In a recent survey of more than 1,000 educators who use journalism articles and lesson plans from Science News Learning, 99% reported that the program is useful for supporting students鈥� STEM learning, and 100% said they would recommend it to a colleague. That kind of peer-to-peer recommendation speaks volumes. As Megan Larocque, a teacher in Marie, Mich. put it, 鈥淚 wish every student in grades 1鈥�12 in America would use this daily!鈥� When educators share a resource with one another, it signals not only satisfaction but confidence that it will work.

This year, virtually all surveyed educators (96%) reported using Science News Learning at least once a month, a 10% increase from 2024. Many noted that it supports cross-curricular connections and helps students understand how science intersects with their daily lives. Katrice Antoine, an educator from Baton Rouge, La said, 鈥淪cience News provides articles on a variety of topics that are relevant to the community and the world we live in today. This information highlights the connection between science and the real world, as well as other subject areas.鈥�

New program features have also been popular. The recently introduced 鈥淕raph of the Week鈥� lesson plans have already proven useful to 70% of educators. An additional 95% said they either use or plan to use the program鈥檚 standards-aligned lesson plans paired to articles. Data analysis-focused lessons are especially popular, with 79% of educators reporting they found them valuable.

鈥淓ach year the articles are more compelling and more relative to students,鈥� said Nancy Broyles, an educator in Kentucky. 鈥淭he lesson plans have evolved along with best practices. As standards became more phenomenon-based, so did the lessons. This has allowed teachers to quickly find and adapt excellent resources for their own classrooms.鈥�

Teachers have also consistently shared that Science News Learning helps students recognize science in the world around them. Rayemona Boyd of Houma, La. said that students now regularly stop by during the school day to share something interesting they encountered in the news.

Vale Black of Springdale, Arkansas appreciates that the built-in comprehension questions 鈥渢ake some preparation off my plate鈥� while still offering a wide variety of topics to engage student interest.

Eighty-five percent of educators said Science News Learning helps them highlight real-world applications of STEM, 78% said it supports the integration of new scientific discoveries into lessons and 70% said it strengthens students鈥� literacy skills.

In short, teachers recommend Science News Learning because it works, not only for their lesson planning, but also for fostering their students鈥� curiosity, engagement and understanding of science.

Sign up your school to receive the Science News Learning program by filling out this form.

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鈥淲e first introduced ourselves at the Pin Exchange,鈥� Emily shares. Their story started, however, when they first noticed each other in the airport in Minneapolis en route to ISEF 2012. 鈥淲e were both waiting for our connecting flights, and coincidentally, we both took the same flight to Pittsburgh. We then even rode the same ISEF bus to our hotels.鈥�

Their first impressions? Pure infatuation. 鈥淲e were both excited to find out the other was from a rural farming community,鈥� Emily recalls. 鈥淲e had so many similar interests.鈥�

The couple shared their first kiss outside of Heinz Field and Carnegie Science Center at the end of one ISEF鈥檚 evening activities. They spent every activity together and found their competitive sides coming out when they raced each other on the Olympic Sprint challenge track at Carnegie Science Center. (Scott won.)

Emily and Scott dated for three years after first meeting at ISEF, from 2013 to 2015, before life took them in different directions. They found their way back to each other in 2019 and welcomed their son, Griff, in 2022. Emily and Scott got engaged in 2023, were married in 2024 and are now expecting their second baby in February 2026.

鈥淚 think we both felt something very special in the other from the moment we met, and that feeling continued for us both throughout the years, whether we were together or apart,鈥� Emily says. 鈥淣ever in a million years did I think I would meet my future husband when attending ISEF as a junior in high school, but because of ISEF, we have a beautiful son and another baby on the way. The ISEF community is wonderful, but most of all it brought me the greatest blessings in life.鈥�

Today, Scott and Emily live on a farm and ranch near Kevin, Mont., raising crops and cattle. Scott farms approximately 9,000 acres each year with his uncle. His crops mainly include wheat, green peas and chickpeas. He has farmed barley, oats, canola and mustard throughout the years as well. He runs approximately 150鈥�200 heads of cattle that calve in the spring. Scott also coaches the high school football team at North Toole County High School in Sunburst, Mont., where he went to school.

鈥淚 love listening to Scotty talk about the science that goes into the everyday operations of the farm through agronomy and soil science.鈥�

In her job, Emily also uses science every day to treat patients. She鈥檚 spent seven years working as a nurse in hospital settings on medical floors and critical access hospital emergency rooms. In March 2025, she switched careers, becoming a school nurse so that she could spend more time with her family. There, she loves learning about and building relationships with the students. Emily still works in the ER sporadically, when she鈥檚 needed.

鈥淪tarting science fair young and being highly involved with as many science classes as I could gave me a great love for science,鈥� Emily says. 鈥淚t guided me and helped me understand that I wanted to find a profession that was immersed in science. I knew I wanted to be in the medical field, and nursing felt like what I was led to do.鈥�

Emily and Scott鈥檚 2024 wedding became something of an ISEF reunion, with alumni from Sunburst and Avon, S.D. in attendance, including Paul Ehlers (ISEF 2016), Rachel Ehlers (DCYSC 2007, MSP 2008 and ISEF 2013), Alex (Watterud) Aschim (ISEF 2012), Claire Bucklin (ISEF 2021-22), Andy Ryan (ISEF 2014-15), Amanda (Reiff) Beeson (ISEF 2014) and Alyson (Roth) Powers (ISEF 2012). Scott鈥檚 science teacher, Amanda Nix, also attended the wedding.

鈥淚t was so much fun to see all of our friends who got to experience ISEF with us,鈥� Emily adds. 鈥淲e all shared one common thing, and it was that we each had a great science teacher who encouraged each of us to work hard and helped us earn amazing experiences and trips through science fair.鈥�

Emily鈥檚 advice for future ISEF finalists? 鈥淧ick a project that you love and pour your passion and knowledge into it. Enjoy every aspect of science fair, including the science, the methodology, the social aspect, and the competition. It is truly a community of amazing students and will create memories that will last a lifetime.鈥�

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For most of us, a big rainstorm means grabbing an umbrella or staying inside, but for Luca Durham, a 6^th grader from Miami, Florida, a major downpour sparked an idea for a science project. After watching his neighbor’s driveway flood and spill water onto the street, making it difficult to drive, 聽Luca began to question whether there was a better way to manage rainwater.

鈥淢aybe there was a way to make concrete that could soak up water instead of flooding the street,鈥� he wondered.

Luca dove into research on a material called porous concrete, designed to allow water to pass through it. However, he quickly discovered the concrete鈥檚 flaws; existing versions often aren’t strong enough for real-world use and can get clogged with dirt. He wanted to find a stronger and more reliable alternative.

鈥淥ne day, after taking a shower, I stepped on my stone bathmat and noticed how fast it absorbed the water from my feet,鈥� Luca shares. 鈥淚t was kind of like a sponge, and I wanted to know what it was made from. I found out it was made from diatomaceous earth, which comes from tiny, fossilized algae.鈥�

This discovery led to a new question: could Luca add diatomaceous earth to concrete to create a stronger, more absorbent material?

鈥淚 wanted to find additives that could help concrete drain water but still be strong. I also looked for materials that were sustainable or things people usually throw away, because I wanted my project to help both people and the environment,鈥� he says.

First, Luca chose crushed oyster shells and seashells, which are typically discarded as waste. Their curved shapes create tiny gaps in the concrete, helping water flow through. Next, he added charcoal, a porous material that can be made from waste wood and is known for its filtering properties. He also included gravel, because it鈥檚 already known to make porous concrete stronger and give water clear paths to drain. Lastly, he added diatomaceous earth, the material used in his bathmat, which he hoped would increase the concrete’s ability to absorb water.

Luca tested them for drainage, absorption and strength. His hypothesis was that a mix of 30% diatomaceous earth and 70% cement with shells would work best because the shells could create spaces for water to flow and the diatomaceous earth could soak up extra water. 聽In the end, Luca found that the best mix was 30% diatomaceous earth and 70% cement with gravel. 鈥淭his project shows that using sustainable materials in concrete can help reduce flooding, improve water drainage and create a more environmentally friendly infrastructure,鈥� Luca explains.

The tests didn鈥檛 always go smoothly, Luca shared. At first, he used the wrong ratio of cement to additives, and it was difficult to get all of his seashells and charcoal pieces to be the same size. While he acknowledged that he got frustrated at times, Luca said the experience taught him not to give up.

鈥淚 loved seeing the science in action and figuring out which materials made the biggest difference,鈥� Luca says. 鈥淏ut the best part was realizing that I might have created something no one has ever tried before. It felt amazing to see my idea actually work and to think I might have invented a new kind of concrete that could help people.鈥�

Luca entered his project in the South Florida Science and Engineering Fair, where he won the Lemelson Early Inventor Prize, a win that Luca says, 鈥渋nspires me to keep thinking of new ideas and ways to solve problems.鈥� Next, he plans to strengthen his concrete by adding carbon fiber strips so that it can hold more weight. 鈥淢y dream is to create a sidewalk material that is strong, eco-friendly, and helps keep streets from flooding.鈥�

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Ahmad Perez
(STS 2019)

What are you up to right now?

I鈥檓 currently focused on leading , a grassroots organization I founded to connect, inform and empower communities across Long Island. We鈥檝e built digital tools and storytelling platforms that have reached hundreds of thousands of residents 鈥� helping people stay informed, get involved and see themselves as part of the solution. Whether it鈥檚 through town halls, local campaigns or community mapping tools, our goal is to make civic engagement more accessible and meaningful for everyday people. I鈥檓 also continuing to work in environmental justice, supporting projects that are driven by and for frontline communities.

You were recently part of the Biden Administration. What was your role there?

I served as a Special Advisor for Implementation and Climate Justice at the U.S. Environmental Protection Agency. At the time of my appointment, I was just 21 years old, making me one of the youngest White House appointees in the EPA’s history. My role focused on helping implement key elements of the Inflation Reduction Act and ensuring that the benefits of federal climate investments reached the communities that needed them most. It was an incredible experience to bring a youth and community-grounded perspective into high-level policymaking.

Has your experience as a member of the LGBTQ+ community shaped your perspective or interests in science in any way?

Yes, absolutely. Being LGBTQ+ has taught me to approach systems with a critical lens and a deep sense of empathy. It鈥檚 made me more aware of who is included鈥攁nd who is often left out鈥攚hen science is applied in the real world. That perspective has pushed me to ask harder questions and to always consider the human impact behind the data. It鈥檚 also made me more committed to ensuring that solutions are shaped by the people most affected, not just those with the most credentials.

What kinds of support (whether from peers, mentors or teachers) have made a difference for you in school and in your career?

Mentorship and community didn鈥檛 just guide my path鈥攖hey saved it. In high school, I was a kid from Brentwood, New York, who often felt like I didn鈥檛 belong in the rooms where big decisions were made, but I had teachers who looked past my self-doubt and told me I was capable of more. They pushed me to take risks鈥攍ike applying to national science competitions like the Science Talent Search鈥攅ven when I didn鈥檛 see myself as someone who could win.

Later, I found mentors who didn鈥檛 just teach me, they opened doors and walked beside me through them. And just as powerfully, I had friends and peers who reminded me that staying rooted in where I came from wasn鈥檛 a limitation鈥攊t was my superpower.
Every step I鈥檝e taken was possible because someone believed in me before I believed in myself. That kind of support is everything.

What would you say to a LGBTQ+ student who is interested in STEM but unsure if they belong?

You belong鈥攁nd not just as an observer, but as a leader and innovator. Your perspective is valuable precisely because it鈥檚 different. STEM is about solving complex problems, and that takes people who can think outside the box, challenge assumptions and bring empathy into the process. If you鈥檙e questioning whether there鈥檚 space for you in this field, let me say clearly: there is. And if you can鈥檛 find that space, don鈥檛 be afraid to build it.

Eleanor Sigrest
(BCM 2016,ISEF 2020, STS 2021)

You just graduated from Stanford. What鈥檚 next for you?

While I technically walked at my graduation ceremony, I still have one more quarter left to finish both my bachelor鈥檚 and master鈥檚 degrees. When I started at Stanford, I set a goal to complete the coterminal program and graduate in about four years so I could be on track for the astronaut application cycle, which requires a minimum of a master鈥檚 and four years of experience. By the time the next round opens in 2028, I鈥檒l be qualified and ready to go!

What research are you working on now?

I鈥檓 continuing my research on microgravity slosh mitigation. After flying an initial experiment for my STS research project, I launched two follow-up experiments with the Blue Origin, an American space technology company. One flight was NS-23, which enabled me to see how well my payload survived under anomalous conditions. The second flight made it to suborbital altitude, and I was able to collect about three minutes of pure microgravity data. Analyzing that data raised some new questions about the material properties of the tank coatings I used, so I鈥檝e been diving deeper into that side of the problem.

Has your experience as a member of the LGBTQ+ community shaped your perspective or interests in science in any way?

Definitely. Being queer taught me early on how to navigate spaces where I didn鈥檛 feel seen, and that鈥檚 surprisingly similar to how I鈥檝e felt in many research spaces. I鈥檓 constantly carving out my own path, questioning the status quo and learning how to advocate for ideas that aren鈥檛 always expected.

What kinds of support (whether from peers, mentors or teachers) have made a difference for you in school and in your career?

The most meaningful support I found didn鈥檛 come from official meetings or programs, but from small, everyday interactions, especially with other queer folks. Finding people I connect with in unexpected spaces is powerful, and getting to share those experiences builds a kind of resilience that鈥檚 hard to teach any other way.

What would you say to an LGBTQ+ student who is interested in STEM but unsure if they belong?

You absolutely belong here. The problem is that societal systems weren鈥檛 built with queer people in mind, and in lots of cases, built against you. This goes for more than just the LGBTQIA+ community. While it is uncomfortable, especially at first, I try and remind myself that change often starts with discomfort. Your perspective is part of what science needs to grow.

Jo S.
(BCM 2021, ISEF 2022鈥�2025)

Can you tell me about your current research and what excites you most about it?

I am currently working with the painted lady butterfly to see how blue light impacts their development. I love my research because it鈥檚 something that seems so small in passing but snowballs into something much greater! From insects to crops to farms to countries, people tend to underestimate just how much even a small action impacts the world.

You are a high school senior. Where are you heading to college next year and what do you plan to study? Do you plan on continuing your research?聽

I鈥檓 going to the University of California, Davis for entomology! I plan on continuing my research, and I鈥檓 hoping I can expand my research and get my ideas applied in order to help the environment and others.

Has your experience as a LGBTQ+ student shaped your perspective or interests in science in any way?

It has. Science kind of became the place I turned to when I had no one else: when I talked about research and data it didn鈥檛 matter how anyone else saw me. My whole life, I was told all of the things I couldn鈥檛 do, but science always encouraged me to do the impossible. It was freeing. I wasn鈥檛 just 鈥渟ome girl鈥� instead I was a man who could look into the eyes of other men, women and people around me as an equal. I know that in the future I will never be 鈥楳s. or Mrs.鈥� and instead I will be the Dr. I was always meant to be.

What would you say to another young LGBTQ+ student who is interested in STEM but unsure if they belong?聽

Do not give up. Your vision and ideas are worth more than the doubts that plague them. So many people do not want to hear your voice, but they need to: no one wanted to listen to when he advised surgeons to wash their hands and now it鈥檚 that very thought that saves so many lives. You aren鈥檛 always going to feel like a true scientist, but you are, and if someone doesn鈥檛 want to respect you, then they don鈥檛 deserve your brilliance.

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Milo Matsuda and Isabella York were both in the sixth grade at Pioneer Middle School in Shelton, Wash. when their teacher came to class with a problem to solve: Taylor Shellfish Farms, a locally owned business, had lost a lot of oysters in the . Record-breaking temperatures in Puget Sound, a large estuarine system in the northwestern United States, led to mass oyster die-offs, due to the overheating and exposure during low tide. Milo and Isabella sought to develop a solution to protect oysters from rising temperatures, ensuring their survival and supporting both the local economy and marine ecosystems. Both students noted that oysters are ecological powerhouses. They filter toxins from water, provide habitats for marine life, and prevent coastal erosion.

鈥淚 was very interested in this topic because we were doing research that was relevant to our community and I felt the research was very important,鈥� Milo shared. Isabella added, 鈥淟ocally, Taylor Shellfish employs over 500 people in Washington State.鈥�

Milo and Isabella were honored with the Lemelson Early Inventor Prize at the Discovery Regional Science and Engineering Fair for a project they conducted in seventh grade, which was their second year spent researching oyster cages. 鈥淚n the first year of our research we tried to solve this problem using a natural resource,鈥� said Isabella. The two used biofouling as insulation and although the method was successful, the team decided it wasn鈥檛 the best solution because the insulation was dependent on variables outside of their control. In the second year of their work, the team designed a cage using reflective insulation, mesh and wood. Their research focused on how insulation could protect oysters from extreme heat, specifically by using reflective insulation to keep the oysters cool during temperature spikes.

Milo explained that they put HOBO MX temperature and light monitors in the cage to collect data for the project. 鈥淭hen we put four oysters in each cage and then sealed them up and nailed them with rebar onto the beach,鈥� Milo said. Each row had a control and an experimental cage. The team put their cages in Little Skookum Inlet, a branch of the Puget Sound known for its shellfish beds. Milo explained, 鈥淭he Little Skookum shellfish growers generously gave us access to their beach.鈥�

After a few months Milo and Isabella downloaded the data and learned that using reflective insulation to protect oysters is a viable option for keeping them safe. The team found that the temperature in their custom cage was lower than the temperature of a standard oyster cage.

For their cage to be used in the future more research would need to be done, according to Isabella. The insulation on the cages had deteriorated during the experiment; water-proof insulation would need to be designed, or the cage would need to be re-designed with internal insulation. 鈥淚 do think that fisheries can use our research to inform new cage designs,鈥� Isabella said.

Milo said that the most interesting thing he learned while working on this project was that 鈥測ou can never stop improving your invention because it can always be better.鈥�

鈥淭he recognition of winning the Lemelson prize meant that the work we put in on designing and testing paid off and that we did a great job with our project,鈥� said Milo. Isabella shared, 鈥淩eceiving the Lemelson Early Inventor Prize recognizes that our invention has merit and that engineering a new oyster cage may solve a problem caused by climate change. This is important because it is a solution that uses climate adaptation. Our world is getting hotter, and climate adaptation is becoming vital.鈥�

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Imagine driving along a quiet coastal road in California and suddenly, your car begins to skid uncontrollably on what appeared to be dry pavement. This hidden danger, known as black ice, is an almost invisible hazard that has led to over 144,000 casualties annually in the United States, according to the Department of Transportation. For Sanvi Kannoori, who lives in San Jose, Calif., this issue became personal after a frightening and unusual experience with black ice on a coastal road inspired her to find a solution. She explained, 鈥淎long the coast where it reaches significantly chill temperatures with water vapor from the ocean, the perfect environment is created for black ice to form.鈥�

“My family and I were stuck on black ice because we never even saw it coming,” Sanvi explained. “Thankfully, we made it to safety, but not everyone is as lucky.” Sanvi wanted to help her community and drivers everywhere by developing a tool that could help drivers identify and avoid black ice.

Black ice forms as a thin, transparent layer on roads and pavement surfaces, typically in cold temperatures. “Black ice is so dangerous because it is very hard to identify, especially at night when it almost completely blends in with the pavement,” Sanvi shared. Drivers traveling at high speeds can unknowingly encounter black ice, leading to a loss of control, skidding and potentially accidents that can even be fatal.

鈥淏eing aware early that a driver is on black ice before skidding is something that could save thousands of lives,鈥� Sanvi said.

When researching existing black ice detection solutions, Sanvi said she was surprised by the lack of affordable and effective devices on the market. “I searched for already existing solutions, but there are barely any marketed black ice detectors that are of an affordable price,” she said. Existing devices, priced between $100 and $2000, mainly rely on temperature sensors, which can be flawed due to changing air temperatures.

“The major difference between black ice and regular pavement is the way black ice reflects light,” Sanvi explained. Ice reflects more light than pavement. Sanvi designed a prototype that could differentiate between ice and pavement using something called a photoresistor, a sensor that changes its resistance based on the amount of incoming light 鈥� the greater the light reflection, the lower the resistance. Sanvi also added a monitor that would alert drivers when they were approaching black ice.

鈥淏y using specialized algorithms that distinguish black ice from regular pavement based on their reflective properties, the detector can not only detect the ice but can display U.S. Department of Transportation- approved instructions, on how to handle black ice,鈥� Sanvi explained. The device is composed of a circuit, a Raspberry Pi and an LCD monitor. 鈥淭he circuit and Raspberry Pi are placed underneath the car,鈥� Sanvi said, 鈥渁llowing it to gather the most accurate data continuously, while the monitor is placed on top of the car鈥� to alert the driver of any black ice.

Sanvi shared that studying how a Raspberry Pi works was her favorite part of her research project. While she was already familiar with coding in Python, she explained that using the language to code a separate device was a new challenge. 鈥淎lthough I was stepping into new territory and running into multiple coding issues, it certainly was my favorite part because of how much I was able to learn,鈥� she said.

Sanvi鈥檚 research project earned her a Lemelson Early Inventor Award at the Synopsys Silicon Valley Science and Technology Championship. 鈥淢y invention helps drivers have an extra pair of eyes, and if they do get stuck in a black-ice region, they have the instructions they need to get to safety. But of course, the detector is mostly built for helping the driver avoid black ice in the first place,鈥� Sanvi said. She hopes that someday she can develop a device that can be incorporated into a car design.

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When we asked Jeanette about how research is planned on the ISS, she explained that research conducted in space must be meticulously planned. 鈥淲hen you think about doing research up here, you really have to plan it out because things just kind of float away,鈥� she shared. 鈥淓ven our scissors have to be velcroed down.鈥�

Jeanette added, 鈥淒oing research in microgravity is very different from on Earth because liquids do not behave the same way.鈥� She told the attendees that much of her work on the ISS focuses on human exploration, including studying materials and how they burn in space, to eventually develop materials that can withstand radiation.

Jeanette also shared her thoughts on the privatization and commercialization of space travel and the potential risks. She explained, 鈥淎s more people travel to space, we actually can buy down the risk because more people will have gone. The statistics will show fewer accidents, with more people getting to space safely and coming back home safely. With the Axiom crews that have visited the Space Station, we’re showing that commercial space flight can be a viable option.鈥�

Jeanette told the Regeneron ISEF finalists and other attendees that she never thought becoming an astronaut was an option for her. Working for Ford Motor Company enabled her to increase her technical knowledge, and working in the field for the government elevated her operational skills, which changed her mind. She explained that astronauts must be both scientifically knowledgeable and operationally skilled.

鈥淲hat I mean by operational,鈥� Jeanette said, 鈥渋s that I know that many of you can design an aircraft, but you may not be able to fly that aircraft. Similarly, someone who flies an aircraft may not be able to design it. But when you bring the two together, that’s pretty much what we do here in space.鈥�

鈥淥f course I had doubts,鈥� Jeanette added. 鈥淚 think everybody who wants to apply has doubts because I saw great people not getting accepted into the space program.鈥� But Jeanette told the Regeneron ISEF finalists not to let doubts stop them. 鈥淚 would encourage you, once you have all the qualifications for applying to the NASA Astronaut Corps, to apply early and often. I know people who applied five times and finally got in. If it’s your dream, I say you pursue it and apply.鈥�

To watch the full conversation,

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Science News, Science News Explores and Science News Learning have all developed materials aimed at educating the public on how to safely view the eclipse.

Science News coverage

Science News has already published several stories about the eclipse. Check them out!

• : Reporter James R. Riordan details what is so special about this eclipse.
• 聽James R. Riordan provides a few ways that citizen scientists can help, including downloading the SunSketcher app to help determine the shape of the sun.
• : Reporter Tina Hesman Saey explains why some colors may look different during the eclipse.

And there is more coverage to come!

• Look out for videos on what knowledge we can glean from the eclipse, the effects on the Earth鈥檚 atmosphere and the behavior of animals during a total solar eclipse.
• Science News will feature tips from on observing an eclipse. Maria was the first American woman to discover a comet鈥攈er tips are just as relevant today as they were in the 1800s.
• Stay tuned for our last-minute guide for watching the eclipse.
• Science News astronomy writer Adam Mann will be in Dallas to provide live coverage of the eclipse and will also attend the immediately afterward.
• Planetary scientist Padma Yanamandra-Fisher, who is researching the differences between solar minimum and maximum phases, will be participating in a Q&A session discussing the eclipse.

Science News Explores coverage

Science News Explores has already released a wealth of coverage that will help students aged 9 and up to better understand the eclipse! Visit the Society鈥檚 solar eclipse page to access the full solar eclipse edition of Science News Explores.

• : This story by James R. Riordan explains what is so special about this eclipse.
• : Aaron Tremper interviews space physicist Nathanal Frissell, who is leading a worldwide effort to collect data during the solar eclipse.
• : James R. Riordan highlights how amateur scientists can help with solar eclipse research.
• : Reporter Maria Temming explains a solar cycle.

Science News Learning activities

Science News Learning is excited to be one of the many groups participating in the . As a part of this initiative, a selection of schools participating in the Science News Learning program, situated in the path of totality, have been provided with free Solar Eclipse Experience Kits and other special resources.

The Solar Eclipse Experience Kit includes essential items such as eclipse glasses, a Celestron Eclipsmart Solar Filter for a 6鈥� Schmidt-Cassegrain Telescope, a Celestron Starsence Explorer LT 80AZ Smartphone App-Enabled Refractor Telescope and a Yardstick Eclipse Activity Kit.

Science News Learning schools have also received a classroom activity titled 鈥淧repare Your Community for the Eclipse.鈥� This activity, available to all educators on the Science News website, guides students to learn more about eclipses. Through this activity, students will hone their scientific communication skills by creating a video about the upcoming total eclipse on April 8, 2024. Head to see the activity and download the accompanying lesson plan and student worksheet.

Join the 京东影业影视传媒 and the Science News communities as we come together to celebrate this momentous event!

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The 2024 application closes on January 17 and can be accessed here: .

Students are even able to submit the research project they conducted for another competition, such as their local science fair, Regeneron International Science and Engineering Fair, Regeneron Science Talent Search or our middle school STEM competition as their Rise project, making the process far simpler than starting from scratch.

The Society is thrilled to see that out of the 100 Rise Global Winners announced in 2023, an impressive seven had connections to the Society鈥檚 competitions or magazines. Because the Society鈥檚 goals are so in sync with Rise鈥檚 mission to empower the next generation of leaders, the Society is working to ensure everyone within our wide network is aware of this exciting opportunity. Rise Global Winners, depending on their needs, have the potential to be awarded a four-year scholarship that covers post-secondary tuition and living expenses. Additionally, they gain access to funding for a social impact project, laptops and other essential technology and more.

A few of the 2023 Rise Global Winners connected to the Society took a moment to share their thoughts on the value of participating in Rise:

(Regeneron ISEF 2023)
INDIA

Spurti鈥檚 Rise project, “DysDiag,” is a novel risk-assessment and screening tool for Learning Disorders (LDs) in Children.

鈥�Having struggled to find a voice that is ingenious yet compelling, Rise provided the necessary support and validation I needed to understand that my efforts were not only recognized but also celebrated. Being part of a community where each member is unique and diverse in every imaginable way yet bound together by a shared ambition to be torchbearers for a brighter, collective future, is profoundly empowering and inspiring. I eagerly look forward to leveraging my skills towards a future where every child receives an education tailored to their needs and can learn up to their full potential.

鈥淵our decision to apply to Rise showcases courage, and it’s commendable that you believe in the meaningful and impactful nature of your goals. The Rise community is exceptionally supportive, so feel free to reach out when facing challenges. This journey is about learning to appreciate and enhance your efforts, connecting with like-minded individuals worldwide who share a similar path. Embrace and savor the entire experience.鈥�

(Regeneron ISEF 2023)
INDIA

“I am thrilled to be part of a group of motivated individuals committed to bringing about positive change in our world. The prospect of receiving support from RISE in the form of entrepreneurial funding, network matching and educational scholarships exhilarates me. I am now more eager than ever to continue improving my RISE project鈥攁n app designed to prevent, detect and spread awareness about Fatty Liver Disease. Collaborating with other exceptionally talented and driven RISE Global Winners, I aspire to work towards solving humanity鈥檚 most pressing problems.”

(Regeneron ISEF 2022)
UNITED STATES

For her Rise project, Diya created HALO鈥攁 gender and race-inclusive AI app that guides users through the diagnosis and prognosis of central nervous system cancer.

鈥淏eing picked to be part of this global community of young leaders is a profound motivator. It’s a reminder to keep pushing forward in my mission to use technology and science for a fairer future. This opportunity will be an important steppingstone to broaden my research’s impact. I am excited to continue a lifetime of service with the support of Rise’s global network.  

My suggestion for students currently applying is to look at the people in your immediate surroundings and consider how you can make a difference for them. By starting with your community, you can then start pondering ways to extend that impact beyond, to the wider world. It’s about connecting with what resonates with you on a personal level and letting that drive your choices. That’s where the most impactful projects start.鈥�

(Regeneron ISEF 2021, 2023)
INDIA

Chandra founded Aimate, a STEM education nonprofit, and leads humanitarian volunteer teams, notably at the Red Cross. His latest project improves early detection of Tuberculosis by lowering costs and removing access to barriers for treatment.

鈥淏eing recognized as a Rise Global Winner is empowering and validates the impact of my initiatives, but, more importantly, opens a door to more opportunities to work on bigger projects and make a more significant impact. I hope to conduct clinical trials in the future and deploy my AI-powered Tuberculosis tool globally, especially serving those in underresourced areas. I believe this is just the beginning with more work that needs to be done; the goal is to make quality healthcare more accessible globally, while also inspiring others and working towards a better future for everyone.

For students applying now, my advice is simple: initiate change, embrace the learning journey, and persist through challenges. You don’t have to be an expert鈥攋ust start, and your actions will create a positive impact. Expect difficulties and moments of doubt, but remember, the rewards on the other side will make it all worthwhile. Keep pushing forward; you’ve got this!鈥�

VENKATA VARSHITH VADLAMUDI (North Carolina Science and Engineering Fair 2023)
UNITED STATES

Varshith鈥檚 Rise project, “RespiScope,” is a low-cost, highly accurate, easy-to-use and rapid diagnostic tool for respiratory disease detection. He hopes to develop microdevices to help with surgeries worldwide.

鈥淏eing named a Rise Global Winner and joining this community of brilliant minds is a tremendous honor. Interacting with fellow winners has already broadened my understanding of issues across the world. A few of us have already started collaborating to address problems like increasing international students’ access to higher education. I plan to attend college next, and eventually, want to work in Congress, developing equitable public health policies that benefit all Americans.鈥�

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Yajaira Torres-De Jes煤s is an expert in STEAM and passionate about nature, research and invention education. She has a Ph.D. in Philosophy of Education with a specialty in teaching research and statistics. She teaches at Colegio Rosa-Bell, in Guaynabo, Puerto Rico where she also leads her department and mentors through the Research STEAMina for All, a program that she formed when participating in the Society鈥檚 Advocate Program. Yajaira, who has taught for 20 years, coaches teachers in STEAM strategies and Invention Education. 鈥淢y north will always be to aim at promoting the right environment to complement the teaching and learning process where students feel welcome, are motivated and make their research ideas come true,鈥� says Yajaira. Yajaira was recently featured in the docuseries, Science Fair: the Series, available on Hulu and Disney+. You can learn about her experience .听

Jill Hansen serves as the K-12 Science Instructional Specialist for Bay District Schools, providing support to teachers across 42 schools with science curriculum, assessment, and instruction. Jill earned her master鈥檚 in biology education from the University of West Alabama and brings 21 years of experience teaching biology and environmental science in Alabama and Florida. She has primarily taught at Bay High School and Gulf Coast State College in Panama City.鈥� She also currently serves as the BDS Invention Convention Director.听

Carolyn Walling graduated from Grinnell College with degrees in Chemistry and Spanish and received her master鈥檚 degree in teaching at Drake University. Carolyn has been teaching chemistry since 1994 in both Missouri and Iowa. In addition to her teaching assignments, she leads her school’s National Honor Society and science fair team. Carolyn has mentored award-winning students during her tenure and is delving into the intricacies of student research and invention. 聽 鈥淚 am so excited to have been selected as a High School Invention Ambassador.鈥� I am looking forward to helping other鈥痶eachers add components鈥痮f invention into their science research programs.鈥� 聽

Toni Marie Mapuana Kaui is in her 20th year as a secondary STEAM teacher and 7th year in higher education. She holds a Ph.D in Integrative K-12 STEM Education from Virginia Tech, a master鈥檚 in education administration from the University of Hawai驶i at M膩noa and dual bachelor鈥檚 degrees in Architecture and Business Administration from Washington University in St. Louis. In 2019, she founded and opened a small independent competency-based high school in East Hawaii known as N膩 Hunaahi, which helps perpetuate and preserve 聽the Native Hawaiian language and cultural practices through design-based integrative STEAM curricula. 聽

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