How a Second-Grade Teacher is Using the Solar Eclipse to Inspire Her Students
The climate change lesson plans teachers need and don’t have
Two groups of scholars revive the debate over inquiry vs. direct instruction
A tale of two science classrooms: How different approaches to participation shape learning
How science class can inspire students to explore inequities in their communities
How to create a STEM dream culture for all students
Can a middle school class help scientists create a cooler place to play?
Puberty education varies widely. Here's a science-based 'period talk' to inform both kids and adults
Why students say STEM is hard and what educators can do about it
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FM","link":"/"}},"mindshift_63429":{"type":"posts","id":"mindshift_63429","meta":{"index":"posts_1591205157","site":"mindshift","id":"63429","score":null,"sort":[1711468472000]},"guestAuthors":[],"slug":"how-a-second-grade-teacher-is-using-the-solar-eclipse-to-inspire-her-students","title":"How a Second-Grade Teacher is Using the Solar Eclipse to Inspire Her Students","publishDate":1711468472,"format":"standard","headTitle":"How a Second-Grade Teacher is Using the Solar Eclipse to Inspire Her Students | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>It’s a sunny March afternoon at Winchester Village Elementary School in Indianapolis, and teacher Natasha Cummings is leading her class in a brand new lesson. It’s the first time she’s teaching it – and also likely the last.\u003c/p>\n\u003cp>The second graders audibly gasp when Cummings explains the day’s activity: They’ll be simulating a total solar eclipse using the real sun, an inflatable globe and a moon made out of a play dough ball mounted on a stick.\u003c/p>\n\u003cp>On April 8, a narrow strip of North America will experience a total solar eclipse, in which the moon entirely covers the sun, darkening the sky so that only the sun’s corona, a ghostly white ring, will be visible.\u003c/p>\n\u003cp>Indianapolis is one of several cities in the path of totality. The last time that happened was over 800 years ago, and it won’t happen again until 2153.\u003c/p>\n\u003cp>For many of Cummings’ students, this event is a once-in-a-lifetime opportunity. Cummings hopes learning about and witnessing the eclipse will inspire her students, and get them excited about science.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s an experience she expects them to remember for the rest of their lives.\u003c/p>\n\u003cp>“This is a story you’re gonna be able to tell,” she reflects before class.\u003c/p>\n\u003cp>“You, as a second grader, you experienced this totality.”\u003c/p>\n\u003cp>In a grassy area outside the school, Cummings’ eclipse simulation begins: Students take turns holding the inflatable globes, and casting a shadow with their play dough moons. Cummings directs them to aim the shadow over the spot on the globe where Indianapolis would be. It’s a little chaotic, but the students quickly figure out how to properly position the moon’s shadow over their hometown.\u003c/p>\n\u003cp>“Good job guys, you’re really smart,” a student says to his friends.\u003c/p>\n\u003ch3>How an eclipse can inspire a career in the sciences\u003c/h3>\n\u003cp>Thomas Hockey, a professor of astronomy at the University of Northern Iowa, remembers his first eclipse experience fondly. On March 7, 1970, when Hockey was 10 years old, he witnessed a partial solar eclipse outside his home in Angola, Ind. — a two-and-a-half hour drive north of Indianapolis.\u003c/p>\n\u003cfigure id=\"attachment_63432\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63432\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Natasha Cummings also led her fifth graders through a solar eclipse lesson. The older kids’ eclipse simulation incorporated measurements. \u003ccite>(Kaiti Sullivan for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It was nearly a year after the Apollo program had put the first person on the moon, and Hockey’s interest in space was already developing. But he credits this partial eclipse as one of the reasons he chose to study astronomy.\u003c/p>\n\u003cp>“It was mesmerizing, as more and more of the sun disappeared, producing an odd shape,” Hockey recalls.\u003c/p>\n\u003cp>It also sparked a fascination with eclipses. Hockey would go on to become what’s called an umbraphile — someone who chases eclipses all over the world — and he recently published a book about the history of eclipse chasers.\u003c/p>\n\u003cp>Hockey says he didn’t learn about solar eclipses when he was in grade school. He thinks the fact that elementary school teachers like Cummings are now teaching about them is an indication that science education has improved since he was a child.\u003c/p>\n\u003cfigure id=\"attachment_63433\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63433\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Cummings (left) walks fifth graders Donavan Clarke (center) and Kevin Trinidad Cuautle through a solar eclipse simulation using a ping pong ball to represent the moon, and a bright spotlight for the sun. \u003ccite>(Kaiti Sullivan for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It’s also an opportunity to show kids that science doesn’t just happen behind closed doors.\u003c/p>\n\u003cp>“Science is not done by old, gray-haired people in lab coats, necessarily. Citizens can participate in it. It’s not a magic black box, it’s all around us,” Hockey says.\u003c/p>\n\u003cp>The April 8 total solar eclipse will be Hockey’s ninth. He plans to bring a group of undergraduate students with him to experience totality in his home state of Indiana. He says some of them plan to become science teachers.\u003c/p>\n\u003cp>“And so they will talk about eclipses to their students, and perhaps we will have a new generation of astronomers inspired by eclipses,” Hockey says.\u003c/p>\n\u003ch3>Another important lesson: eclipse safety\u003c/h3>\n\u003cp>For Cummings, teaching her students how to view the eclipse safely is a top priority.\u003c/p>\n\u003cp>“The only glasses that you should use are the solar eclipse glasses to look at the sun safely,” she tells her class.\u003c/p>\n\u003cp>Exposure to the sun without proper protection \u003ca href=\"https://www.npr.org/sections/health-shots/2024/03/18/1238944697/get-ready-april-8-eclipse-glasses-eye-safety-damage-protection-doctors#:~:text=Looking%20at%20any%20part%20of,offices%20with%20significant%20eye%20damage.\">can permanently damage\u003c/a> the eye’s retina. But during totality, which lasts only a few minutes, you won’t see the sun’s corona with those eclipse glasses on. Totality is the only part of the eclipse that’s safe to look at without them.\u003c/p>\n\u003cfigure id=\"attachment_63431\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63431\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Second graders Hanah Sung, Izaac Stuck and Amaurie Robinson simulate an eclipse by casting a shadow with a play dough moon on an inflatable globe. Their teacher, Natasha Cummings, directs them to aim the shadow over the spot on the globe where Indianapolis would be. \u003ccite>(Kaiti Sullivan for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Outside, her students take turns trying the glasses on and looking up at the sun. They shriek with excitement as they gaze at the unfamiliar orb.\u003c/p>\n\u003cp>“If you look up and see that orange thing that’s right there — it looks like a street light,” says second grader Ja’Aire Tate.\u003c/p>\n\u003cp>Cummings’ district, Perry Township Schools, is one of several Indianapolis school systems that chose to make April 8 a remote learning day.\u003c/p>\n\u003cp>The district says the decision is an effort to keep kids safe: In Indianapolis, the eclipse will become visible around 1:50 p.m., and totality will begin at about 3:06 p.m. — right around the time of school dismissal.\u003c/p>\n\u003cp>“Traffic will be pretty backed up… we don’t want to have buses and cars stuck on the road,” says Elizabeth Choi, director of communications for Perry Township Schools.\u003c/p>\n\u003cp>Cummings tells her students they can ask their parents to purchase eclipse glasses online or at local stores, like Kroger. Or, she says, they can watch a live-stream of the eclipse on YouTube.\u003c/p>\n\u003cp>But Hockey hopes these kids do get a chance to go outside during the eclipse. Even without eclipse glasses, he says they can make \u003ca href=\"https://www.jpl.nasa.gov/edu/learn/project/how-to-make-a-pinhole-camera/\">a pinhole viewer\u003c/a> with a few common household supplies that will allow them to view the event safely.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>He says, “I pretty much guarantee that those children in the path of totality, who have been guided by their teachers or parents to observe the eclipse and do so safely, will remember it the rest of their lives.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 WFYI Public Media. To see more, visit \u003ca href=\"https://www.wfyi.org\">WFYI Public Media\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+an+Indianapolis+teacher+is+using+the+solar+eclipse+to+inspire+her+students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Indianapolis is one of several U.S. cities in the path of totality. For many students there, it's a once-in-a-lifetime opportunity to witness – and be inspired by – a total solar eclipse. ","status":"publish","parent":0,"modified":1711641473,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1150},"headData":{"title":"How a Second-Grade Teacher is Using the Solar Eclipse to Inspire Her Students | KQED","description":"Indianapolis is one of several U.S. cities in the path of totality. For many students there, it's a once-in-a-lifetime opportunity to witness – and be inspired by – a total solar eclipse.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Indianapolis is one of several U.S. cities in the path of totality. For many students there, it's a once-in-a-lifetime opportunity to witness – and be inspired by – a total solar eclipse."},"sticky":false,"nprByline":"Lee V. Gaines","nprImageAgency":"Kaiti Sullivan for NPR","nprStoryId":"1239947338","nprApiLink":"http://api.npr.org/query?id=1239947338&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/03/25/1239947338/solar-eclipse-schools-teachers-students?ft=nprml&f=1239947338","nprRetrievedStory":"1","nprPubDate":"Mon, 25 Mar 2024 05:01:00 -0400","nprStoryDate":"Mon, 25 Mar 2024 05:01:21 -0400","nprLastModifiedDate":"Mon, 25 Mar 2024 05:01:21 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63429/how-a-second-grade-teacher-is-using-the-solar-eclipse-to-inspire-her-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s a sunny March afternoon at Winchester Village Elementary School in Indianapolis, and teacher Natasha Cummings is leading her class in a brand new lesson. It’s the first time she’s teaching it – and also likely the last.\u003c/p>\n\u003cp>The second graders audibly gasp when Cummings explains the day’s activity: They’ll be simulating a total solar eclipse using the real sun, an inflatable globe and a moon made out of a play dough ball mounted on a stick.\u003c/p>\n\u003cp>On April 8, a narrow strip of North America will experience a total solar eclipse, in which the moon entirely covers the sun, darkening the sky so that only the sun’s corona, a ghostly white ring, will be visible.\u003c/p>\n\u003cp>Indianapolis is one of several cities in the path of totality. The last time that happened was over 800 years ago, and it won’t happen again until 2153.\u003c/p>\n\u003cp>For many of Cummings’ students, this event is a once-in-a-lifetime opportunity. Cummings hopes learning about and witnessing the eclipse will inspire her students, and get them excited about science.\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>It’s an experience she expects them to remember for the rest of their lives.\u003c/p>\n\u003cp>“This is a story you’re gonna be able to tell,” she reflects before class.\u003c/p>\n\u003cp>“You, as a second grader, you experienced this totality.”\u003c/p>\n\u003cp>In a grassy area outside the school, Cummings’ eclipse simulation begins: Students take turns holding the inflatable globes, and casting a shadow with their play dough moons. Cummings directs them to aim the shadow over the spot on the globe where Indianapolis would be. It’s a little chaotic, but the students quickly figure out how to properly position the moon’s shadow over their hometown.\u003c/p>\n\u003cp>“Good job guys, you’re really smart,” a student says to his friends.\u003c/p>\n\u003ch3>How an eclipse can inspire a career in the sciences\u003c/h3>\n\u003cp>Thomas Hockey, a professor of astronomy at the University of Northern Iowa, remembers his first eclipse experience fondly. On March 7, 1970, when Hockey was 10 years old, he witnessed a partial solar eclipse outside his home in Angola, Ind. — a two-and-a-half hour drive north of Indianapolis.\u003c/p>\n\u003cfigure id=\"attachment_63432\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63432\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_01_slide-91c7f299191f16422a588ea678948908356138da-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Natasha Cummings also led her fifth graders through a solar eclipse lesson. The older kids’ eclipse simulation incorporated measurements. \u003ccite>(Kaiti Sullivan for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It was nearly a year after the Apollo program had put the first person on the moon, and Hockey’s interest in space was already developing. But he credits this partial eclipse as one of the reasons he chose to study astronomy.\u003c/p>\n\u003cp>“It was mesmerizing, as more and more of the sun disappeared, producing an odd shape,” Hockey recalls.\u003c/p>\n\u003cp>It also sparked a fascination with eclipses. Hockey would go on to become what’s called an umbraphile — someone who chases eclipses all over the world — and he recently published a book about the history of eclipse chasers.\u003c/p>\n\u003cp>Hockey says he didn’t learn about solar eclipses when he was in grade school. He thinks the fact that elementary school teachers like Cummings are now teaching about them is an indication that science education has improved since he was a child.\u003c/p>\n\u003cfigure id=\"attachment_63433\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63433\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_41_slide-04d3b65735391053d1e81172d5cae9059fef837b-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Cummings (left) walks fifth graders Donavan Clarke (center) and Kevin Trinidad Cuautle through a solar eclipse simulation using a ping pong ball to represent the moon, and a bright spotlight for the sun. \u003ccite>(Kaiti Sullivan for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It’s also an opportunity to show kids that science doesn’t just happen behind closed doors.\u003c/p>\n\u003cp>“Science is not done by old, gray-haired people in lab coats, necessarily. Citizens can participate in it. It’s not a magic black box, it’s all around us,” Hockey says.\u003c/p>\n\u003cp>The April 8 total solar eclipse will be Hockey’s ninth. He plans to bring a group of undergraduate students with him to experience totality in his home state of Indiana. He says some of them plan to become science teachers.\u003c/p>\n\u003cp>“And so they will talk about eclipses to their students, and perhaps we will have a new generation of astronomers inspired by eclipses,” Hockey says.\u003c/p>\n\u003ch3>Another important lesson: eclipse safety\u003c/h3>\n\u003cp>For Cummings, teaching her students how to view the eclipse safely is a top priority.\u003c/p>\n\u003cp>“The only glasses that you should use are the solar eclipse glasses to look at the sun safely,” she tells her class.\u003c/p>\n\u003cp>Exposure to the sun without proper protection \u003ca href=\"https://www.npr.org/sections/health-shots/2024/03/18/1238944697/get-ready-april-8-eclipse-glasses-eye-safety-damage-protection-doctors#:~:text=Looking%20at%20any%20part%20of,offices%20with%20significant%20eye%20damage.\">can permanently damage\u003c/a> the eye’s retina. But during totality, which lasts only a few minutes, you won’t see the sun’s corona with those eclipse glasses on. Totality is the only part of the eclipse that’s safe to look at without them.\u003c/p>\n\u003cfigure id=\"attachment_63431\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63431\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/solareclipseeducation_39-23298c08e6b5cba7b2174a2433e63841201c49c5-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Second graders Hanah Sung, Izaac Stuck and Amaurie Robinson simulate an eclipse by casting a shadow with a play dough moon on an inflatable globe. Their teacher, Natasha Cummings, directs them to aim the shadow over the spot on the globe where Indianapolis would be. \u003ccite>(Kaiti Sullivan for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Outside, her students take turns trying the glasses on and looking up at the sun. They shriek with excitement as they gaze at the unfamiliar orb.\u003c/p>\n\u003cp>“If you look up and see that orange thing that’s right there — it looks like a street light,” says second grader Ja’Aire Tate.\u003c/p>\n\u003cp>Cummings’ district, Perry Township Schools, is one of several Indianapolis school systems that chose to make April 8 a remote learning day.\u003c/p>\n\u003cp>The district says the decision is an effort to keep kids safe: In Indianapolis, the eclipse will become visible around 1:50 p.m., and totality will begin at about 3:06 p.m. — right around the time of school dismissal.\u003c/p>\n\u003cp>“Traffic will be pretty backed up… we don’t want to have buses and cars stuck on the road,” says Elizabeth Choi, director of communications for Perry Township Schools.\u003c/p>\n\u003cp>Cummings tells her students they can ask their parents to purchase eclipse glasses online or at local stores, like Kroger. Or, she says, they can watch a live-stream of the eclipse on YouTube.\u003c/p>\n\u003cp>But Hockey hopes these kids do get a chance to go outside during the eclipse. Even without eclipse glasses, he says they can make \u003ca href=\"https://www.jpl.nasa.gov/edu/learn/project/how-to-make-a-pinhole-camera/\">a pinhole viewer\u003c/a> with a few common household supplies that will allow them to view the event safely.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He says, “I pretty much guarantee that those children in the path of totality, who have been guided by their teachers or parents to observe the eclipse and do so safely, will remember it the rest of their lives.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 WFYI Public Media. To see more, visit \u003ca href=\"https://www.wfyi.org\">WFYI Public Media\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+an+Indianapolis+teacher+is+using+the+solar+eclipse+to+inspire+her+students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63429/how-a-second-grade-teacher-is-using-the-solar-eclipse-to-inspire-her-students","authors":["byline_mindshift_63429"],"categories":["mindshift_193"],"tags":["mindshift_551","mindshift_21904","mindshift_47"],"featImg":"mindshift_63430","label":"mindshift"},"mindshift_63120":{"type":"posts","id":"mindshift_63120","meta":{"index":"posts_1591205157","site":"mindshift","id":"63120","score":null,"sort":[1707908407000]},"guestAuthors":[],"slug":"the-climate-change-lesson-plans-teachers-need-and-dont-have","title":"The climate change lesson plans teachers need and don’t have","publishDate":1707908407,"format":"standard","headTitle":"The climate change lesson plans teachers need and don’t have | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-the-climate-change-lesson-plans-teachers-need-and-dont-have\">climate change lessons\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>“Mom, are there any more Earths?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Angelique Hammack, a teacher in California, creates lesson plans about climate change for the website \u003c/span>\u003ca href=\"https://subjecttoclimate.org/\">\u003cspan style=\"font-weight: 400\">SubjectToClimate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She often starts from a question posed by one of her four children.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her 7-year-old, who has autism, has been really interested in space lately. “He was asking me questions about the solar system and about black holes, and I started pulling out all these books I had on outer space,” she said. “He’s got a telescope for his birthday, he’s been looking at the moon.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When he asked the question about whether there were more Earths, Hammack saw the opening to create a climate-related lesson that explains how Earth is a “Goldilocks planet,” with \u003ca href=\"https://video.kqed.org/video/pbs-space-time-exoplanets/\">just-right conditions\u003c/a> for life to thrive. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New York state is currently considering several climate education bills. If the proposed policies become law, the state will join California and \u003ca href=\"https://www.kqed.org/mindshift/62261/new-jersey-requires-climate-change-education-a-year-in-heres-how-its-going\">New Jersey\u003c/a> in mandating that climate topics be introduced across grade levels and subjects, not just confined to science class. A wide range of science and environmental groups such as the National Wildlife Federation and \u003c/span>\u003ca href=\"http://earthday.org\">\u003cspan style=\"font-weight: 400\">Earthday.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> back this interdisciplinary approach to climate education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But as the movement for teaching climate grows, thanks to new standards and \u003ca href=\"https://www.kqed.org/mindshift/62566/how-kids-are-making-sense-of-climate-change-and-extreme-weather\">increasing student curiosity\u003c/a>, teachers are on the hunt for \u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">materials and lessons they can rely on\u003c/a>. “I think there’s a big disconnect,” said \u003ca href=\"https://twitter.com/EnvSusTCNJ\">Lauren Madden,\u003c/a> professor of elementary science education at The College of New Jersey. “Teachers really need materials that they can use\u003c/span> \u003cspan style=\"font-weight: 400\">tomorrow\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the last few years, Madden has been researching the experiences of teachers who are tackling this topic. She shared some of her results with The Hechinger Report. SubjectToClimate, a large free repository of climate change lessons, also shared some data on its most popular lessons and materials. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Madden said that what teachers need most are \u003ca href=\"https://www.kqed.org/mindshift/62105/want-teachers-to-teach-climate-change-youve-got-to-train-them\">clear strategies that allow them to plug climate lessons into existing curricula\u003c/a>, so that climate can be interwoven with existing requirements, rather than wedged into an already-packed schedule. “Teachers want and need straightforward starting points in terms of instructional materials,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yen-Yen Chiu, director of content creation for SubjectToClimate, agreed. In response to demand, she said, the organization is beginning to create teacher pacing guides, like a middle school math pacing guide that maps specific climate resources from their database to math standards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an overview of more key findings from Madden, and from Hammack and Chiu at SubjectToClimate. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Younger learners have big questions:\u003c/b>\u003cspan style=\"font-weight: 400\"> At SubjectToClimate, the most-searched lessons are \u003ca href=\"https://www.kqed.org/mindshift/60834/a-kids-guide-to-climate-change-plus-a-printable-comic\">for grades K-5\u003c/a>; and there is unmet demand for grades 3-5. Hammack said it can be tough to find materials that are simple enough for the youngest students. “I created a unit on energy — I intended it for K-2 but we ended up changing it to 3-4,” she said. “Energy is so abstract for a K-2nd audience.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Energy, extreme weather and humanities: \u003c/b>\u003cspan style=\"font-weight: 400\">Energy is the most popular topic on SubjectToClimate. There’s also growing interest in lessons related to extreme weather, and lessons that relate to non-science subjects, such as writing and public speaking. One art lesson related to energy is among the top 10 most popular on the site. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Facts and evidence: \u003c/b>\u003cspan style=\"font-weight: 400\">Madden finds teachers (especially new ones) want to gain familiarity with facts they might not have learned in a general education curriculum. They also need to be able to clearly and simply attribute scientific findings to specific data: i.e., how we know that atmospheric carbon is rising or that storms are getting bigger. This presents a bigger challenge, requiring the development of scientific literacy, Madden said: “I think it’s important that we explain what counts as evidence.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Debate, but not doubt:\u003c/b>\u003cspan style=\"font-weight: 400\"> In the United States, climate change is still a highly politicized topic. Teachers need help to present debates in an evolving field of research without losing sight of the overwhelming scientific consensus. This also includes lessons that directly combat misinformation or disinformation that students might bring in from outside the classroom. “Teachers want to know where scientific debate is appropriate. For example, wind vs. solar is a topic that can yield productive discussion, while whether climate change is exacerbated by human activity is not,” said Madden. The New York Times recently \u003c/span>\u003ca href=\"https://www.nytimes.com/2024/01/22/nyregion/nyc-climate-change-education.html\">\u003cspan style=\"font-weight: 400\">reported\u003c/span> \u003c/a>\u003cspan style=\"font-weight: 400\">that a Republican state representative wants to \u003c/span>\u003ca href=\"https://www.cga.ct.gov/2023/TOB/H/PDF/2023HB-05063-R00-HB.PDF\">\u003cspan style=\"font-weight: 400\">amend standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Connecticut in a way that would obscure that consensus in the name of open debate. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Climate brings up feelings: \u003c/b>\u003cspan style=\"font-weight: 400\">While a lot of \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">introduction of climate topics\u003c/a> is happening in response to new state standards, Madden said students are also bringing up the topic, for example, in response to extreme or unseasonable weather. And that’s making some teachers nervous. “Teachers worry that they are not knowledgeable enough about the science of climate change to answer students’ questions appropriately,” she said. “There is also concern about inciting dread and anxiety in children, especially at the lower grade levels.” Hammack said that she finds herself wondering how deep to go: “Some of the videos I’ve been watching are scaring me and I’m 44!” And Madden said those climate emotions are, if anything, stronger among kids in higher grades. “In my experience, it’s preteens and teenagers who have that sense of understanding the scope of these problems,” she said. “They are very concerned.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>English Language Learners: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s a gap in resources for these learners. Madden points out that in Spanish, “clima” is the word for both “weather” and “climate,” which can at times cause confusion. SubjectToClimate lists 93 resources suitable for Spanish speakers and/or Spanish classes. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Focus on solutions:\u003c/b>\u003cspan style=\"font-weight: 400\"> Related to \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">concerns about climate anxiety\u003c/a> is a clear desire for lessons that deal with solutions. Among the SubjectToClimate top 10 most-trafficked lesson plans are two that deal with renewable energy, one about conservation, one about reducing, reusing and recycling, and one about green transportation. Underscoring the demand, This Is Planet Ed (where, full disclosure, I’m an advisor) and The Nature Conservancy are\u003c/span>\u003ca href=\"https://www.thisisplaneted.org/initiatives/planet-media\">\u003cspan style=\"font-weight: 400\"> currently collaborating on an initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to create more short-form content for children focused on \u003ca href=\"https://www.kqed.org/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty\">hope and solutions\u003c/a>. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have to say that the message that comes across loud and clear to me has been — telling the truth is really important, and focusing on areas for solutions and optimism,” said Madden. “There are really great things happening at the edges of what humans are capable of right now.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teacher-recommended climate change resources:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.teacherspayteachers.com/\">Teachers Pay Teachers\u003c/a> has several thousand climate-related resources \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://climatekids.nasa.gov/\">NASA Climate Kids\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://kids.nationalgeographic.com/\">\u003cspan style=\"font-weight: 400\">National Geographic Kids\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.getepic.com/\">Epic\u003c/a> is a paid platform for digital children’s books that are sorted by topic and age group \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/channel/UCRFIPG2u1DxKLNuE3y2SjHA\">SciShow Kids\u003c/a> channel on YouTube\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-the-climate-change-lesson-plans-teachers-need-and-dont-have\">climate change lessons\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"New research shows teachers need help combating climate misinformation as well as presenting solutions.","status":"publish","parent":0,"modified":1707918308,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1277},"headData":{"title":"The climate change lesson plans teachers need and don’t have | KQED","description":"New research shows teachers need help combating climate misinformation as well as presenting solutions.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"New research shows teachers need help combating climate misinformation as well as presenting solutions."},"sticky":false,"nprByline":"Anya Kamenetz, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-the-climate-change-lesson-plans-teachers-need-and-dont-have\">climate change lessons\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>“Mom, are there any more Earths?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Angelique Hammack, a teacher in California, creates lesson plans about climate change for the website \u003c/span>\u003ca href=\"https://subjecttoclimate.org/\">\u003cspan style=\"font-weight: 400\">SubjectToClimate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She often starts from a question posed by one of her four children.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her 7-year-old, who has autism, has been really interested in space lately. “He was asking me questions about the solar system and about black holes, and I started pulling out all these books I had on outer space,” she said. “He’s got a telescope for his birthday, he’s been looking at the moon.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When he asked the question about whether there were more Earths, Hammack saw the opening to create a climate-related lesson that explains how Earth is a “Goldilocks planet,” with \u003ca href=\"https://video.kqed.org/video/pbs-space-time-exoplanets/\">just-right conditions\u003c/a> for life to thrive. \u003c/span>\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>\u003cspan style=\"font-weight: 400\">New York state is currently considering several climate education bills. If the proposed policies become law, the state will join California and \u003ca href=\"https://www.kqed.org/mindshift/62261/new-jersey-requires-climate-change-education-a-year-in-heres-how-its-going\">New Jersey\u003c/a> in mandating that climate topics be introduced across grade levels and subjects, not just confined to science class. A wide range of science and environmental groups such as the National Wildlife Federation and \u003c/span>\u003ca href=\"http://earthday.org\">\u003cspan style=\"font-weight: 400\">Earthday.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> back this interdisciplinary approach to climate education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But as the movement for teaching climate grows, thanks to new standards and \u003ca href=\"https://www.kqed.org/mindshift/62566/how-kids-are-making-sense-of-climate-change-and-extreme-weather\">increasing student curiosity\u003c/a>, teachers are on the hunt for \u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">materials and lessons they can rely on\u003c/a>. “I think there’s a big disconnect,” said \u003ca href=\"https://twitter.com/EnvSusTCNJ\">Lauren Madden,\u003c/a> professor of elementary science education at The College of New Jersey. “Teachers really need materials that they can use\u003c/span> \u003cspan style=\"font-weight: 400\">tomorrow\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the last few years, Madden has been researching the experiences of teachers who are tackling this topic. She shared some of her results with The Hechinger Report. SubjectToClimate, a large free repository of climate change lessons, also shared some data on its most popular lessons and materials. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Madden said that what teachers need most are \u003ca href=\"https://www.kqed.org/mindshift/62105/want-teachers-to-teach-climate-change-youve-got-to-train-them\">clear strategies that allow them to plug climate lessons into existing curricula\u003c/a>, so that climate can be interwoven with existing requirements, rather than wedged into an already-packed schedule. “Teachers want and need straightforward starting points in terms of instructional materials,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yen-Yen Chiu, director of content creation for SubjectToClimate, agreed. In response to demand, she said, the organization is beginning to create teacher pacing guides, like a middle school math pacing guide that maps specific climate resources from their database to math standards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an overview of more key findings from Madden, and from Hammack and Chiu at SubjectToClimate. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Younger learners have big questions:\u003c/b>\u003cspan style=\"font-weight: 400\"> At SubjectToClimate, the most-searched lessons are \u003ca href=\"https://www.kqed.org/mindshift/60834/a-kids-guide-to-climate-change-plus-a-printable-comic\">for grades K-5\u003c/a>; and there is unmet demand for grades 3-5. Hammack said it can be tough to find materials that are simple enough for the youngest students. “I created a unit on energy — I intended it for K-2 but we ended up changing it to 3-4,” she said. “Energy is so abstract for a K-2nd audience.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Energy, extreme weather and humanities: \u003c/b>\u003cspan style=\"font-weight: 400\">Energy is the most popular topic on SubjectToClimate. There’s also growing interest in lessons related to extreme weather, and lessons that relate to non-science subjects, such as writing and public speaking. One art lesson related to energy is among the top 10 most popular on the site. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Facts and evidence: \u003c/b>\u003cspan style=\"font-weight: 400\">Madden finds teachers (especially new ones) want to gain familiarity with facts they might not have learned in a general education curriculum. They also need to be able to clearly and simply attribute scientific findings to specific data: i.e., how we know that atmospheric carbon is rising or that storms are getting bigger. This presents a bigger challenge, requiring the development of scientific literacy, Madden said: “I think it’s important that we explain what counts as evidence.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Debate, but not doubt:\u003c/b>\u003cspan style=\"font-weight: 400\"> In the United States, climate change is still a highly politicized topic. Teachers need help to present debates in an evolving field of research without losing sight of the overwhelming scientific consensus. This also includes lessons that directly combat misinformation or disinformation that students might bring in from outside the classroom. “Teachers want to know where scientific debate is appropriate. For example, wind vs. solar is a topic that can yield productive discussion, while whether climate change is exacerbated by human activity is not,” said Madden. The New York Times recently \u003c/span>\u003ca href=\"https://www.nytimes.com/2024/01/22/nyregion/nyc-climate-change-education.html\">\u003cspan style=\"font-weight: 400\">reported\u003c/span> \u003c/a>\u003cspan style=\"font-weight: 400\">that a Republican state representative wants to \u003c/span>\u003ca href=\"https://www.cga.ct.gov/2023/TOB/H/PDF/2023HB-05063-R00-HB.PDF\">\u003cspan style=\"font-weight: 400\">amend standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Connecticut in a way that would obscure that consensus in the name of open debate. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Climate brings up feelings: \u003c/b>\u003cspan style=\"font-weight: 400\">While a lot of \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">introduction of climate topics\u003c/a> is happening in response to new state standards, Madden said students are also bringing up the topic, for example, in response to extreme or unseasonable weather. And that’s making some teachers nervous. “Teachers worry that they are not knowledgeable enough about the science of climate change to answer students’ questions appropriately,” she said. “There is also concern about inciting dread and anxiety in children, especially at the lower grade levels.” Hammack said that she finds herself wondering how deep to go: “Some of the videos I’ve been watching are scaring me and I’m 44!” And Madden said those climate emotions are, if anything, stronger among kids in higher grades. “In my experience, it’s preteens and teenagers who have that sense of understanding the scope of these problems,” she said. “They are very concerned.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>English Language Learners: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s a gap in resources for these learners. Madden points out that in Spanish, “clima” is the word for both “weather” and “climate,” which can at times cause confusion. SubjectToClimate lists 93 resources suitable for Spanish speakers and/or Spanish classes. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Focus on solutions:\u003c/b>\u003cspan style=\"font-weight: 400\"> Related to \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">concerns about climate anxiety\u003c/a> is a clear desire for lessons that deal with solutions. Among the SubjectToClimate top 10 most-trafficked lesson plans are two that deal with renewable energy, one about conservation, one about reducing, reusing and recycling, and one about green transportation. Underscoring the demand, This Is Planet Ed (where, full disclosure, I’m an advisor) and The Nature Conservancy are\u003c/span>\u003ca href=\"https://www.thisisplaneted.org/initiatives/planet-media\">\u003cspan style=\"font-weight: 400\"> currently collaborating on an initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to create more short-form content for children focused on \u003ca href=\"https://www.kqed.org/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty\">hope and solutions\u003c/a>. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have to say that the message that comes across loud and clear to me has been — telling the truth is really important, and focusing on areas for solutions and optimism,” said Madden. “There are really great things happening at the edges of what humans are capable of right now.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teacher-recommended climate change resources:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.teacherspayteachers.com/\">Teachers Pay Teachers\u003c/a> has several thousand climate-related resources \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://climatekids.nasa.gov/\">NASA Climate Kids\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://kids.nationalgeographic.com/\">\u003cspan style=\"font-weight: 400\">National Geographic Kids\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.getepic.com/\">Epic\u003c/a> is a paid platform for digital children’s books that are sorted by topic and age group \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/channel/UCRFIPG2u1DxKLNuE3y2SjHA\">SciShow Kids\u003c/a> channel on YouTube\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-the-climate-change-lesson-plans-teachers-need-and-dont-have\">climate change lessons\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have","authors":["byline_mindshift_63120"],"categories":["mindshift_21508"],"tags":["mindshift_21897","mindshift_21124","mindshift_21592","mindshift_21463","mindshift_21403","mindshift_20664","mindshift_21059","mindshift_551"],"featImg":"mindshift_62351","label":"mindshift"},"mindshift_62998":{"type":"posts","id":"mindshift_62998","meta":{"index":"posts_1591205157","site":"mindshift","id":"62998","score":null,"sort":[1705921207000]},"guestAuthors":[],"slug":"two-groups-of-scholars-revive-the-debate-over-inquiry-vs-direct-instruction","title":"Two groups of scholars revive the debate over inquiry vs. direct instruction","publishDate":1705921207,"format":"standard","headTitle":"Two groups of scholars revive the debate over inquiry vs. direct instruction | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Educators have long debated the best way to teach, especially the subjects of science and math. One side favors direct instruction, where teachers tell students what they need to know or students read it from textbooks. Some call it explicit or traditional instruction. The other side favors inquiry, where students conduct experiments and figure out the answers themselves like a scientist would. It’s also known as exploration, discovery learning or simply “scientific practices.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The debate reignited among university professors during the pandemic with the 2021 online publication of a commentary in the journal Educational Psychology Review. Combatively titled “\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-021-09646-1#Sec9\">\u003cspan style=\"font-weight: 400\">There is an Evidence Crisis in Science Educational Policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” four experts in science education argued that the evidence for inquiry instruction is weak and that proponents of inquiry “exclude” or “mark as irrelevant” high-quality studies, particularly controlled trials, that “overwhelmingly show minimal support” for inquiry learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the authors is the prominent Australian psychologist \u003c/span>\u003ca href=\"https://www.unsw.edu.au/staff/john-sweller\">\u003cspan style=\"font-weight: 400\">John Sweller\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who formulated cognitive load theory, the widely accepted idea that our working memory can process only so much information at once. Other academics took notice. Traditionalists applauded it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sweller and his co-authors’ complaints date back to an influential \u003c/span>\u003ca href=\"https://www.google.com/books/edition/National_Science_Education_Standards/WprSjvDW0dAC?hl=en&gbpv=1&pg=PA1&printsec=frontcover\">\u003cspan style=\"font-weight: 400\">1996 report of the National Research Council\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an arm of the National Academies of Sciences that shapes science education policy. The report encouraged science teachers to adopt an inquiry-based approach, and it was followed by similar calls from other policymakers. But the authors of the 2021 article said the council’s references for this policy change were “theoretical ideas packaged in conceptual articles rather than empirical evidence.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The critics say that much of the positive evidence for inquiry comes from classroom studies where there are no control or comparison groups, making it impossible to know if inquiry is really better than alternatives. And they say that this research frequently lumps together inquiry instruction with other teaching practices and interventions, making it hard to disentangle how much the use of inquiry is making a difference. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon after, another group of prominent education researchers issued a rebuttal. In March 2023, 13 scholars led by a Dutch researcher, Ton de Jong, took on the debate in the academic journal Educational Research Review. Titled “\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1747938X23000295#bib106\">\u003cspan style=\"font-weight: 400\">Let’s talk evidence – The case for combining inquiry-based and direct instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” their article acknowledged that the research is complicated and doesn’t unequivocally point to the superiority of inquiry-based learning. Some studies show inquiry is better. Some studies show direct instruction is better. Many show that students learn the same amount either way. (As they walked through a series of meta-analyses that summarized hundreds of studies, they pointedly noted that inquiry critics also ignored or mischaracterized some of the research.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Their bottom line: “Inquiry-based instruction produces better overall results for acquiring conceptual knowledge than does direct instruction.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How could two groups of scholars look at the same body of research and come to opposite conclusions?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing to notice is that the two groups of scholars are arguing about two different things. The inquiry critics pointed out that inquiry wasn’t great at helping students learn content and skills. The inquiry defenders emphasize that inquiry is better at helping students develop conceptual understandings. Different teaching methods may be better for different learning goals.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The second takeaway is that even this group of 13 inquiry defenders argue that teachers should use both approaches, inquiry and direct instruction. That’s because students also need to learn content and procedural skills, which are best taught through direct instruction, and in part because it would be boring to learn only one way all the time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Indeed, even the critics of inquiry instruction noted that inquiry lessons and exercises may be better at sparking a love of science. Students often say they enjoy science more or become more interested in the field after an inquiry lesson. Changing students’ attitudes about science is certainly not a compelling reason to teach this way all the time, as students need to learn content too, but even traditionalists admit there’s something to be gained from fun exploration. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My third observation is that the inquiry defenders listed a bunch of caveats about when inquiry learning has proven to be most effective. Unstructured inquiry lessons where students groped in the dark weren’t successful in building any kind of understanding.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cstrong>Caveat 1:\u003c/strong> Students need a strong foundation of knowledge and skills in order for inquiry learning to be successful. In other words, students need some facts and the ability to calculate things in different ways to take advantage of inquiry learning and arrive at deeper conceptual understandings. Complete mastery isn’t a prerequisite, but some familiarity is. The authors suggested, for example, that it can be beneficial to start with some direct instruction before launching into an inquiry lesson. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cstrong>Caveat 2:\u003c/strong> Inquiry learning is far more effective when students receive a lot of guidance and feedback from their teacher during an inquiry lesson. Sometimes the most appropriate guidance is a clear explanation, the authors said, which is the same as direct instruction. (My brain started to hurt, thinking about how direct instruction could be woven into inquiry-based learning. Is it really inquiry learning if you’re also telling students what they need to do or know? At some point, shouldn’t we be labeling it direct instruction with hands-on activities?) \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 13 authors admitted that each student needs different amounts and types of guidance during an inquiry lesson. Low-achieving students appear to benefit more from guidance than middle- or high-achieving students. But low-achieving students also need more of it. And that can be tough, if not impossible for a single teacher to manage. I began to wonder if effective inquiry teaching is humanly possible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only can inquiry include a lot of direct instruction, but sometimes direct instruction can resemble an inquiry classroom. While many people may imagine that direct instruction means that students are passively absorbing information through lectures or books, the inquiry defenders explained that students can and should be engaged in activities even when a teacher is practicing direct instruction. Students still solve problems, practice new things independently, build projects and conduct experiments. The core difference can be a subtle one and hinge upon whether the teacher explains the theory to the students first or shows examples before students try it themselves (direct), or if the teacher asks students to figure out the theories and the procedures themselves, but gives them explicit guidance along the way (inquiry).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like all long-standing academic debates, this one is far from resolved. Some educators prefer inquiry; some prefer direct instruction. Depending upon your biases, you’re likely to see a complicated, mixed body of research as glass half full or glass half empty.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In December 2023, Sweller and the inquiry critics wrote a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1747938X23000775\">\u003cspan style=\"font-weight: 400\">response to the rebuttal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the same Educational Research Review journal. Beyond the academic sniping and nitpicking, the two sides seem to have found some common ground.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our view… is that explicit instruction is essential for novices” but that as students gain knowledge, there should be “an increasing emphasis on independent problem-solving practice,” Sweller and his camp wrote. “To the extent that De Jong et al. (2023) agree that explicit instruction can be important, we appear to have reached some level of agreement.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The real test will be watching to see whether that consensus makes it to the classroom.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-two-groups-of-scholars-revive-the-debate-over-inquiry-vs-direct-instruction/\">\u003ci>\u003cspan style=\"font-weight: 400\">inquiry versus direct instruction\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Inquiry defenders say inquiry is better at helping students develop conceptual understandings. Critics say the approach is bad for learning content and skills.","status":"publish","parent":0,"modified":1705679575,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1327},"headData":{"title":"Two groups of scholars revive the debate over inquiry vs. direct instruction | KQED","description":"Inquiry defenders say inquiry is better at helping students develop conceptual understandings. Critics say the approach is bad for learning content and skills.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Inquiry defenders say inquiry is better at helping students develop conceptual understandings. Critics say the approach is bad for learning content and skills."},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62998/two-groups-of-scholars-revive-the-debate-over-inquiry-vs-direct-instruction","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Educators have long debated the best way to teach, especially the subjects of science and math. One side favors direct instruction, where teachers tell students what they need to know or students read it from textbooks. Some call it explicit or traditional instruction. The other side favors inquiry, where students conduct experiments and figure out the answers themselves like a scientist would. It’s also known as exploration, discovery learning or simply “scientific practices.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The debate reignited among university professors during the pandemic with the 2021 online publication of a commentary in the journal Educational Psychology Review. Combatively titled “\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-021-09646-1#Sec9\">\u003cspan style=\"font-weight: 400\">There is an Evidence Crisis in Science Educational Policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” four experts in science education argued that the evidence for inquiry instruction is weak and that proponents of inquiry “exclude” or “mark as irrelevant” high-quality studies, particularly controlled trials, that “overwhelmingly show minimal support” for inquiry learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the authors is the prominent Australian psychologist \u003c/span>\u003ca href=\"https://www.unsw.edu.au/staff/john-sweller\">\u003cspan style=\"font-weight: 400\">John Sweller\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who formulated cognitive load theory, the widely accepted idea that our working memory can process only so much information at once. Other academics took notice. Traditionalists applauded it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sweller and his co-authors’ complaints date back to an influential \u003c/span>\u003ca href=\"https://www.google.com/books/edition/National_Science_Education_Standards/WprSjvDW0dAC?hl=en&gbpv=1&pg=PA1&printsec=frontcover\">\u003cspan style=\"font-weight: 400\">1996 report of the National Research Council\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an arm of the National Academies of Sciences that shapes science education policy. The report encouraged science teachers to adopt an inquiry-based approach, and it was followed by similar calls from other policymakers. But the authors of the 2021 article said the council’s references for this policy change were “theoretical ideas packaged in conceptual articles rather than empirical evidence.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The critics say that much of the positive evidence for inquiry comes from classroom studies where there are no control or comparison groups, making it impossible to know if inquiry is really better than alternatives. And they say that this research frequently lumps together inquiry instruction with other teaching practices and interventions, making it hard to disentangle how much the use of inquiry is making a difference. \u003c/span>\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>\u003cspan style=\"font-weight: 400\">Soon after, another group of prominent education researchers issued a rebuttal. In March 2023, 13 scholars led by a Dutch researcher, Ton de Jong, took on the debate in the academic journal Educational Research Review. Titled “\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1747938X23000295#bib106\">\u003cspan style=\"font-weight: 400\">Let’s talk evidence – The case for combining inquiry-based and direct instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” their article acknowledged that the research is complicated and doesn’t unequivocally point to the superiority of inquiry-based learning. Some studies show inquiry is better. Some studies show direct instruction is better. Many show that students learn the same amount either way. (As they walked through a series of meta-analyses that summarized hundreds of studies, they pointedly noted that inquiry critics also ignored or mischaracterized some of the research.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Their bottom line: “Inquiry-based instruction produces better overall results for acquiring conceptual knowledge than does direct instruction.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How could two groups of scholars look at the same body of research and come to opposite conclusions?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing to notice is that the two groups of scholars are arguing about two different things. The inquiry critics pointed out that inquiry wasn’t great at helping students learn content and skills. The inquiry defenders emphasize that inquiry is better at helping students develop conceptual understandings. Different teaching methods may be better for different learning goals.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The second takeaway is that even this group of 13 inquiry defenders argue that teachers should use both approaches, inquiry and direct instruction. That’s because students also need to learn content and procedural skills, which are best taught through direct instruction, and in part because it would be boring to learn only one way all the time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Indeed, even the critics of inquiry instruction noted that inquiry lessons and exercises may be better at sparking a love of science. Students often say they enjoy science more or become more interested in the field after an inquiry lesson. Changing students’ attitudes about science is certainly not a compelling reason to teach this way all the time, as students need to learn content too, but even traditionalists admit there’s something to be gained from fun exploration. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My third observation is that the inquiry defenders listed a bunch of caveats about when inquiry learning has proven to be most effective. Unstructured inquiry lessons where students groped in the dark weren’t successful in building any kind of understanding.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cstrong>Caveat 1:\u003c/strong> Students need a strong foundation of knowledge and skills in order for inquiry learning to be successful. In other words, students need some facts and the ability to calculate things in different ways to take advantage of inquiry learning and arrive at deeper conceptual understandings. Complete mastery isn’t a prerequisite, but some familiarity is. The authors suggested, for example, that it can be beneficial to start with some direct instruction before launching into an inquiry lesson. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cstrong>Caveat 2:\u003c/strong> Inquiry learning is far more effective when students receive a lot of guidance and feedback from their teacher during an inquiry lesson. Sometimes the most appropriate guidance is a clear explanation, the authors said, which is the same as direct instruction. (My brain started to hurt, thinking about how direct instruction could be woven into inquiry-based learning. Is it really inquiry learning if you’re also telling students what they need to do or know? At some point, shouldn’t we be labeling it direct instruction with hands-on activities?) \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 13 authors admitted that each student needs different amounts and types of guidance during an inquiry lesson. Low-achieving students appear to benefit more from guidance than middle- or high-achieving students. But low-achieving students also need more of it. And that can be tough, if not impossible for a single teacher to manage. I began to wonder if effective inquiry teaching is humanly possible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only can inquiry include a lot of direct instruction, but sometimes direct instruction can resemble an inquiry classroom. While many people may imagine that direct instruction means that students are passively absorbing information through lectures or books, the inquiry defenders explained that students can and should be engaged in activities even when a teacher is practicing direct instruction. Students still solve problems, practice new things independently, build projects and conduct experiments. The core difference can be a subtle one and hinge upon whether the teacher explains the theory to the students first or shows examples before students try it themselves (direct), or if the teacher asks students to figure out the theories and the procedures themselves, but gives them explicit guidance along the way (inquiry).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like all long-standing academic debates, this one is far from resolved. Some educators prefer inquiry; some prefer direct instruction. Depending upon your biases, you’re likely to see a complicated, mixed body of research as glass half full or glass half empty.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In December 2023, Sweller and the inquiry critics wrote a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1747938X23000775\">\u003cspan style=\"font-weight: 400\">response to the rebuttal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the same Educational Research Review journal. Beyond the academic sniping and nitpicking, the two sides seem to have found some common ground.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our view… is that explicit instruction is essential for novices” but that as students gain knowledge, there should be “an increasing emphasis on independent problem-solving practice,” Sweller and his camp wrote. “To the extent that De Jong et al. (2023) agree that explicit instruction can be important, we appear to have reached some level of agreement.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The real test will be watching to see whether that consensus makes it to the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-two-groups-of-scholars-revive-the-debate-over-inquiry-vs-direct-instruction/\">\u003ci>\u003cspan style=\"font-weight: 400\">inquiry versus direct instruction\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62998/two-groups-of-scholars-revive-the-debate-over-inquiry-vs-direct-instruction","authors":["byline_mindshift_62998"],"categories":["mindshift_21504","mindshift_20524"],"tags":["mindshift_21437","mindshift_797","mindshift_551"],"featImg":"mindshift_62999","label":"mindshift"},"mindshift_61319":{"type":"posts","id":"mindshift_61319","meta":{"index":"posts_1591205157","site":"mindshift","id":"61319","score":null,"sort":[1680602433000]},"guestAuthors":[],"slug":"a-tale-of-two-science-classrooms","title":"A tale of two science classrooms: How different approaches to participation shape learning","publishDate":1680602433,"format":"standard","headTitle":"A tale of two science classrooms: How different approaches to participation shape learning | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Stroupe, D. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/growing-and-sustaining-student-centered-science-cl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Growing and Sustaining Student-Centered Science Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (p. 1-5). \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching has always been a crucial and underappreciated profession across the world. Almost everyone spends some time in a school, and in those spaces, teachers play an important role in designing and facilitating opportunities for participation and learning. Many people fondly remember a favorite teacher and classroom or, conversely, might hope to forget a school that made them feel rejected. While society might collectively forget, those of us who spend time in schools know that teachers and administrators have a great responsibility as we shape the lives of children. By representing and upholding equitable communities and participatory structures that ensure powerful learning opportunities for children, especially those from marginalized communities, teachers and administrators can help change the world…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Let’s peek]\u003c/span>\u003cspan style=\"font-weight: 400\"> into the classrooms of two teachers, who I will refer to as Teacher A and Teacher B. Both teachers graduated from the same teacher preparation program, and both taught life science in very diverse schools in the same district. However, Teacher A and Teacher B differed in how they chose to open up, or restrict, avenues for student talk and participation around knowledge in their science classrooms. Let’s look at an example from each class, both of which occurred at the beginning of the school year. As teachers and administrators, we know that the beginning of the school year is such an important time for building a foundation for a science community. For each example, imagine you are sitting in the room, as I was when I watched these lessons unfold, and immerse yourself in the sights and sounds of middle and high school science classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Teacher A’s classroom, students are learning about why identical twins look alike, and why differences might exist even with their similar DNA. Following the first lessons in which students share some initial ideas about why identical twins might look similar and begin to hear terms such as “dominant,” “recessive,” “trait,”, “allele,” Teacher A decides that students should complete Punnett squares to visualize how physical traits and alleles are related. If you need a quick refresher about Punnett squares, recall that a Punnett square provides a space for visualizing and writing potential allele combinations for one offspring given the parents’ alleles. A typical example usually includes a two-by-two table, with two alleles from one parent on the side of the table, and two alleles from another parent above the table.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this example, Teacher A demonstrated how to complete and interpret a Punnett square and asked students, in groups of two or three, to attempt three example squares as practice. After showing students how to correctly complete the squares, Teacher A wrote a new square on the whiteboard for students to attempt individually. As the murmurs of talk receded into individual pondering of the problem, a quiet student — one I had never heard speak in class before this moment — raised his hand. Tentatively, he asked, “Excuse me, Ms. [A]? I have a question. When we do Punnett squares, we also do examples with four kids. What if there are five kids? Where does the fifth kid go?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s pause here, in this moment, to think about the layers of what the quiet student said. For some people, the focus might fall on science knowledge and the student’s “incorrect” idea about Punnett squares; after all, the cells in a Punnett square provide a space for people to record possible allele combinations for an individual, and do not represent multiple children. Others might be interested in the student deciding to share a question in the class. What prompted this student to speak at this time, when they had never previously spoken in class? Another layer is that the student might be speaking on behalf of other students in the class. After all, if one student thinks that Punnett Squares illustrate multiple children, how many other students have the same question?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Teacher A could have been considering any of those possibilities, their thinking remained invisible as they said back to the student: “That’s not how this works. We need to keep moving to finish the practice problems.” While this talk move (a talk move is a statement made by a teacher or student to open up or restrict future classroom talk) may seem routine to some teacher and administrators, from the perspective of this student, Teacher A’s words caused silence. Whenever I visited the classroom for the remainder of the school year, this student never spoke in class again — not to the teacher, other students, or administrators who entered the space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s move from Teacher A’s classroom to Teacher B’s classroom, just a few miles away. In Teacher B’s classroom, students were learning about evolution by asking “How did we get chihuahuas from wolves?” which a student asked Teacher B in the hallway after school early in the academic year. Before the class began, Teacher B told me that they wanted to make students feel like their ideas had value, and that, like scientists, ideas about the world could be put into the public plane of talk and analyzed by a larger community. For this lesson, Teacher B created a poster using a large piece of construction paper and wrote a title: “Our hypotheses: From Wolf to Woof.” After students had five minutes to discuss ideas in pairs, Teacher B announced that the whole class would now think together, given their discussions. To catalyze the conversation, Teacher B asked students to share ideas about why chihuahuas exist, especially if they look so different from wolves. Importantly, Teacher B told the class to share ideas, if possible, that they considered during conversations with peers. After several students offered hypotheses (“Maybe the DNA changed because of a mutation,” “Maybe a wolf had pups that were all really different in size”), a series of student comments occurred in quick succession:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 1:\u003c/strong> “Maybe mating with a rabbit would make a dog small.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> “Yeah, a rabbit would make a small baby, not a Great Dane.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> “What about the ankle biter? Maybe a wolf mated with a rabbit to make an ankle biter.” [The class started calling chihuahuas “ankle biters” as a joke.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, let’s pause here to consider the layers of complexity that arise \u003c/span>\u003cspan style=\"font-weight: 400\">simultaneously when these students shared ideas. Some teachers and administrators might worry about the students’ wrong ideas — we know that wolves and rabbits cannot create babies together. Other people might wonder about the students’ purpose in sharing ideas: Were they seeking attention, or purposefully trying to disrupt the class? Still others might be focused on Teacher B’s actions, questioning whether such a conversation is a productive use of class time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher B, however, recognized this moment as a point of departure from instruction that might limit students’ opportunities to engage in knowledge practices in a classroom. Here’s how the next minute of class unfolded:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> “Wait, why did you just joke that a rabbit mating with a wolf would make an ankle-biter dog as opposed to a Great Dane?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Maybe because . . . rabbits are small. And ankle biters are small.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> Oh, you feel my word. [Student 2 originally injected “ankle biter” into the science community.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> It’s become a class word now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Right. Rabbits have big ears. And ankle biters have ears that bend and look like rabbit ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> So what are you really suggesting about where chihuahuas get their traits?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>MULTIPLE STUDENTS IN CLASS CALL OUT:\u003c/strong> From their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students chimed into the discussion, the classroom talk exploded. Almost every student in the class raised their hand to contribute to the conversation, and by the end of class, three important ideas emerged: (1) parents must be close together to make babies (but all parents or just some species?, several students wondered); (2) Babies get traits from parents; (3) not all babies are identical to parents (some students wondered about animals that can clone themselves). Teacher B recorded these three ideas on the poster and told the students that their homework was to observe animals in the neighborhood to see if they all looked alike.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these examples show a snapshot of the science communities found in the classrooms of Teacher A and Teacher B, there are three important features of the communities to highlight as a foundation for this book and our work as science teachers. First, how Teacher A and Teacher B opened up or constrained opportunities for student talk set the tone for the remainder of the school year. Students pay attention to teachers’ words and actions, and they notice how teachers respond to their ideas. Second, Teacher A and Teacher B sent different messages to students about what counts as a good statement to say out loud. By denying or valuing students’ statements, teachers demonstrate to students what words and ideas matter, and what words and ideas should remain silent. Third, Teacher A and Teacher B treated the purpose of participation differently. Teacher A wanted students to say correct answers and complete predetermined practice problems, while Teacher B helped students to shape the direction of knowledge production in the classroom by asking for multiple hypotheses, generating and using language to describe a phenomenon, and by encouraging and supporting students to share ideas. Each of these features sends visible and invisible messages to students about what knowledge matters, how knowledge should be invoked and used in a classroom, and who is allowed to share ideas and claims to knowledge in a classroom.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61321 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Stroupe-David.jpg\" alt=\"\" width=\"138\" height=\"165\">\u003cem>\u003ca href=\"https://education.msu.edu/people/Stroupe-David/\" target=\"_blank\" rel=\"noopener\">David Stroupe\u003c/a> is an associate professor of teacher education and science education, the associate director of STEM Teacher Education at the CREATE for STEM Institute, and the Director of Science and Society at State at Michigan State University. He has three overlapping areas of research interests anchored around ambitious and equitable teaching. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students disrupt epistemic injustice through the negotiation of power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.\u003c/em>\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"The ways a teacher chooses to open up or constrain opportunities for student talk sets the tone for classroom engagement. David Stroupe explores two examples from science classes in an excerpt from his book, \"Growing and Sustaining Student-Centered Science Classrooms.\"","status":"publish","parent":0,"modified":1682642172,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1829},"headData":{"title":"A tale of two science classrooms: How different approaches to participation shape learning | KQED","description":"The ways a teacher chooses to open up or constrain opportunities for student talk sets the tone for classroom engagement.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61319/a-tale-of-two-science-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Stroupe, D. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/growing-and-sustaining-student-centered-science-cl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Growing and Sustaining Student-Centered Science Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (p. 1-5). \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching has always been a crucial and underappreciated profession across the world. Almost everyone spends some time in a school, and in those spaces, teachers play an important role in designing and facilitating opportunities for participation and learning. Many people fondly remember a favorite teacher and classroom or, conversely, might hope to forget a school that made them feel rejected. While society might collectively forget, those of us who spend time in schools know that teachers and administrators have a great responsibility as we shape the lives of children. By representing and upholding equitable communities and participatory structures that ensure powerful learning opportunities for children, especially those from marginalized communities, teachers and administrators can help change the world…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Let’s peek]\u003c/span>\u003cspan style=\"font-weight: 400\"> into the classrooms of two teachers, who I will refer to as Teacher A and Teacher B. Both teachers graduated from the same teacher preparation program, and both taught life science in very diverse schools in the same district. However, Teacher A and Teacher B differed in how they chose to open up, or restrict, avenues for student talk and participation around knowledge in their science classrooms. Let’s look at an example from each class, both of which occurred at the beginning of the school year. As teachers and administrators, we know that the beginning of the school year is such an important time for building a foundation for a science community. For each example, imagine you are sitting in the room, as I was when I watched these lessons unfold, and immerse yourself in the sights and sounds of middle and high school science classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Teacher A’s classroom, students are learning about why identical twins look alike, and why differences might exist even with their similar DNA. Following the first lessons in which students share some initial ideas about why identical twins might look similar and begin to hear terms such as “dominant,” “recessive,” “trait,”, “allele,” Teacher A decides that students should complete Punnett squares to visualize how physical traits and alleles are related. If you need a quick refresher about Punnett squares, recall that a Punnett square provides a space for visualizing and writing potential allele combinations for one offspring given the parents’ alleles. A typical example usually includes a two-by-two table, with two alleles from one parent on the side of the table, and two alleles from another parent above the table.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this example, Teacher A demonstrated how to complete and interpret a Punnett square and asked students, in groups of two or three, to attempt three example squares as practice. After showing students how to correctly complete the squares, Teacher A wrote a new square on the whiteboard for students to attempt individually. As the murmurs of talk receded into individual pondering of the problem, a quiet student — one I had never heard speak in class before this moment — raised his hand. Tentatively, he asked, “Excuse me, Ms. [A]? I have a question. When we do Punnett squares, we also do examples with four kids. What if there are five kids? Where does the fifth kid go?”\u003c/span>\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>\u003cspan style=\"font-weight: 400\">Let’s pause here, in this moment, to think about the layers of what the quiet student said. For some people, the focus might fall on science knowledge and the student’s “incorrect” idea about Punnett squares; after all, the cells in a Punnett square provide a space for people to record possible allele combinations for an individual, and do not represent multiple children. Others might be interested in the student deciding to share a question in the class. What prompted this student to speak at this time, when they had never previously spoken in class? Another layer is that the student might be speaking on behalf of other students in the class. After all, if one student thinks that Punnett Squares illustrate multiple children, how many other students have the same question?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Teacher A could have been considering any of those possibilities, their thinking remained invisible as they said back to the student: “That’s not how this works. We need to keep moving to finish the practice problems.” While this talk move (a talk move is a statement made by a teacher or student to open up or restrict future classroom talk) may seem routine to some teacher and administrators, from the perspective of this student, Teacher A’s words caused silence. Whenever I visited the classroom for the remainder of the school year, this student never spoke in class again — not to the teacher, other students, or administrators who entered the space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s move from Teacher A’s classroom to Teacher B’s classroom, just a few miles away. In Teacher B’s classroom, students were learning about evolution by asking “How did we get chihuahuas from wolves?” which a student asked Teacher B in the hallway after school early in the academic year. Before the class began, Teacher B told me that they wanted to make students feel like their ideas had value, and that, like scientists, ideas about the world could be put into the public plane of talk and analyzed by a larger community. For this lesson, Teacher B created a poster using a large piece of construction paper and wrote a title: “Our hypotheses: From Wolf to Woof.” After students had five minutes to discuss ideas in pairs, Teacher B announced that the whole class would now think together, given their discussions. To catalyze the conversation, Teacher B asked students to share ideas about why chihuahuas exist, especially if they look so different from wolves. Importantly, Teacher B told the class to share ideas, if possible, that they considered during conversations with peers. After several students offered hypotheses (“Maybe the DNA changed because of a mutation,” “Maybe a wolf had pups that were all really different in size”), a series of student comments occurred in quick succession:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 1:\u003c/strong> “Maybe mating with a rabbit would make a dog small.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> “Yeah, a rabbit would make a small baby, not a Great Dane.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> “What about the ankle biter? Maybe a wolf mated with a rabbit to make an ankle biter.” [The class started calling chihuahuas “ankle biters” as a joke.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, let’s pause here to consider the layers of complexity that arise \u003c/span>\u003cspan style=\"font-weight: 400\">simultaneously when these students shared ideas. Some teachers and administrators might worry about the students’ wrong ideas — we know that wolves and rabbits cannot create babies together. Other people might wonder about the students’ purpose in sharing ideas: Were they seeking attention, or purposefully trying to disrupt the class? Still others might be focused on Teacher B’s actions, questioning whether such a conversation is a productive use of class time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher B, however, recognized this moment as a point of departure from instruction that might limit students’ opportunities to engage in knowledge practices in a classroom. Here’s how the next minute of class unfolded:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> “Wait, why did you just joke that a rabbit mating with a wolf would make an ankle-biter dog as opposed to a Great Dane?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Maybe because . . . rabbits are small. And ankle biters are small.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> Oh, you feel my word. [Student 2 originally injected “ankle biter” into the science community.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> It’s become a class word now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Right. Rabbits have big ears. And ankle biters have ears that bend and look like rabbit ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> So what are you really suggesting about where chihuahuas get their traits?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>MULTIPLE STUDENTS IN CLASS CALL OUT:\u003c/strong> From their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students chimed into the discussion, the classroom talk exploded. Almost every student in the class raised their hand to contribute to the conversation, and by the end of class, three important ideas emerged: (1) parents must be close together to make babies (but all parents or just some species?, several students wondered); (2) Babies get traits from parents; (3) not all babies are identical to parents (some students wondered about animals that can clone themselves). Teacher B recorded these three ideas on the poster and told the students that their homework was to observe animals in the neighborhood to see if they all looked alike.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these examples show a snapshot of the science communities found in the classrooms of Teacher A and Teacher B, there are three important features of the communities to highlight as a foundation for this book and our work as science teachers. First, how Teacher A and Teacher B opened up or constrained opportunities for student talk set the tone for the remainder of the school year. Students pay attention to teachers’ words and actions, and they notice how teachers respond to their ideas. Second, Teacher A and Teacher B sent different messages to students about what counts as a good statement to say out loud. By denying or valuing students’ statements, teachers demonstrate to students what words and ideas matter, and what words and ideas should remain silent. Third, Teacher A and Teacher B treated the purpose of participation differently. Teacher A wanted students to say correct answers and complete predetermined practice problems, while Teacher B helped students to shape the direction of knowledge production in the classroom by asking for multiple hypotheses, generating and using language to describe a phenomenon, and by encouraging and supporting students to share ideas. Each of these features sends visible and invisible messages to students about what knowledge matters, how knowledge should be invoked and used in a classroom, and who is allowed to share ideas and claims to knowledge in a classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61321 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Stroupe-David.jpg\" alt=\"\" width=\"138\" height=\"165\">\u003cem>\u003ca href=\"https://education.msu.edu/people/Stroupe-David/\" target=\"_blank\" rel=\"noopener\">David Stroupe\u003c/a> is an associate professor of teacher education and science education, the associate director of STEM Teacher Education at the CREATE for STEM Institute, and the Director of Science and Society at State at Michigan State University. He has three overlapping areas of research interests anchored around ambitious and equitable teaching. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students disrupt epistemic injustice through the negotiation of power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.\u003c/em>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61319/a-tale-of-two-science-classrooms","authors":["4354"],"categories":["mindshift_21512","mindshift_21491","mindshift_20524","mindshift_193"],"tags":["mindshift_20786","mindshift_1028","mindshift_20701","mindshift_989","mindshift_20703","mindshift_551","mindshift_47","mindshift_21138","mindshift_391","mindshift_20616","mindshift_20852"],"featImg":"mindshift_61322","label":"mindshift"},"mindshift_60505":{"type":"posts","id":"mindshift_60505","meta":{"index":"posts_1591205157","site":"mindshift","id":"60505","score":null,"sort":[1680084030000]},"guestAuthors":[],"slug":"how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","title":"How science class can inspire students to explore inequities in their communities","publishDate":1680084030,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"How do teachers explore race and equity in STEM subjects? “Teaching for Racial Equity” authors highlight a classroom project that focuses on environmental justice and the Flint water crisis.","status":"publish","parent":0,"modified":1680065656,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":2414},"headData":{"title":"How science class can inspire students to explore inequities in their communities | KQED","description":"How do teachers explore race and equity in STEM subjects? A unit exploring the Flint water crisis provides an example.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\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>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","authors":["4354"],"categories":["mindshift_21357","mindshift_21491"],"tags":["mindshift_21322","mindshift_843","mindshift_21059","mindshift_20701","mindshift_146","mindshift_797","mindshift_256","mindshift_551","mindshift_47","mindshift_20616"],"featImg":"mindshift_60506","label":"mindshift"},"mindshift_60885":{"type":"posts","id":"mindshift_60885","meta":{"index":"posts_1591205157","site":"mindshift","id":"60885","score":null,"sort":[1674558024000]},"guestAuthors":[],"slug":"how-to-create-a-stem-dream-culture-for-all-students","title":"How to create a STEM dream culture for all students","publishDate":1674558024,"format":"audio","headTitle":"How to create a STEM dream culture for all students | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Can you imagine a class where students have uninterrupted time to play, dream and create with their peers? Giving students the room to be curious and imaginative is fundamental to building what former math and science teacher \u003c/span>\u003ca href=\"https://twitter.com/chrisemdin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Christopher Emdin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> calls a dream culture. “If you give young people the space and time to play and dream, something is activated within them that supports them in every facet of their lives,” said Emdin, who is an education professor at the University of Southern California. He’s a firm believer that a dream culture is key to deepening students’ engagement and sense of belonging in science, technology, engineering and math (STEM) disciplines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who are girls, Black and Latinx are likely to experience doubts about their STEM abilities due to the lack of diversity in these fields. \u003c/span>\u003ca href=\"https://www.pewresearch.org/science/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Black and Latinx people are underrepresented in STEM jobs. And while women make up half of the STEM workforce, they remain underrepresented in various professions, including computer and engineering jobs. Emdin’s book \u003c/span>\u003ca href=\"https://leadered.com/publications/stemsteammakedream/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“STEM, STEAM, Make, Dream”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> outlines how teachers can make STEM education more inclusive, support students in reimagining their relationship to STEM subjects and help their learners become better dreamers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Show that STEM is subjective\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM, a concept popularized in the early 2000s, merges together four powerful areas of study, and schools have increasingly sought to prepare students to pursue careers in these fields. Teachers may see objectivity and cold hard facts as the best way to promote rigor in STEM learning, but Emdin thinks this perspective is limiting because it does not acknowledge that life experiences and perspectives shape scientific inquiry. “To be objective is to be at a place of detachment from the human experience,” writes Emdin in his book. “It’s being at a place where one is not connected to how people feel or experience this world.” \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2735658390&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recognizing subjectivity in STEM can make it more culturally relevant to students. Teachers who want to embrace STEM’s subjectivity can acknowledge that many cultures have STEM traditions that may not be included in textbooks. Additionally, women’s contributions to STEM \u003c/span>\u003ca href=\"https://www.pbs.org/video/the-secret-of-life-1633038089/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have been largely erased\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Emdin told MindShift that centering diverse people’s scientific and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54983/10-nonfiction-childrens-books-that-humanize-mathematics\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">mathematical discoveries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reveals how bias has long been a part of the discipline and invites students to connect to a more robust picture of STEM.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Subjectivity means knowing who you are, where you are, where you’ve been within [STEM], and then bringing that to the discipline to help the discipline heal from its missteps historically,” said Emdin. In his book, he spotlights \u003c/span>\u003ca href=\"https://mariobenabe.com/bio/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">math educator Mario Benabe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who teaches high school students about \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SEiTHJdNAg4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">indigenous methods for measurement and calculation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and ethnomathematician Ron Eglash, who \u003c/span>\u003ca href=\"https://csdt.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">created lesson plans about the math principles involved in cornrow hair braiding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Indigenous Mathematics\" width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/SEiTHJdNAg4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Embrace emotions in the scientific process\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emotions might not be the first things that come to mind when one thinks about STEM education. However, putting emphasis on feelings over facts can give students permission to bring their authentic selves to STEM classes. “For teachers with the goal to connect learners to STEM, the emotions that either exist or do not exist are essential to understand,” Emdin writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if a student feels frustrated because they’re struggling to balance an equation, teachers can reassure them that big feelings are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">natural when solving tough problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers may say that being frustrated doesn’t mean that they are not smart enough or that STEM is too hard for them. It could mean that they identified an area where they need more support, information or practice. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2007.00004.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">emotions can lead to deeper learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and enable students to access their passion for academic subjects. If a student is feeling apathetic, they may be communicating that they need more culturally relevant examples to stoke their interest and help them feel more invested.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not demeaning or anti-rigorous for you to begin conversations around STEM with emotion,” said Emdin. “We can teach that way and still get our intellectual rigor and academic heft.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>See students as scientists \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students remember their bad experiences with learning STEM, which can lead to \u003ca href=\"https://www.kqed.org/mindshift/59420/why-students-say-stem-is-hard-and-what-educators-can-do-about-it\" target=\"_blank\" rel=\"noopener\">feelings of disconnection or fear\u003c/a>. “I’ve seen children in sixth grade who, when introduced to a scientific algebraic formula, will literally shrink in their seats and break out in sweats,” Emdin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help young people develop a positive STEM identity, he recommends that teachers point out students’ science-mindedness, which is “the skills, traits, attributes and dispositions of the most prolific and brilliant scientists and mathematicians of our time.” Instead of focusing on a student’s content knowledge or rote memorization, teachers can uplift skills that students are using all the time in social interactions and hobbies. For instance, a teacher might notice and compliment a child’s keen observation skills, analytical nature or the questions they pose. Then, teachers can note how well-known experts in STEM have these same traits. For example, they might mention that the way a student asks questions reminds them of Nobel Prize-winning physicist \u003ca href=\"https://www.nobelprize.org/prizes/physics/1922/bohr/biographical/\" target=\"_blank\" rel=\"noopener\">Niels Bohr\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You start attaching their inherent characteristics that they’ve used to form their identity with STEM. And slowly you build upon those inherent strengths, and then you introduce more in-depth scientific skills,” said Emdin. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5969448/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that adding an arts component to STEM education, also known as STEAM, can provide another avenue for students to find their identities within these subjects. “The arts are the essence of our collective humanity that awakens us to our best selves,” said Emdin, who also serves as the \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SyDaOJuCb3I\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">scholar/griot in residence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the Lincoln Center for Performing Arts and is the creator of \u003c/span>\u003ca href=\"https://hiphoped.com/science-genius/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Science Genius\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a program that explores hip hop and science.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also encourages educators to expand the “A” in STEAM to include two more words: ancestry, which invites students to consider cultural contributions to science, and authenticity, which examines how students can bring their full selves to scientific inquiry. “It’s essential for us to be able to deconstruct [STEAM] and then reconstruct it in ways that are more inclusive, more diverse, and more honoring of indigenous knowledge, of traditional knowledges and localized knowledges,” he said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dreaming can be powerful and transformative. When students have a strong STEM identity, they’re able to dream about themselves and the world in ways that weren’t possible before. “I think we need to offer that luxury to young people. Time should not just be an affordance of those who are privileged,” Emdin said. “Poor folks, Black and brown folks, and marginalized folks need to have the luxury of time to play and time to dream.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Christopher Emdin’s book “STEM, STEAM, Make, Dream” explores how teachers can make STEM education more inclusive and support students in reimagining their relationship to STEM subjects. ","status":"publish","parent":0,"modified":1700528850,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1173},"headData":{"title":"How to create a STEM dream culture for all students | KQED","description":"Christopher Emdin’s book “STEM, STEAM, Make, Dream” explores how teachers can make science, technology, engineering and mathematics (STEM) education more inclusive.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Christopher Emdin’s book “STEM, STEAM, Make, Dream” explores how teachers can make science, technology, engineering and mathematics (STEM) education more inclusive."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC2735658390.mp3?updated=1674508083","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60885/how-to-create-a-stem-dream-culture-for-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Can you imagine a class where students have uninterrupted time to play, dream and create with their peers? Giving students the room to be curious and imaginative is fundamental to building what former math and science teacher \u003c/span>\u003ca href=\"https://twitter.com/chrisemdin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Christopher Emdin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> calls a dream culture. “If you give young people the space and time to play and dream, something is activated within them that supports them in every facet of their lives,” said Emdin, who is an education professor at the University of Southern California. He’s a firm believer that a dream culture is key to deepening students’ engagement and sense of belonging in science, technology, engineering and math (STEM) disciplines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who are girls, Black and Latinx are likely to experience doubts about their STEM abilities due to the lack of diversity in these fields. \u003c/span>\u003ca href=\"https://www.pewresearch.org/science/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Black and Latinx people are underrepresented in STEM jobs. And while women make up half of the STEM workforce, they remain underrepresented in various professions, including computer and engineering jobs. Emdin’s book \u003c/span>\u003ca href=\"https://leadered.com/publications/stemsteammakedream/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“STEM, STEAM, Make, Dream”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> outlines how teachers can make STEM education more inclusive, support students in reimagining their relationship to STEM subjects and help their learners become better dreamers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Show that STEM is subjective\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM, a concept popularized in the early 2000s, merges together four powerful areas of study, and schools have increasingly sought to prepare students to pursue careers in these fields. Teachers may see objectivity and cold hard facts as the best way to promote rigor in STEM learning, but Emdin thinks this perspective is limiting because it does not acknowledge that life experiences and perspectives shape scientific inquiry. “To be objective is to be at a place of detachment from the human experience,” writes Emdin in his book. “It’s being at a place where one is not connected to how people feel or experience this world.” \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2735658390&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recognizing subjectivity in STEM can make it more culturally relevant to students. Teachers who want to embrace STEM’s subjectivity can acknowledge that many cultures have STEM traditions that may not be included in textbooks. Additionally, women’s contributions to STEM \u003c/span>\u003ca href=\"https://www.pbs.org/video/the-secret-of-life-1633038089/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have been largely erased\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Emdin told MindShift that centering diverse people’s scientific and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54983/10-nonfiction-childrens-books-that-humanize-mathematics\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">mathematical discoveries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reveals how bias has long been a part of the discipline and invites students to connect to a more robust picture of STEM.\u003c/span>\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>\u003cspan style=\"font-weight: 400\">“Subjectivity means knowing who you are, where you are, where you’ve been within [STEM], and then bringing that to the discipline to help the discipline heal from its missteps historically,” said Emdin. In his book, he spotlights \u003c/span>\u003ca href=\"https://mariobenabe.com/bio/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">math educator Mario Benabe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who teaches high school students about \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SEiTHJdNAg4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">indigenous methods for measurement and calculation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and ethnomathematician Ron Eglash, who \u003c/span>\u003ca href=\"https://csdt.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">created lesson plans about the math principles involved in cornrow hair braiding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Indigenous Mathematics\" width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/SEiTHJdNAg4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Embrace emotions in the scientific process\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emotions might not be the first things that come to mind when one thinks about STEM education. However, putting emphasis on feelings over facts can give students permission to bring their authentic selves to STEM classes. “For teachers with the goal to connect learners to STEM, the emotions that either exist or do not exist are essential to understand,” Emdin writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if a student feels frustrated because they’re struggling to balance an equation, teachers can reassure them that big feelings are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">natural when solving tough problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers may say that being frustrated doesn’t mean that they are not smart enough or that STEM is too hard for them. It could mean that they identified an area where they need more support, information or practice. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2007.00004.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">emotions can lead to deeper learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and enable students to access their passion for academic subjects. If a student is feeling apathetic, they may be communicating that they need more culturally relevant examples to stoke their interest and help them feel more invested.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not demeaning or anti-rigorous for you to begin conversations around STEM with emotion,” said Emdin. “We can teach that way and still get our intellectual rigor and academic heft.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>See students as scientists \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students remember their bad experiences with learning STEM, which can lead to \u003ca href=\"https://www.kqed.org/mindshift/59420/why-students-say-stem-is-hard-and-what-educators-can-do-about-it\" target=\"_blank\" rel=\"noopener\">feelings of disconnection or fear\u003c/a>. “I’ve seen children in sixth grade who, when introduced to a scientific algebraic formula, will literally shrink in their seats and break out in sweats,” Emdin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help young people develop a positive STEM identity, he recommends that teachers point out students’ science-mindedness, which is “the skills, traits, attributes and dispositions of the most prolific and brilliant scientists and mathematicians of our time.” Instead of focusing on a student’s content knowledge or rote memorization, teachers can uplift skills that students are using all the time in social interactions and hobbies. For instance, a teacher might notice and compliment a child’s keen observation skills, analytical nature or the questions they pose. Then, teachers can note how well-known experts in STEM have these same traits. For example, they might mention that the way a student asks questions reminds them of Nobel Prize-winning physicist \u003ca href=\"https://www.nobelprize.org/prizes/physics/1922/bohr/biographical/\" target=\"_blank\" rel=\"noopener\">Niels Bohr\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You start attaching their inherent characteristics that they’ve used to form their identity with STEM. And slowly you build upon those inherent strengths, and then you introduce more in-depth scientific skills,” said Emdin. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5969448/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that adding an arts component to STEM education, also known as STEAM, can provide another avenue for students to find their identities within these subjects. “The arts are the essence of our collective humanity that awakens us to our best selves,” said Emdin, who also serves as the \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SyDaOJuCb3I\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">scholar/griot in residence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the Lincoln Center for Performing Arts and is the creator of \u003c/span>\u003ca href=\"https://hiphoped.com/science-genius/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Science Genius\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a program that explores hip hop and science.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also encourages educators to expand the “A” in STEAM to include two more words: ancestry, which invites students to consider cultural contributions to science, and authenticity, which examines how students can bring their full selves to scientific inquiry. “It’s essential for us to be able to deconstruct [STEAM] and then reconstruct it in ways that are more inclusive, more diverse, and more honoring of indigenous knowledge, of traditional knowledges and localized knowledges,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dreaming can be powerful and transformative. When students have a strong STEM identity, they’re able to dream about themselves and the world in ways that weren’t possible before. “I think we need to offer that luxury to young people. Time should not just be an affordance of those who are privileged,” Emdin said. “Poor folks, Black and brown folks, and marginalized folks need to have the luxury of time to play and time to dream.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60885/how-to-create-a-stem-dream-culture-for-all-students","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_21250","mindshift_20684","mindshift_20980","mindshift_20967","mindshift_21223","mindshift_392","mindshift_551","mindshift_20683","mindshift_47","mindshift_21138","mindshift_391","mindshift_20759"],"featImg":"mindshift_60887","label":"mindshift_21847"},"mindshift_60851":{"type":"posts","id":"mindshift_60851","meta":{"index":"posts_1591205157","site":"mindshift","id":"60851","score":null,"sort":[1673633661000]},"guestAuthors":[],"slug":"can-a-middle-school-class-help-scientists-create-a-cooler-place-to-play","title":"Can a middle school class help scientists create a cooler place to play?","publishDate":1673633661,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\"Take a look over your data sheet and make sure you know what all the words mean,\" Sarah Slack tells her class of eighth graders. The students stop talking to each other and turn toward their science teacher, who is standing in front of a digital blackboard holding up a sample data sheet. \"We're going to be not only collecting temperatures in the sun and in the shade, but you're going to choose some words to describe the weather.\"\u003c/p>\n\u003cp>Slack's students do a lot of hands-on science. Inside their Brooklyn, N.Y. junior high school, J.H.S. 223, she's built a lab that is a small ecosystem itself. On one end of the room hydroponic gardens spritz water over patches of arugula, kale, cucumbers, peppers, and tomatoes, the grow lights casting a bright white glow across the room. In a back corner, tiny baby trout swim in a bubbling aquarium, the filter humming quietly. And on Slack's desk common mollies, another small fish, dart around a tank with basil growing out of the top. Each nourishes the other in a symbiotic cycle.\u003c/p>\n\u003cp>But on this early November day, the school playground will serve as the students' lab. \"I think we're ready, everybody,\" Slack says, opening the classroom door. \"You're going to need to bring three things with you – something to write with, your notebook, and you're going to need an infrared surface thermometer.\"\u003c/p>\n\u003cp>The students surround a milk crate at the center of the room to grab handheld thermometers, which they quickly begin testing on everything around them – the desks, the chairs and their bodies – before following their teacher out the door.\u003c/p>\n\u003cfigure id=\"attachment_60854\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60854\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8637_custom-190e43a82b40c22eb911b7d70ec73917e7f2aa8b-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Slack's students use handheld digital thermometers to measure temperatures around their school playground. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While this temperature-taking lesson will provide basic practice in data collection, Slack has a much bigger lesson in mind.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She'll upload the measurements these students collect from playground surfaces to a database made available to climate scientists through NASA. Slack aims to help her eighth graders understand climate change and also how to use science to mitigate the tangible impacts of the warming world. Especially right here at their school and in their neighborhood.\u003c/p>\n\u003ch3>Students measure surface temps in the schoolyard\u003c/h3>\n\u003cp>Slack reminds them what surface temperatures they'll be investigating. \"We're measuring pavement, concrete, dirt and grass. Which one of these is going to be the hardest to find out there?\" she asks.\u003c/p>\n\u003cp>It's an easy question. \"Grass,\" several students mutter at once.\u003c/p>\n\u003cp>The playground they're heading toward is similar to many in New York and other urban areas. It's made of – and surrounded by – asphalt and concrete, materials that heat up quickly but cool off slowly.\u003c/p>\n\u003cp>To get there, the students have to go through a tunnel of metal construction scaffolding that surrounds their school. Some run and skip; others amble slowly, gossiping with friends. They all spill out onto a wide open blacktop. The only plant life here is a handful of spindly trees, leaves brown and falling, spaced out along the playground's perimeter in small dirt plots.\u003c/p>\n\u003cp>Students split up to take surface temperatures of different materials in the yard. Most scurry around the asphalt pavement, pointing their thermometers toward the ground. Others start collecting temperature data from the small dirt patches under the trees, trying to find both sunny and shady spots to measure. A handful of students head for a bright, colorful mural painted on a concrete wall that serves as one of the borders of the playground.\u003c/p>\n\u003cfigure id=\"attachment_60852\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60852\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8690_custom-baadef4a33619f867bd3efd2afd656769e5d9265-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">The temperature data these eighth graders are collecting from various spots around their school playground will be uploaded to a NASA database for climate scientists to use. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One eighth grader, Li Qing, wearing pastel pink sweats and puffy lavender jacket, points her handheld thermometer at part of the large mural. \"It's technically hotter than the dirt,\" she notes. \"I guess the cement absorbs more heat, or something,\" she thinks out loud.\u003c/p>\n\u003cp>She points her thermometer at a flower painted in the mural.\u003c/p>\n\u003cp>\"The white one is only 70 degrees,\" she says, before pivoting to a part of the mural inches away, showing a black bicycle tire.\u003c/p>\n\u003cp>\"Oh my God. 89!\" she says.\u003c/p>\n\u003cp>In short order, most students had measured and recorded temperatures of three of the four surfaces Slack asked them to measure.\u003c/p>\n\u003cp>Just one left to find. Grass.\u003c/p>\n\u003ch3>Urban schools can be neighborhood hot spots\u003c/h3>\n\u003cp>This hard surface playground is tucked between the four-story brick school building on one side and the concrete wall of a New York townhouse – with the mural – on another. Two tall chain link fences edge the rest of the playground. Through the metal links, blacktop streets lined with brick houses stretch as far as the eye can see.\u003c/p>\n\u003cp>City data ranks this neighborhood, Borough Park, high on \u003ca href=\"https://a816-dohbesp.nyc.gov/IndicatorPublic/beta/key-topics/climatehealth/hvi/\">its \"heat vulnerability\" index\u003c/a>, which shows the relative impact of extreme heat events, such as deaths, on different communities. Surface temperatures are one big indicator of risk, and as Slack's students discover, the materials surrounding their school – asphalt and concrete – get hot.\u003c/p>\n\u003cp>When scientists look at a bunch of neighborhoods like Borough Park together, they see what's called an \"urban heat island\" – places where urban centers are significantly warmer than their suburban and rural neighbors. Within cities, different neighborhoods, blocks and even buildings can have different surface temperatures.\u003c/p>\n\u003cp>Historic inequity plays a significant role: neighborhoods that have long been \u003ca href=\"https://www.npr.org/2019/09/03/754044732/as-rising-heat-bakes-u-s-cities-the-poor-often-feel-it-most\">low-income\u003c/a> and \u003ca href=\"https://www.nature.com/articles/d41586-021-01881-4\">majority people of color\u003c/a> often \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0169204618307710\">lack parks, lush green lawns and trees\u003c/a> that can help cool off a neighborhood.\u003c/p>\n\u003cp>\"Formerly redlined neighborhoods are also those that tend to have fewer trees, and also more heat so that those patterns all connect to environmental justice issues,\" Slack says.\u003c/p>\n\u003cp>Borough Park has a \u003ca href=\"https://eportfolios.macaulay.cuny.edu/reelneighborhoods/2017/05/23/from-suburb-to-shtetl-how-borough-park-brooklyn-laid-claim-to-the-largest-population-of-jews-in-america/#:~:text=Borough%20Park%20had%20its%20beginnings,agriculture%20and%20crops%20to%20dwindle.\">long immigrant history\u003c/a> and high rates of \u003ca href=\"https://censusreporter.org/profiles/79500US3604014-nyc-brooklyn-community-district-12-borough-park-kensington-ocean-parkway-puma-ny/\">poverty and renters\u003c/a> compared to the average in New York City. The two parks nearest J.H.S 223 are both a five minute walk from the school. Although they provide some shade and greenery, they are also part of the urban infrastructure, with leafy trees tucked around paved play areas. One park is right next to an elevated train line.\u003c/p>\n\u003cfigure id=\"attachment_60855\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60855\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8709_custom-6db2357a8639f4d27d1e0cf6227637322d49338d-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Science teacher Sarah Slack wants her students to build scientific skills and collect data that could be used to advocate for changes to help cool down their own urban neighborhood. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Slack hopes that teaching her students to think like scientists can be a catalyst for change right in this neighborhood.\u003c/p>\n\u003cp>\"If we had more trees or more grass around us in Brooklyn, then people walking to the store on a hot day would be more protected from those hot temperatures,\" Slack says. \"I think the most important thing that would come out of doing this kind of work is for students to realize that they don't have to fix climate change, but they have the ability to make things better in their own communities.\"\u003c/p>\n\u003cp>The data from their school yard might contribute to doing both.\u003c/p>\n\u003ch3>Students' measurements help fill gaps in global data\u003c/h3>\n\u003cp>The official temperature for Borough Park the fall day Slack's students did this outdoor lab was an unseasonably warm 68 degrees. Around the playground, students clocked temperatures lower and much higher than that.\u003c/p>\n\u003cp>\"53 point 6,\" one student reported to Slack, measuring the pavement in the shade of the school building.\u003c/p>\n\u003cp>\"Hold up, I got 79,\" another student told her group of friends as they stood in a circle in the sun comparing readings. \"I got 81,\" one of her friends responded, pointing her thermometer toward her feet on the hot asphalt.\u003c/p>\n\u003cp>One patch of the playground asphalt pavement isn't black. It's has a grid of six circles, each a different color of the rainbow. Two years ago, Slack and her students painted this, as a way to test what a completely different schoolyard might feel like – a playground that was yellow, or blue, or purple instead of black. \"We measure the temperature there to see what would happen if we painted the whole yard a color,\" Slack says.\u003c/p>\n\u003cfigure id=\"attachment_60856\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60856\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8719_custom-0f5899b892f3b401900b0c6b1f946ec1297ad9a0-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Students log heat measurements, then calculate the average temperature of asphalt, concrete, dirt, and grass, in both sunlight and shade. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The circles are faded from two years of sun, sneakers, and bouncing balls. But they're still cooler than the surrounding blacktop.\u003c/p>\n\u003cp>\"Purple was the hottest years ago, but it's so faded now I didn't know if it would still be the hottest one,\" Slack says, reviewing one student's data sheet – which showed that even faded, the purple circle still absorbs the most heat.\u003c/p>\n\u003cp>Later, students will punch numbers from their scribbled sheets into calculators to determine average temperatures for different surfaces. Slack combines data from all her classes and adds it to a national collection via a \u003ca href=\"https://observer.globe.gov/about/get-the-app\">NASA app called GLOBE\u003c/a>.\u003c/p>\n\u003cp>Climate scientists have used a mixture of satellite measurements and on-the-ground temperature recordings to document urban heat islands. While satellites are much more convenient, since they can capture the temperature of a large area very quickly, they do not entirely reflect what people feel on the street.\u003c/p>\n\u003cp>\"We have to remember that [a satellite is] going to pick up what it hits first,\" says Jennifer Vanos, a climate scientist at Arizona State University who studies extreme heat and schools. \"So the top of the tree, the top of the building, the top of some shade canopy, which means it's not going to get what's kind of under that which is valuable information we do miss and if we're thinking about what's at the level of where human is, we might miss some of that surface temperature information.\"\u003c/p>\n\u003cp>Things like the construction scaffolding circling much of J.H.S. 223 and the awnings of nearby bodegas would block satellites from collecting street-level temperatures around the school and neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_60857\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60857\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8793_custom-431b4a9f20610a1b4c627c21fa559f10c2803618-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">After measuring heat levels around their playground, science students at Brooklyn's J.H.S 223, including Fatiha Khan, seen here, calculate the overall average temperatures of four types of surfaces. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Satellites also average temperature data over 30 square meter chunks, which is helpful in studying larger trends between neighborhoods but leaves out a lot of detail, such as how hot one building is compared to another.\u003c/p>\n\u003cp>University of Toledo geographer Kevin Czajkowski is helping \u003ca href=\"https://www.globe.gov/\">NASA coordinate projects\u003c/a> like Slack's with schools across the country.\u003c/p>\n\u003cp>Czajkowski says that efforts to study the urban heat island effect have picked up in the past several years. \"GLOBE is facilitating studying the urban heat island. I think that's helped,\" he says.\u003c/p>\n\u003cp>In addition, this street-level data alongside the satellite readings could help local governments decide where to plant trees, set up cooling centers, or make future schools and playgrounds more resilient to heat – and safer for kids.\u003c/p>\n\u003ch3>Hot playgrounds can be dangerous\u003c/h3>\n\u003cp>Even within a dense city like New York, schools can stick out as hotspots if they lack shade or plants.\u003c/p>\n\u003cp>\"If a school yard is dark asphalt and rubber or artificial turf, or concrete and there's not much shade or vegetation, then yes, you will end up seeing that those pop out on urban [heat] maps,\" says Vanos.\u003c/p>\n\u003cp>She also says heat trapped and amplified by schools and playgrounds can become \u003ca href=\"https://www.nature.com/articles/d41586-021-01881-4\">dangerous\u003c/a> for kids.\u003c/p>\n\u003cfigure id=\"attachment_60863\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-60863\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/Picture3.png\" alt=\"\" width=\"800\" height=\"305\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/Picture3.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Picture3-160x61.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Picture3-768x293.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Two students measure the temperature of a metal shipping container in the parking lot of their school (L). A thermal camera image (R) of them at work suggests they'll find differences even up and down the container wall. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"If they are starting to experience the signs of heat illness, a lot of times kids may not notice that and just kind of keep playing,\" she says. \"We want them to play and that's the goal of playgrounds for sure, but we want to make sure that the environments that they're provided to play are conducive to play even when it's hot out.\"\u003c/p>\n\u003cp>NASA coordinator Czajkowski knows from experience how detrimental hot playgrounds can be to children. His youngest son came home one day suffering from heat illness after playing outside at school. \"He was really sick,\" Czajkowski says.\u003c/p>\n\u003ch3>Plants can make a playground much cooler\u003c/h3>\n\u003cp>As Slack's students wrap up collecting the temperatures of asphalt, concrete, and dirt, many flock to her. \"Where is the grass?\" they ask. Slack points them outside the playground, through the gate of a chain link fence, across the school parking lot, and out onto the sidewalk.\u003c/p>\n\u003cp>The young scientists crowd around a few meager patches of green rooted under a couple of trees in the street strip. They try to aim their thermometers to catch the temperature of the sparse blades.\u003c/p>\n\u003cp>The grass appears cooler than on the blacktop. \"67, 69.9,\" one student called out numbers from his thermometer to others gathered around the tree.\u003c/p>\n\u003cfigure id=\"attachment_60859\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60859\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8735_custom-ce212165e823a9b64b6d4d221d219943a23331eb-800x519.jpg\" alt=\"\" width=\"800\" height=\"519\">\u003cfigcaption class=\"wp-caption-text\">Students outside Brooklyn's J.H.S. 223 try to measure the surface temperature of dirt and single blades of grass. Schools can become hotspots if, like this one, they have lots of asphalt and little vegetation. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But because this patch of green is so tiny, surrounded by a sea of heat-absorbing city, it can't help cool the area much. \"Just because those two surface temperatures are different does not mean that the air temperature above them is different necessarily,\" Vanos, the climate scientist says. \"When you start to have large areas of asphalt, or large parks, then you can start to see an influence on air temperature.\"\u003c/p>\n\u003cp>Slack hopes this lesson will empower her students to imagine a completely different type of playground, dominated by plants, trees and natural surfaces, that could serve as a safer place to play amid rising temperatures and help cool off the surrounding neighborhood.\u003c/p>\n\u003cp>\"I understand all the challenges of having plants in an area where 200 middle school students go outside for recess,\" Slack says. \"But I see the overwhelming value of providing them with a space that's going to be cooler and that's going to help make their entire neighborhood cooler.\"\u003c/p>\n\u003cfigure id=\"attachment_60860\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60860\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8526_custom-68f89f7f26c3ef2af40634b603f93c299ad677bc-800x533.jpe\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Slack hopes this lesson will inspire her middle school students to advocate for improvements to their outdoor environment, at school and in their wider community.\u003c/figcaption>\u003c/figure>\n\u003cp>Over the next year, Slack hopes to train other teachers in New York schools to do the same sorts of data collection she does with her students, both to add to global warming data and to help paint a picture of temperatures at schools across the city.\u003c/p>\n\u003cp>But most immediately, she hopes that students in this school walk away from her class inspired to help their own community.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"My students are a population that need to hear and understand that they're going to have to talk louder and wave their arms around more to get the attention that their community needs more than many other communities in the city,\" Slack says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Can+a+middle+school+class+help+scientists+create+a+cooler+place+to+play%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"As global temperatures rise, middle school students are learning research skills that could help cool off their school and neighborhood.","status":"publish","parent":0,"modified":1674010274,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":56,"wordCount":2540},"headData":{"title":"Can a middle school class help scientists create a cooler place to play? - MindShift","description":"As global temperatures rise, Brooklyn middle schoolers are learning research skills that could help cool off their school and neighborhood.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"nprByline":"Anil Oza","nprImageAgency":"Mohamed Sadek for NPR","nprStoryId":"1137375813","nprApiLink":"http://api.npr.org/query?id=1137375813&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/01/13/1137375813/can-a-middle-school-class-help-scientists-create-a-cooler-place-to-play?ft=nprml&f=1137375813","nprRetrievedStory":"1","nprPubDate":"Fri, 13 Jan 2023 05:00:00 -0500","nprStoryDate":"Fri, 13 Jan 2023 05:00:36 -0500","nprLastModifiedDate":"Fri, 13 Jan 2023 05:00:36 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60851/can-a-middle-school-class-help-scientists-create-a-cooler-place-to-play","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Take a look over your data sheet and make sure you know what all the words mean,\" Sarah Slack tells her class of eighth graders. The students stop talking to each other and turn toward their science teacher, who is standing in front of a digital blackboard holding up a sample data sheet. \"We're going to be not only collecting temperatures in the sun and in the shade, but you're going to choose some words to describe the weather.\"\u003c/p>\n\u003cp>Slack's students do a lot of hands-on science. Inside their Brooklyn, N.Y. junior high school, J.H.S. 223, she's built a lab that is a small ecosystem itself. On one end of the room hydroponic gardens spritz water over patches of arugula, kale, cucumbers, peppers, and tomatoes, the grow lights casting a bright white glow across the room. In a back corner, tiny baby trout swim in a bubbling aquarium, the filter humming quietly. And on Slack's desk common mollies, another small fish, dart around a tank with basil growing out of the top. Each nourishes the other in a symbiotic cycle.\u003c/p>\n\u003cp>But on this early November day, the school playground will serve as the students' lab. \"I think we're ready, everybody,\" Slack says, opening the classroom door. \"You're going to need to bring three things with you – something to write with, your notebook, and you're going to need an infrared surface thermometer.\"\u003c/p>\n\u003cp>The students surround a milk crate at the center of the room to grab handheld thermometers, which they quickly begin testing on everything around them – the desks, the chairs and their bodies – before following their teacher out the door.\u003c/p>\n\u003cfigure id=\"attachment_60854\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60854\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8637_custom-190e43a82b40c22eb911b7d70ec73917e7f2aa8b-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Slack's students use handheld digital thermometers to measure temperatures around their school playground. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While this temperature-taking lesson will provide basic practice in data collection, Slack has a much bigger lesson in mind.\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>She'll upload the measurements these students collect from playground surfaces to a database made available to climate scientists through NASA. Slack aims to help her eighth graders understand climate change and also how to use science to mitigate the tangible impacts of the warming world. Especially right here at their school and in their neighborhood.\u003c/p>\n\u003ch3>Students measure surface temps in the schoolyard\u003c/h3>\n\u003cp>Slack reminds them what surface temperatures they'll be investigating. \"We're measuring pavement, concrete, dirt and grass. Which one of these is going to be the hardest to find out there?\" she asks.\u003c/p>\n\u003cp>It's an easy question. \"Grass,\" several students mutter at once.\u003c/p>\n\u003cp>The playground they're heading toward is similar to many in New York and other urban areas. It's made of – and surrounded by – asphalt and concrete, materials that heat up quickly but cool off slowly.\u003c/p>\n\u003cp>To get there, the students have to go through a tunnel of metal construction scaffolding that surrounds their school. Some run and skip; others amble slowly, gossiping with friends. They all spill out onto a wide open blacktop. The only plant life here is a handful of spindly trees, leaves brown and falling, spaced out along the playground's perimeter in small dirt plots.\u003c/p>\n\u003cp>Students split up to take surface temperatures of different materials in the yard. Most scurry around the asphalt pavement, pointing their thermometers toward the ground. Others start collecting temperature data from the small dirt patches under the trees, trying to find both sunny and shady spots to measure. A handful of students head for a bright, colorful mural painted on a concrete wall that serves as one of the borders of the playground.\u003c/p>\n\u003cfigure id=\"attachment_60852\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60852\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8690_custom-baadef4a33619f867bd3efd2afd656769e5d9265-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">The temperature data these eighth graders are collecting from various spots around their school playground will be uploaded to a NASA database for climate scientists to use. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One eighth grader, Li Qing, wearing pastel pink sweats and puffy lavender jacket, points her handheld thermometer at part of the large mural. \"It's technically hotter than the dirt,\" she notes. \"I guess the cement absorbs more heat, or something,\" she thinks out loud.\u003c/p>\n\u003cp>She points her thermometer at a flower painted in the mural.\u003c/p>\n\u003cp>\"The white one is only 70 degrees,\" she says, before pivoting to a part of the mural inches away, showing a black bicycle tire.\u003c/p>\n\u003cp>\"Oh my God. 89!\" she says.\u003c/p>\n\u003cp>In short order, most students had measured and recorded temperatures of three of the four surfaces Slack asked them to measure.\u003c/p>\n\u003cp>Just one left to find. Grass.\u003c/p>\n\u003ch3>Urban schools can be neighborhood hot spots\u003c/h3>\n\u003cp>This hard surface playground is tucked between the four-story brick school building on one side and the concrete wall of a New York townhouse – with the mural – on another. Two tall chain link fences edge the rest of the playground. Through the metal links, blacktop streets lined with brick houses stretch as far as the eye can see.\u003c/p>\n\u003cp>City data ranks this neighborhood, Borough Park, high on \u003ca href=\"https://a816-dohbesp.nyc.gov/IndicatorPublic/beta/key-topics/climatehealth/hvi/\">its \"heat vulnerability\" index\u003c/a>, which shows the relative impact of extreme heat events, such as deaths, on different communities. Surface temperatures are one big indicator of risk, and as Slack's students discover, the materials surrounding their school – asphalt and concrete – get hot.\u003c/p>\n\u003cp>When scientists look at a bunch of neighborhoods like Borough Park together, they see what's called an \"urban heat island\" – places where urban centers are significantly warmer than their suburban and rural neighbors. Within cities, different neighborhoods, blocks and even buildings can have different surface temperatures.\u003c/p>\n\u003cp>Historic inequity plays a significant role: neighborhoods that have long been \u003ca href=\"https://www.npr.org/2019/09/03/754044732/as-rising-heat-bakes-u-s-cities-the-poor-often-feel-it-most\">low-income\u003c/a> and \u003ca href=\"https://www.nature.com/articles/d41586-021-01881-4\">majority people of color\u003c/a> often \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0169204618307710\">lack parks, lush green lawns and trees\u003c/a> that can help cool off a neighborhood.\u003c/p>\n\u003cp>\"Formerly redlined neighborhoods are also those that tend to have fewer trees, and also more heat so that those patterns all connect to environmental justice issues,\" Slack says.\u003c/p>\n\u003cp>Borough Park has a \u003ca href=\"https://eportfolios.macaulay.cuny.edu/reelneighborhoods/2017/05/23/from-suburb-to-shtetl-how-borough-park-brooklyn-laid-claim-to-the-largest-population-of-jews-in-america/#:~:text=Borough%20Park%20had%20its%20beginnings,agriculture%20and%20crops%20to%20dwindle.\">long immigrant history\u003c/a> and high rates of \u003ca href=\"https://censusreporter.org/profiles/79500US3604014-nyc-brooklyn-community-district-12-borough-park-kensington-ocean-parkway-puma-ny/\">poverty and renters\u003c/a> compared to the average in New York City. The two parks nearest J.H.S 223 are both a five minute walk from the school. Although they provide some shade and greenery, they are also part of the urban infrastructure, with leafy trees tucked around paved play areas. One park is right next to an elevated train line.\u003c/p>\n\u003cfigure id=\"attachment_60855\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60855\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8709_custom-6db2357a8639f4d27d1e0cf6227637322d49338d-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Science teacher Sarah Slack wants her students to build scientific skills and collect data that could be used to advocate for changes to help cool down their own urban neighborhood. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Slack hopes that teaching her students to think like scientists can be a catalyst for change right in this neighborhood.\u003c/p>\n\u003cp>\"If we had more trees or more grass around us in Brooklyn, then people walking to the store on a hot day would be more protected from those hot temperatures,\" Slack says. \"I think the most important thing that would come out of doing this kind of work is for students to realize that they don't have to fix climate change, but they have the ability to make things better in their own communities.\"\u003c/p>\n\u003cp>The data from their school yard might contribute to doing both.\u003c/p>\n\u003ch3>Students' measurements help fill gaps in global data\u003c/h3>\n\u003cp>The official temperature for Borough Park the fall day Slack's students did this outdoor lab was an unseasonably warm 68 degrees. Around the playground, students clocked temperatures lower and much higher than that.\u003c/p>\n\u003cp>\"53 point 6,\" one student reported to Slack, measuring the pavement in the shade of the school building.\u003c/p>\n\u003cp>\"Hold up, I got 79,\" another student told her group of friends as they stood in a circle in the sun comparing readings. \"I got 81,\" one of her friends responded, pointing her thermometer toward her feet on the hot asphalt.\u003c/p>\n\u003cp>One patch of the playground asphalt pavement isn't black. It's has a grid of six circles, each a different color of the rainbow. Two years ago, Slack and her students painted this, as a way to test what a completely different schoolyard might feel like – a playground that was yellow, or blue, or purple instead of black. \"We measure the temperature there to see what would happen if we painted the whole yard a color,\" Slack says.\u003c/p>\n\u003cfigure id=\"attachment_60856\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60856\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8719_custom-0f5899b892f3b401900b0c6b1f946ec1297ad9a0-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Students log heat measurements, then calculate the average temperature of asphalt, concrete, dirt, and grass, in both sunlight and shade. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The circles are faded from two years of sun, sneakers, and bouncing balls. But they're still cooler than the surrounding blacktop.\u003c/p>\n\u003cp>\"Purple was the hottest years ago, but it's so faded now I didn't know if it would still be the hottest one,\" Slack says, reviewing one student's data sheet – which showed that even faded, the purple circle still absorbs the most heat.\u003c/p>\n\u003cp>Later, students will punch numbers from their scribbled sheets into calculators to determine average temperatures for different surfaces. Slack combines data from all her classes and adds it to a national collection via a \u003ca href=\"https://observer.globe.gov/about/get-the-app\">NASA app called GLOBE\u003c/a>.\u003c/p>\n\u003cp>Climate scientists have used a mixture of satellite measurements and on-the-ground temperature recordings to document urban heat islands. While satellites are much more convenient, since they can capture the temperature of a large area very quickly, they do not entirely reflect what people feel on the street.\u003c/p>\n\u003cp>\"We have to remember that [a satellite is] going to pick up what it hits first,\" says Jennifer Vanos, a climate scientist at Arizona State University who studies extreme heat and schools. \"So the top of the tree, the top of the building, the top of some shade canopy, which means it's not going to get what's kind of under that which is valuable information we do miss and if we're thinking about what's at the level of where human is, we might miss some of that surface temperature information.\"\u003c/p>\n\u003cp>Things like the construction scaffolding circling much of J.H.S. 223 and the awnings of nearby bodegas would block satellites from collecting street-level temperatures around the school and neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_60857\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60857\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8793_custom-431b4a9f20610a1b4c627c21fa559f10c2803618-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">After measuring heat levels around their playground, science students at Brooklyn's J.H.S 223, including Fatiha Khan, seen here, calculate the overall average temperatures of four types of surfaces. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Satellites also average temperature data over 30 square meter chunks, which is helpful in studying larger trends between neighborhoods but leaves out a lot of detail, such as how hot one building is compared to another.\u003c/p>\n\u003cp>University of Toledo geographer Kevin Czajkowski is helping \u003ca href=\"https://www.globe.gov/\">NASA coordinate projects\u003c/a> like Slack's with schools across the country.\u003c/p>\n\u003cp>Czajkowski says that efforts to study the urban heat island effect have picked up in the past several years. \"GLOBE is facilitating studying the urban heat island. I think that's helped,\" he says.\u003c/p>\n\u003cp>In addition, this street-level data alongside the satellite readings could help local governments decide where to plant trees, set up cooling centers, or make future schools and playgrounds more resilient to heat – and safer for kids.\u003c/p>\n\u003ch3>Hot playgrounds can be dangerous\u003c/h3>\n\u003cp>Even within a dense city like New York, schools can stick out as hotspots if they lack shade or plants.\u003c/p>\n\u003cp>\"If a school yard is dark asphalt and rubber or artificial turf, or concrete and there's not much shade or vegetation, then yes, you will end up seeing that those pop out on urban [heat] maps,\" says Vanos.\u003c/p>\n\u003cp>She also says heat trapped and amplified by schools and playgrounds can become \u003ca href=\"https://www.nature.com/articles/d41586-021-01881-4\">dangerous\u003c/a> for kids.\u003c/p>\n\u003cfigure id=\"attachment_60863\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-60863\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/Picture3.png\" alt=\"\" width=\"800\" height=\"305\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/Picture3.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Picture3-160x61.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Picture3-768x293.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Two students measure the temperature of a metal shipping container in the parking lot of their school (L). A thermal camera image (R) of them at work suggests they'll find differences even up and down the container wall. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"If they are starting to experience the signs of heat illness, a lot of times kids may not notice that and just kind of keep playing,\" she says. \"We want them to play and that's the goal of playgrounds for sure, but we want to make sure that the environments that they're provided to play are conducive to play even when it's hot out.\"\u003c/p>\n\u003cp>NASA coordinator Czajkowski knows from experience how detrimental hot playgrounds can be to children. His youngest son came home one day suffering from heat illness after playing outside at school. \"He was really sick,\" Czajkowski says.\u003c/p>\n\u003ch3>Plants can make a playground much cooler\u003c/h3>\n\u003cp>As Slack's students wrap up collecting the temperatures of asphalt, concrete, and dirt, many flock to her. \"Where is the grass?\" they ask. Slack points them outside the playground, through the gate of a chain link fence, across the school parking lot, and out onto the sidewalk.\u003c/p>\n\u003cp>The young scientists crowd around a few meager patches of green rooted under a couple of trees in the street strip. They try to aim their thermometers to catch the temperature of the sparse blades.\u003c/p>\n\u003cp>The grass appears cooler than on the blacktop. \"67, 69.9,\" one student called out numbers from his thermometer to others gathered around the tree.\u003c/p>\n\u003cfigure id=\"attachment_60859\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60859\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8735_custom-ce212165e823a9b64b6d4d221d219943a23331eb-800x519.jpg\" alt=\"\" width=\"800\" height=\"519\">\u003cfigcaption class=\"wp-caption-text\">Students outside Brooklyn's J.H.S. 223 try to measure the surface temperature of dirt and single blades of grass. Schools can become hotspots if, like this one, they have lots of asphalt and little vegetation. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But because this patch of green is so tiny, surrounded by a sea of heat-absorbing city, it can't help cool the area much. \"Just because those two surface temperatures are different does not mean that the air temperature above them is different necessarily,\" Vanos, the climate scientist says. \"When you start to have large areas of asphalt, or large parks, then you can start to see an influence on air temperature.\"\u003c/p>\n\u003cp>Slack hopes this lesson will empower her students to imagine a completely different type of playground, dominated by plants, trees and natural surfaces, that could serve as a safer place to play amid rising temperatures and help cool off the surrounding neighborhood.\u003c/p>\n\u003cp>\"I understand all the challenges of having plants in an area where 200 middle school students go outside for recess,\" Slack says. \"But I see the overwhelming value of providing them with a space that's going to be cooler and that's going to help make their entire neighborhood cooler.\"\u003c/p>\n\u003cfigure id=\"attachment_60860\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60860\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8526_custom-68f89f7f26c3ef2af40634b603f93c299ad677bc-800x533.jpe\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Slack hopes this lesson will inspire her middle school students to advocate for improvements to their outdoor environment, at school and in their wider community.\u003c/figcaption>\u003c/figure>\n\u003cp>Over the next year, Slack hopes to train other teachers in New York schools to do the same sorts of data collection she does with her students, both to add to global warming data and to help paint a picture of temperatures at schools across the city.\u003c/p>\n\u003cp>But most immediately, she hopes that students in this school walk away from her class inspired to help their own community.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"My students are a population that need to hear and understand that they're going to have to talk louder and wave their arms around more to get the attention that their community needs more than many other communities in the city,\" Slack says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Can+a+middle+school+class+help+scientists+create+a+cooler+place+to+play%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60851/can-a-middle-school-class-help-scientists-create-a-cooler-place-to-play","authors":["byline_mindshift_60851"],"categories":["mindshift_21508"],"tags":["mindshift_21124","mindshift_551","mindshift_47"],"featImg":"mindshift_60853","label":"mindshift"},"mindshift_60743":{"type":"posts","id":"mindshift_60743","meta":{"index":"posts_1591205157","site":"mindshift","id":"60743","score":null,"sort":[1672918773000]},"guestAuthors":[],"slug":"puberty-education-varies-widely-heres-a-science-based-period-talk-to-inform-both-kids-and-adults","title":"Puberty education varies widely. Here's a science-based 'period talk' to inform both kids and adults","publishDate":1672918773,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Listen to Short Wave on \u003c/em>\u003ca href=\"https://n.pr/3HOQKeK\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://n.pr/3WA9vqh\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://n.pr/3Vi9Xsm\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Google Podcasts\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>When and how people receive puberty education varies greatly. Some are taught according to thorough curricula; others spend hours searching for answers to their questions online.\u003c/p>\n\u003cp>\u003cem>Short Wave co-\u003c/em>host \u003ca href=\"https://www.npr.org/people/767284140/emily-kwong\" target=\"_blank\" rel=\"noopener noreferrer\">Emily Kwong\u003c/a> is in the first category. When 10-year-old Emily first learned about periods, she asked her mom for diagrams and procedures — because information is comforting. On the other hand, when 10-year old \u003cem>Short Wave\u003c/em> producer \u003ca href=\"https://www.npr.org/people/1083758522/margaret-cirino\" target=\"_blank\" rel=\"noopener noreferrer\">Margaret Cirino\u003c/a> first learned about periods, she was confused and a little scared.\u003c/p>\n\u003cp>Fast forward a decade or so ... and there is a lot that adult Emily and adult Marge still don't know about their periods!\u003c/p>\n\u003cp>That's why today Emily and Marge team up to provide a new and improved period talk. They chat with \u003ca href=\"https://twitter.com/DrKBrandi\" target=\"_blank\" rel=\"noopener noreferrer\">Kristyn Brandi\u003c/a>, an OB/GYN and family planning doctor, and \u003ca href=\"https://thebleedread.com/about/\" target=\"_blank\" rel=\"noopener noreferrer\">Mandi Tembo\u003c/a>, a menstrual health PhD candidate, about everything they wish they knew about their periods. Consider this episode a period manual, complete with an overview of the menstrual cycle, the science of how periods work, how to know when something is abnormal — and whether to have a period in the first place.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Check out our episode on period tracking apps and data privacy \u003ca href=\"https://www.npr.org/2021/12/29/1068930998/when-tracking-your-period-lets-companies-track-you\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cem>Listen to Short Wave on \u003c/em>\u003ca href=\"https://n.pr/3HOQKeK\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://n.pr/3WA9vqh\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://n.pr/3Vi9Xsm\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Google Podcasts\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This episode was reported and produced by Margaret Cirino. It was edited by Gisele Grayson and Rebecca Ramirez. Brit Hanson checked the facts. The audio engineer was Alex Drewenskus. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Period+Talk+%28For+Adults%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Every month, 1.8 billion people menstruate globally. For those people, managing periods is essential for strong reproductive and emotional health, social wellbeing and bodily autonomy. But a lot of people haven't been educated about periods or the menstrual cycle since they were kids — if at all. This episode, a period manual in four parts: How periods work, the different stages of the menstrual cycle, how to know when something's wrong, and whether to have a period in the first place. ","status":"publish","parent":0,"modified":1672931357,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":267},"headData":{"title":"Puberty education varies widely. Here's a science-based 'period talk' to inform both kids and adults - MindShift","description":"Accurate information about menstruation plays a big role in physical and emotional health. NPR's Short Wave podcast presents a period manual in four parts.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"nprByline":"Margaret Cirino, Emily Kwong, Gisele Grayson, Rebecca Ramirez","nprImageAgency":"Getty Images/Westend61","nprStoryId":"1146886275","nprApiLink":"http://api.npr.org/query?id=1146886275&profileTypeId=15&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/01/04/1146886275/the-period-talk-for-adults?ft=nprml&f=1146886275","nprRetrievedStory":"1","nprPubDate":"Thu, 05 Jan 2023 00:11:00 -0500","nprStoryDate":"Thu, 05 Jan 2023 00:10:54 -0500","nprLastModifiedDate":"Thu, 05 Jan 2023 00:11:09 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/dailyscience/2023/01/20230105_dailyscience_c3a37cd1-290e-469f-a24a-bafadf312da8.mp3?orgId=1&topicId=1007&d=791&p=510351&story=1146886275&t=podcast&e=1146886275&ft=nprml&f=1146886275,https://ondemand.npr.org/anon.npr-mp3/npr/dailyscience/2023/01/20230105_dailyscience_8ba25b8f-a933-4704-be00-a8dbdd185ddb_noad.mp3?orgId=1&topicId=1007&d=791&p=510351&story=1146886275&t=podcast&e=1146886275&ft=nprml&f=1146886275","nprAudioM3u":"http://api.npr.org/m3u/11147007596-cd8276.m3u?orgId=1&topicId=1007&d=791&p=510351&story=1146886275&t=podcast&e=1146886275&ft=nprml&f=1146886275,http://api.npr.org/m3u/11147026565-16f8be.m3u?orgId=1&topicId=1007&d=791&p=510351&story=1146886275&t=podcast&e=1146886275&ft=nprml&f=1146886275","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60743/puberty-education-varies-widely-heres-a-science-based-period-talk-to-inform-both-kids-and-adults","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/dailyscience/2023/01/20230105_dailyscience_c3a37cd1-290e-469f-a24a-bafadf312da8.mp3?orgId=1&topicId=1007&d=791&p=510351&story=1146886275&t=podcast&e=1146886275&ft=nprml&f=1146886275,https://ondemand.npr.org/anon.npr-mp3/npr/dailyscience/2023/01/20230105_dailyscience_8ba25b8f-a933-4704-be00-a8dbdd185ddb_noad.mp3?orgId=1&topicId=1007&d=791&p=510351&story=1146886275&t=podcast&e=1146886275&ft=nprml&f=1146886275","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Listen to Short Wave on \u003c/em>\u003ca href=\"https://n.pr/3HOQKeK\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://n.pr/3WA9vqh\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://n.pr/3Vi9Xsm\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Google Podcasts\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>When and how people receive puberty education varies greatly. Some are taught according to thorough curricula; others spend hours searching for answers to their questions online.\u003c/p>\n\u003cp>\u003cem>Short Wave co-\u003c/em>host \u003ca href=\"https://www.npr.org/people/767284140/emily-kwong\" target=\"_blank\" rel=\"noopener noreferrer\">Emily Kwong\u003c/a> is in the first category. When 10-year-old Emily first learned about periods, she asked her mom for diagrams and procedures — because information is comforting. On the other hand, when 10-year old \u003cem>Short Wave\u003c/em> producer \u003ca href=\"https://www.npr.org/people/1083758522/margaret-cirino\" target=\"_blank\" rel=\"noopener noreferrer\">Margaret Cirino\u003c/a> first learned about periods, she was confused and a little scared.\u003c/p>\n\u003cp>Fast forward a decade or so ... and there is a lot that adult Emily and adult Marge still don't know about their periods!\u003c/p>\n\u003cp>That's why today Emily and Marge team up to provide a new and improved period talk. They chat with \u003ca href=\"https://twitter.com/DrKBrandi\" target=\"_blank\" rel=\"noopener noreferrer\">Kristyn Brandi\u003c/a>, an OB/GYN and family planning doctor, and \u003ca href=\"https://thebleedread.com/about/\" target=\"_blank\" rel=\"noopener noreferrer\">Mandi Tembo\u003c/a>, a menstrual health PhD candidate, about everything they wish they knew about their periods. Consider this episode a period manual, complete with an overview of the menstrual cycle, the science of how periods work, how to know when something is abnormal — and whether to have a period in the first place.\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>Check out our episode on period tracking apps and data privacy \u003ca href=\"https://www.npr.org/2021/12/29/1068930998/when-tracking-your-period-lets-companies-track-you\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cem>Listen to Short Wave on \u003c/em>\u003ca href=\"https://n.pr/3HOQKeK\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://n.pr/3WA9vqh\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://n.pr/3Vi9Xsm\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Google Podcasts\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This episode was reported and produced by Margaret Cirino. It was edited by Gisele Grayson and Rebecca Ramirez. Brit Hanson checked the facts. The audio engineer was Alex Drewenskus. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Period+Talk+%28For+Adults%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60743/puberty-education-varies-widely-heres-a-science-based-period-talk-to-inform-both-kids-and-adults","authors":["byline_mindshift_60743"],"categories":["mindshift_21445"],"tags":["mindshift_21093","mindshift_21255","mindshift_21265","mindshift_21520","mindshift_21210","mindshift_551","mindshift_20963"],"featImg":"mindshift_60744","label":"mindshift"},"mindshift_59420":{"type":"posts","id":"mindshift_59420","meta":{"index":"posts_1591205157","site":"mindshift","id":"59420","score":null,"sort":[1668996048000]},"guestAuthors":[],"slug":"why-students-say-stem-is-hard-and-what-educators-can-do-about-it","title":"Why students say STEM is hard and what educators can do about it","publishDate":1668996048,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>The following is an excerpt from \"\u003ca href=\"https://www.amazon.com/STEM-STEAM-Make-Dream-Reimagining/dp/1328034283/ref=sr_1_1?keywords=stem%2C+steam%2C+make%2C+dream&qid=1652797003&sprefix=STEM%2C+ST%2Caps%2C102&sr=8-1\">STEM, STEAM, Make, Dream: Reimagining the Culture of Science, Technology, Engineering, and Mathematics\"\u003c/a> by Christopher Emdin, Ph.D. Copyright 2021 Houghton Mifflin Harcourt\u003c/em>\u003c/p>\n\u003cp>STEM ability is distributed evenly across the populace. STEM identity is created when that natural ability is fostered by human activity. We are at our very core scientific creatures, but we believe in our STEM selves when the world reinforces what we are. When you think about a baby being born, the very first set of knowledge they are using is scientific knowledge. They are smelling their environment and making observations in the world. They are not using English. They are not using history. They are using math and science. They are making observations, identifying patterns, testing hypotheses, and drawing conclusions. Once they start associating language with what they are seeing, they start expressing what is unfolding before them. There is magic in that unleashing, that revealing. This process is the foundation of STEM. This is what we need to build on in classrooms. Unfortunately, it is not what contemporary STEM education focuses on.\u003c/p>\n\u003cp>Today, if we ask young people, STEM is not about giving voice or language to observations and questions. The only thing it unleashes or reveals is that it is hard and not for everybody. Hundreds of interviews I have held with young people from urban classrooms about science reveal that many students simply believe that “science is hard.” Many of these students, particularly those who were not doing well in science or mathematics classrooms, also believe that the reason they are not doing well is that they are not “smart enough.” This idea of the “hardness” of science and, by proxy, STEM is important to deconstruct.\u003c/p>\n\u003cp>For many, the hardness of STEM is associated with it being academically challenging and with folks not being able to engage with it. In reality, the hardness is about the inflexibility of STEM and the fact that it does not bend to the needs of the person engaging with it. If I attempt to engage with a topic and find it hard, I blame myself without considering that there is something about the subject that is unapproachable. The perception is that the fault cannot possibly be with the academic subject or the methods used to teach it. This flawed approach to thinking about STEM does not consider the more expansive view of the concept of hardness and the notion that if the subject bends to me or my interests, I can forge a relationship to it that increases my desire to spend more time with it. Time spent equals familiarity. And familiarity eventually equals fluency in the language of the “hard” subject. What is hard becomes malleable enough to wrap around you once you are familiar with the language it speaks.\u003c/p>\n\u003cp>Make no mistake: this is not an argument for making subjects easier or less rigorous. Instead, it is an argument for making STEM subjects easier to embrace. It is about recognizing the traumas we create when we convince otherwise intelligent people that there are subjects too mentally challenging for them. This misstep overshadows the real issue, which is that the subject was likely presented poorly, spilling over with meanings attached to words like smart or hard.\u003c/p>\n\u003cfigure id=\"attachment_59421\" class=\"wp-caption alignleft\" style=\"max-width: 138px\">\u003cimg class=\" wp-image-59421\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-800x1200.jpg\" alt=\"\" width=\"138\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1920x2880.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-scaled.jpg 1707w\" sizes=\"(max-width: 138px) 100vw, 138px\">\u003cfigcaption class=\"wp-caption-text\">Author photo by Laura Yost (Courtesy of Houghton Mifflin Harcourt)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Christopher Emdin is professor and program director of Science Education in the Department of Mathematics, Science, and Technology at Teachers College, Columbia University, where he also serves as associate director of the Institute for Urban and Minority Education. The creator of the #HipHopEd social media movement and the Science Genius program, he is the author of the New York Times bestseller \"\u003ca href=\"https://www.penguinrandomhouse.com/books/237679/for-white-folks-who-teach-in-the-hood-and-the-rest-of-yall-too-by-christopher-emdin/\">For White Folks Who Teach in the Hood . . . and the Rest of Y’all Too\u003c/a>\" and \"\u003ca href=\"https://chrisemdin.com/product/urban-science-education-for-the-hip-hop-generation-cultural-and-historical-perspectives-on-science-education/\">Urban Science Education for the Hip-Hop Generation\u003c/a>.\" You can follow him on Twitter at \u003ca href=\"https://twitter.com/chrisemdin?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@chrisemdin\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"In his new book \"STEM, STEAM, Make, Dream: Reimagining the Culture of Science, Technology, Engineering, and Mathematics,\" author Christopher Emdin explains how teachers can renew students' interest in science and math subjects.","status":"publish","parent":0,"modified":1669033770,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":660},"headData":{"title":"Why students say STEM is hard and what educators can do about it - MindShift","description":"How can teachers renew students' interest in science and math? Author Christopher Emdin explains in his new book "STEM, STEAM, Make, Dream: Reimagining the Culture of Science, Technology, Engineering, and Mathematics."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59420 https://ww2.kqed.org/mindshift/?p=59420","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/20/why-students-say-stem-is-hard-and-what-educators-can-do-about-it/","disqusTitle":"Why students say STEM is hard and what educators can do about it","excludeFromSiteSearch":"Include","path":"/mindshift/59420/why-students-say-stem-is-hard-and-what-educators-can-do-about-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>The following is an excerpt from \"\u003ca href=\"https://www.amazon.com/STEM-STEAM-Make-Dream-Reimagining/dp/1328034283/ref=sr_1_1?keywords=stem%2C+steam%2C+make%2C+dream&qid=1652797003&sprefix=STEM%2C+ST%2Caps%2C102&sr=8-1\">STEM, STEAM, Make, Dream: Reimagining the Culture of Science, Technology, Engineering, and Mathematics\"\u003c/a> by Christopher Emdin, Ph.D. Copyright 2021 Houghton Mifflin Harcourt\u003c/em>\u003c/p>\n\u003cp>STEM ability is distributed evenly across the populace. STEM identity is created when that natural ability is fostered by human activity. We are at our very core scientific creatures, but we believe in our STEM selves when the world reinforces what we are. When you think about a baby being born, the very first set of knowledge they are using is scientific knowledge. They are smelling their environment and making observations in the world. They are not using English. They are not using history. They are using math and science. They are making observations, identifying patterns, testing hypotheses, and drawing conclusions. Once they start associating language with what they are seeing, they start expressing what is unfolding before them. There is magic in that unleashing, that revealing. This process is the foundation of STEM. This is what we need to build on in classrooms. Unfortunately, it is not what contemporary STEM education focuses on.\u003c/p>\n\u003cp>Today, if we ask young people, STEM is not about giving voice or language to observations and questions. The only thing it unleashes or reveals is that it is hard and not for everybody. Hundreds of interviews I have held with young people from urban classrooms about science reveal that many students simply believe that “science is hard.” Many of these students, particularly those who were not doing well in science or mathematics classrooms, also believe that the reason they are not doing well is that they are not “smart enough.” This idea of the “hardness” of science and, by proxy, STEM is important to deconstruct.\u003c/p>\n\u003cp>For many, the hardness of STEM is associated with it being academically challenging and with folks not being able to engage with it. In reality, the hardness is about the inflexibility of STEM and the fact that it does not bend to the needs of the person engaging with it. If I attempt to engage with a topic and find it hard, I blame myself without considering that there is something about the subject that is unapproachable. The perception is that the fault cannot possibly be with the academic subject or the methods used to teach it. This flawed approach to thinking about STEM does not consider the more expansive view of the concept of hardness and the notion that if the subject bends to me or my interests, I can forge a relationship to it that increases my desire to spend more time with it. Time spent equals familiarity. And familiarity eventually equals fluency in the language of the “hard” subject. What is hard becomes malleable enough to wrap around you once you are familiar with the language it speaks.\u003c/p>\n\u003cp>Make no mistake: this is not an argument for making subjects easier or less rigorous. Instead, it is an argument for making STEM subjects easier to embrace. It is about recognizing the traumas we create when we convince otherwise intelligent people that there are subjects too mentally challenging for them. This misstep overshadows the real issue, which is that the subject was likely presented poorly, spilling over with meanings attached to words like smart or hard.\u003c/p>\n\u003cfigure id=\"attachment_59421\" class=\"wp-caption alignleft\" style=\"max-width: 138px\">\u003cimg class=\" wp-image-59421\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-800x1200.jpg\" alt=\"\" width=\"138\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1920x2880.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-scaled.jpg 1707w\" sizes=\"(max-width: 138px) 100vw, 138px\">\u003cfigcaption class=\"wp-caption-text\">Author photo by Laura Yost (Courtesy of Houghton Mifflin Harcourt)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Christopher Emdin is professor and program director of Science Education in the Department of Mathematics, Science, and Technology at Teachers College, Columbia University, where he also serves as associate director of the Institute for Urban and Minority Education. The creator of the #HipHopEd social media movement and the Science Genius program, he is the author of the New York Times bestseller \"\u003ca href=\"https://www.penguinrandomhouse.com/books/237679/for-white-folks-who-teach-in-the-hood-and-the-rest-of-yall-too-by-christopher-emdin/\">For White Folks Who Teach in the Hood . . . and the Rest of Y’all Too\u003c/a>\" and \"\u003ca href=\"https://chrisemdin.com/product/urban-science-education-for-the-hip-hop-generation-cultural-and-historical-perspectives-on-science-education/\">Urban Science Education for the Hip-Hop Generation\u003c/a>.\" You can follow him on Twitter at \u003ca href=\"https://twitter.com/chrisemdin?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@chrisemdin\u003c/a>.\u003c/em>\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":"/mindshift/59420/why-students-say-stem-is-hard-and-what-educators-can-do-about-it","authors":["11721"],"categories":["mindshift_21491"],"tags":["mindshift_21341","mindshift_392","mindshift_20893","mindshift_551","mindshift_47","mindshift_391"],"featImg":"mindshift_59422","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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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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