www.nytimes.com/2008/10/13/education/13child.html\" target=\"_blank\">New York Times article describes\u003c/a>, those standards can be tough to meet even for some of the most improved schools.\u003c/p>\n\u003cp>Given those demands, it's impressive that Morrow and other teachers at Fair Oaks find as much time for science lessons as they do – (it's also rare, \u003ca href=\"http://www.lawrencehallofscience.org/rea/bayareastudy/\">as this study showed\u003c/a>). Morrow credits this to the FOSS kits and a supportive administration. But she deserves a lot of the credit, for taking the time to educate herself. The Lawrence Berkeley study also showed that many elementary teachers simply don't feel qualified to teach science. That problem is compounded in economic boom times, when high-paying tech jobs make the pool of science-qualified teachers even smaller. It's fortunate that some of the same industries that compete for workers are also helping train more K12 teachers. Our QUEST education team has put together \u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/imp/download/55/QUEST_YSEP_ed_special.pdf\" target=\"_blank\">a page of science education resources\u003c/a>, which we invite you to check out.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Finally, a disclaimer: We're barely scratching the surface here. I hope everyone watches \u003ca href=\"http://ww2.kqed.org/quest/video/under-the-microscope-science-struggles-in-schools\" target=\"_blank\">QUEST's excellent TV story\u003c/a> on science literacy, which goes into far more detail than our six-minute radio slot allowed.\u003c/p>\n\u003cp>\u003cspan class=\"left\">\u003ca href=\"http://ww2.kqed.org/quest/audio/closing-the-science-gap\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/images/radio_icon_light.gif\" alt=\"\">\u003c/a>\u003c/span>Listen to the \u003ca href=\"http://ww2.kqed.org/quest/audio/closing-the-science-gap\">Closing the Science Gap\u003c/a> radio report online.\u003c/p>\n\u003cp>\u003cbr clear=\"all\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> 37.4791 -122.206\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/912/reporters-notes-closing-the-science-gap","authors":["210"],"categories":["quest_1"],"tags":["quest_252","quest_612","quest_1466","quest_1467","quest_1586","quest_13206","quest_2530","quest_2532","quest_2538","quest_2876"],"label":"quest"},"quest_832":{"type":"posts","id":"quest_832","meta":{"index":"posts_1591205157","site":"quest","id":"832","score":null,"sort":[1221588739000]},"guestAuthors":[],"slug":"bay-area-teachers-make-plans-with-quest","title":"Bay Area Teachers Make Plans with QUEST","publishDate":1221588739,"format":"standard","headTitle":"QUEST | KQED Science","labelTerm":{"site":"quest"},"content":"\u003cp>\u003cspan class=\"left\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2008/09/edinstitute1.jpg\" alt=\"\">\u003c/span>\u003c/p>\n\u003cp>What is the most compelling reason to use QUEST resources in the science classroom? \"They are local\", \"I can download them\", and \"short is good.\" These are a few of the quick responses given by science educators attending QUEST's first 2-day institutes this summer. Forty science teachers from Vallejo to San Jose attended one of two Institutes entitled \"\u003ca href=\"http://sites.google.com/site/questedinstitute\">Using QUEST Multimedia in the Middle and High School Classroom to Enhance Teaching and Learning\u003c/a>\" (yes, it’s a mouthful, but you probably get a good idea of what we focused on...). The Institutes were held in partnership with \u003ca href=\"http://www.ctap4.org/\">CTAP Region IV\u003c/a> at both the \u003ca href=\"http://www.smcoe.k12.ca.us/\">San Mateo County Office of Education\u003c/a> in Redwood City and the \u003ca href=\"http://www.acoe.org/\">Alameda County Office of Education\u003c/a> in Hayward in mid-August.\u003c/p>\n\u003cp>Participants spent an intense two days discussing the importance of incorporating 21st century skills and multimedia into the science curriculum, learning about and practicing with the science resources on the QUEST website, and ultimately, planning a unit and lesson that incorporate one or more QUEST resources into their curriculum for the upcoming year.\u003cspan> \u003c/span>They streamed, podcasted and downloaded, left comments on the \u003ca href=\"../\">QUEST blog\u003c/a>, explored \u003ca href=\"http://www.kqed.org/quest/exploration\">Explorations\u003c/a>, created \u003ca href=\"http://maps.google.com/\">Google Maps\u003c/a>, searched the \u003ca href=\"http://www.flickr.com/groups/kqedquest/pool/\">QUEST Flickr Group\u003c/a>, learned about RSS feeds, and started their own social network. Did I mention they only had 2 days?\u003c/p>\n\u003cp>And of course the hard work paid off with some very creative plans for the '08-'09 school year: students at \u003ca href=\"http://www.fremont.k12.ca.us/centerville/\">Centerville Junior High\u003c/a> in Fremont will be reading and commenting on the QUEST blog each week, and students at \u003ca href=\"http://www.terralindahighschool.net/\">Terra Linda High School\u003c/a> in San Rafael will be using QUEST and Google Maps to learn about and locate the most powerful telescopes on Earth. Students at Gompers Continuation High School in Richmond will view QUEST video and use a QUEST Exploration before a field trip where they will collect photos and video to make their own short media piece! These are just a few of the innovative ideas that teachers came up with at the institutes.\u003c/p>\n\u003cp>In addition to a stipend for their time, these forty teachers will now be the recipients of follow-up support from QUEST Education for the duration of the '08-'09 school year. As the provider of that support, I couldn't be more excited to work with these amazing teachers. In an era of high stakes testing and underfunded, overcrowded classrooms, it is a privilege to work with such dedicated and creative individuals.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To receive updates on opportunities for educators to connect with KQED, sign up for the monthly KQED Science Education Newsletter newsletter at \u003ca href=\"http://www.kqed.org/community/newsletters/\">www.kqed.org/newsletters\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> 37.762611 -122.409719\u003c/p>\n\n","blocks":[],"excerpt":"What is the most compelling reason to use QUEST resources in the science classroom? \"They are local\", \"I can download them\", and \"short is good.\" These are a few of the quick responses given by science educators attending QUEST's first 2-day institutes this summer.","status":"publish","parent":0,"modified":1443833350,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":441},"headData":{"title":"Bay Area Teachers Make Plans with QUEST | KQED","description":"What is the most compelling reason to use QUEST resources in the science classroom? "They are local", "I can download them", and "short is good." These are a few of the quick responses given by science educators attending QUEST's first 2-day institutes this summer.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Bay Area Teachers Make Plans with QUEST","datePublished":"2008-09-16T18:12:19.000Z","dateModified":"2015-10-03T00:49:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"832 http://www.kqed.org/quest/blog/?p=832","disqusUrl":"https://ww2.kqed.org/quest/2008/09/16/bay-area-teachers-make-plans-with-quest/","disqusTitle":"Bay Area Teachers Make Plans with QUEST","path":"/quest/832/bay-area-teachers-make-plans-with-quest","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan class=\"left\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2008/09/edinstitute1.jpg\" alt=\"\">\u003c/span>\u003c/p>\n\u003cp>What is the most compelling reason to use QUEST resources in the science classroom? \"They are local\", \"I can download them\", and \"short is good.\" These are a few of the quick responses given by science educators attending QUEST's first 2-day institutes this summer. Forty science teachers from Vallejo to San Jose attended one of two Institutes entitled \"\u003ca href=\"http://sites.google.com/site/questedinstitute\">Using QUEST Multimedia in the Middle and High School Classroom to Enhance Teaching and Learning\u003c/a>\" (yes, it’s a mouthful, but you probably get a good idea of what we focused on...). The Institutes were held in partnership with \u003ca href=\"http://www.ctap4.org/\">CTAP Region IV\u003c/a> at both the \u003ca href=\"http://www.smcoe.k12.ca.us/\">San Mateo County Office of Education\u003c/a> in Redwood City and the \u003ca href=\"http://www.acoe.org/\">Alameda County Office of Education\u003c/a> in Hayward in mid-August.\u003c/p>\n\u003cp>Participants spent an intense two days discussing the importance of incorporating 21st century skills and multimedia into the science curriculum, learning about and practicing with the science resources on the QUEST website, and ultimately, planning a unit and lesson that incorporate one or more QUEST resources into their curriculum for the upcoming year.\u003cspan> \u003c/span>They streamed, podcasted and downloaded, left comments on the \u003ca href=\"../\">QUEST blog\u003c/a>, explored \u003ca href=\"http://www.kqed.org/quest/exploration\">Explorations\u003c/a>, created \u003ca href=\"http://maps.google.com/\">Google Maps\u003c/a>, searched the \u003ca href=\"http://www.flickr.com/groups/kqedquest/pool/\">QUEST Flickr Group\u003c/a>, learned about RSS feeds, and started their own social network. Did I mention they only had 2 days?\u003c/p>\n\u003cp>And of course the hard work paid off with some very creative plans for the '08-'09 school year: students at \u003ca href=\"http://www.fremont.k12.ca.us/centerville/\">Centerville Junior High\u003c/a> in Fremont will be reading and commenting on the QUEST blog each week, and students at \u003ca href=\"http://www.terralindahighschool.net/\">Terra Linda High School\u003c/a> in San Rafael will be using QUEST and Google Maps to learn about and locate the most powerful telescopes on Earth. Students at Gompers Continuation High School in Richmond will view QUEST video and use a QUEST Exploration before a field trip where they will collect photos and video to make their own short media piece! These are just a few of the innovative ideas that teachers came up with at the institutes.\u003c/p>\n\u003cp>In addition to a stipend for their time, these forty teachers will now be the recipients of follow-up support from QUEST Education for the duration of the '08-'09 school year. As the provider of that support, I couldn't be more excited to work with these amazing teachers. In an era of high stakes testing and underfunded, overcrowded classrooms, it is a privilege to work with such dedicated and creative individuals.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To receive updates on opportunities for educators to connect with KQED, sign up for the monthly KQED Science Education Newsletter newsletter at \u003ca href=\"http://www.kqed.org/community/newsletters/\">www.kqed.org/newsletters\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> 37.762611 -122.409719\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/832/bay-area-teachers-make-plans-with-quest","authors":["9195"],"categories":["quest_1"],"tags":["quest_1554","quest_1586","quest_1982","quest_2349","quest_2532","quest_2876"],"label":"quest"},"quest_376":{"type":"posts","id":"quest_376","meta":{"index":"posts_1591205157","site":"quest","id":"376","score":null,"sort":[1201633120000]},"guestAuthors":[],"slug":"never-used-a-pooter","title":"Never Used a Pooter?","publishDate":1201633120,"format":"standard","headTitle":"QUEST | KQED Science","labelTerm":{"site":"quest"},"content":"\u003cfigure class=\"wp-caption alignleft\" style=\"max-width: 220px\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2008/01/anysurvey11.jpg\" width=\"220\" height=\"275\">\u003cfigcaption class=\"wp-caption-text\">Cal Academy scientist Kelly Herbinson collects ants with a Bay Area science teacher\u003c/figcaption>\u003c/figure>\n\u003cp>As the winter drags on, I often think fondly of a chilly Saturday in December where I found myself in a small alleyway in San Francisco trying to suck elusive ants into a rubber tube called a pooter. What was the point of this seemingly silly endeavor? I was leading a QUEST educator training with the \u003ca href=\"http://www.calacademy.org\" target=\"_blank\">California Academy of Sciences\u003c/a> (one of the more fun parts of my job).\u003c/p>\n\u003cp>I was first introduced to the pooter, an insect catching device, last July at the California Academy of Sciences Nature Journaling workshop in the Trinity Alps and little did I know where it would lead.\u003c/p>\n\u003cp>The Nature Journaling workshop blended sketching and watercolor techniques with information about the natural area in which we camped. In addition to discovering I could actually be artistic (not one of my strong suits in the past) and falling in love with vegan cashew chili (I’m a big fan of meat), the highlight for me was learning how to catch small insects by sucking them into a vial at the end of a long rubber tube.\u003c/p>\n\u003cp>This contraption, which includes a small piece of gauze between the vial and the rubber tubing, so you don’t suck the insect all the way into your lungs, is the aforementioned pooter. By the end of the workshop, we had planned a joint educator workshop using QUEST media about invasive species with the hands-on ant collecting activities from the \u003ca href=\"http://research.calacademy.org/education/baas/\" target=\"_blank\">Bay Area Ant Survey\u003c/a> and the California Academy of Sciences.\u003c/p>\n\u003cfigure class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2008/01/anysurvey33.jpg\" width=\"160\" height=\"229\">\u003cfigcaption class=\"wp-caption-text\">QUEST's Jessica Neely collects ants with a pooter\u003c/figcaption>\u003c/figure>\n\u003cp>Fast forward four months. In early December, 29 Bay Area science educators gathered at the California Academy of Sciences to learn about Bay Area invasive species. We started the day off with QUEST’s television story \u003ca href=\"http://www.kqed.org/quest/television/view/332\" target=\"_blank\">San Francisco Bay Invaders\u003c/a>, moved to some discussion about how to help our students become “media savvy” in the 21st century, and then it was time for the pooters.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educators paired up and we took a field trip to the alley behind the Cal Academy – not the most ideal location to find ants, but it was the best we could do with limited time. It was so cold that day that Kelly Herbinson, our ant expert, had to set out bait for the ants in the morning. We poked, prodded, searched high and low, and a few of us were able to capture the cagey little critters with our pooters. Kelly led us through the identification process (yes, I’m sorry but some ants were harmed) and introduced everyone to the Bay Area Ant Survey, an amazing citizen science project where just about anyone can contribute to scientists’ understanding of the distribution of ants in the Bay Area by capturing, labeling, and sending in their ants.\u003c/p>\n\u003cfigure class=\"wp-caption alignright\" style=\"max-width: 189px\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2008/01/antsurvey23.jpg\" width=\"189\" height=\"204\">\u003cfigcaption class=\"wp-caption-text\">Teachers study ant samples to help identify the ants they collected\u003c/figcaption>\u003c/figure>\n\u003cp>A few post-workshop takeaways:\u003c/p>\n\u003cul>\n\u003cli>Despite what you hear on the news, science teachers are doing wonderful work with students\u003c/li>\n\u003cli>Students are getting their information from an increasing number of sources and teaching them how to be media-savvy is tricky (not something that is currently tested on standardized tests...)\u003c/li>\n\u003cli>Most importantly, ants are AMAZING! Did you know that the trap-jaw ant can snap its mandibles shut so hard and fast on an object that it can propel itself backwards 2 feet to escape predators?\u003c/li>\n\u003c/ul>\n\u003cp>Please add a comment if you know of a great educational resource for teaching about Bay Area invasive species. And please share your story if you use QUEST with your students!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1468630814,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":616},"headData":{"title":"Never Used a Pooter? | KQED","description":"As the winter drags on, I often think fondly of a chilly Saturday in December where I found myself in a small alleyway in San Francisco trying to suck elusive ants into a rubber tube called a pooter. What was the point of this seemingly silly endeavor? I was leading a QUEST educator training with","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Never Used a Pooter?","datePublished":"2008-01-29T18:58:40.000Z","dateModified":"2016-07-16T01:00:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"376 http://www.kqed.org/quest/blog/2008/01/29/never-used-a-pooter/","disqusUrl":"https://ww2.kqed.org/quest/2008/01/29/never-used-a-pooter/","disqusTitle":"Never Used a Pooter?","path":"/quest/376/never-used-a-pooter","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure class=\"wp-caption alignleft\" style=\"max-width: 220px\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2008/01/anysurvey11.jpg\" width=\"220\" height=\"275\">\u003cfigcaption class=\"wp-caption-text\">Cal Academy scientist Kelly Herbinson collects ants with a Bay Area science teacher\u003c/figcaption>\u003c/figure>\n\u003cp>As the winter drags on, I often think fondly of a chilly Saturday in December where I found myself in a small alleyway in San Francisco trying to suck elusive ants into a rubber tube called a pooter. What was the point of this seemingly silly endeavor? I was leading a QUEST educator training with the \u003ca href=\"http://www.calacademy.org\" target=\"_blank\">California Academy of Sciences\u003c/a> (one of the more fun parts of my job).\u003c/p>\n\u003cp>I was first introduced to the pooter, an insect catching device, last July at the California Academy of Sciences Nature Journaling workshop in the Trinity Alps and little did I know where it would lead.\u003c/p>\n\u003cp>The Nature Journaling workshop blended sketching and watercolor techniques with information about the natural area in which we camped. In addition to discovering I could actually be artistic (not one of my strong suits in the past) and falling in love with vegan cashew chili (I’m a big fan of meat), the highlight for me was learning how to catch small insects by sucking them into a vial at the end of a long rubber tube.\u003c/p>\n\u003cp>This contraption, which includes a small piece of gauze between the vial and the rubber tubing, so you don’t suck the insect all the way into your lungs, is the aforementioned pooter. By the end of the workshop, we had planned a joint educator workshop using QUEST media about invasive species with the hands-on ant collecting activities from the \u003ca href=\"http://research.calacademy.org/education/baas/\" target=\"_blank\">Bay Area Ant Survey\u003c/a> and the California Academy of Sciences.\u003c/p>\n\u003cfigure class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2008/01/anysurvey33.jpg\" width=\"160\" height=\"229\">\u003cfigcaption class=\"wp-caption-text\">QUEST's Jessica Neely collects ants with a pooter\u003c/figcaption>\u003c/figure>\n\u003cp>Fast forward four months. In early December, 29 Bay Area science educators gathered at the California Academy of Sciences to learn about Bay Area invasive species. We started the day off with QUEST’s television story \u003ca href=\"http://www.kqed.org/quest/television/view/332\" target=\"_blank\">San Francisco Bay Invaders\u003c/a>, moved to some discussion about how to help our students become “media savvy” in the 21st century, and then it was time for the pooters.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Educators paired up and we took a field trip to the alley behind the Cal Academy – not the most ideal location to find ants, but it was the best we could do with limited time. It was so cold that day that Kelly Herbinson, our ant expert, had to set out bait for the ants in the morning. We poked, prodded, searched high and low, and a few of us were able to capture the cagey little critters with our pooters. Kelly led us through the identification process (yes, I’m sorry but some ants were harmed) and introduced everyone to the Bay Area Ant Survey, an amazing citizen science project where just about anyone can contribute to scientists’ understanding of the distribution of ants in the Bay Area by capturing, labeling, and sending in their ants.\u003c/p>\n\u003cfigure class=\"wp-caption alignright\" style=\"max-width: 189px\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2008/01/antsurvey23.jpg\" width=\"189\" height=\"204\">\u003cfigcaption class=\"wp-caption-text\">Teachers study ant samples to help identify the ants they collected\u003c/figcaption>\u003c/figure>\n\u003cp>A few post-workshop takeaways:\u003c/p>\n\u003cul>\n\u003cli>Despite what you hear on the news, science teachers are doing wonderful work with students\u003c/li>\n\u003cli>Students are getting their information from an increasing number of sources and teaching them how to be media-savvy is tricky (not something that is currently tested on standardized tests...)\u003c/li>\n\u003cli>Most importantly, ants are AMAZING! Did you know that the trap-jaw ant can snap its mandibles shut so hard and fast on an object that it can propel itself backwards 2 feet to escape predators?\u003c/li>\n\u003c/ul>\n\u003cp>Please add a comment if you know of a great educational resource for teaching about Bay Area invasive species. And please share your story if you use QUEST with your students!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/376/never-used-a-pooter","authors":["9195"],"categories":["quest_4"],"tags":["quest_184","quest_13193","quest_426","quest_1489","quest_3351","quest_2530","quest_2814","quest_2876"],"label":"quest"}},"programsReducer":{"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/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. 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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. 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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":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","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","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"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/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","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":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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