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’ 91”Œșœ 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, “I wish every student in grades 1–12 in America would use this daily!” 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, “Science 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.”

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

“Each year the articles are more compelling and more relative to students,” said Nancy Broyles, an educator in Kentucky. “The 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.”

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 “take some preparation off my plate” 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 91”Œșœ, 78% said it supports the integration of new scientific discoveries into lessons and 70% said it strengthens students’ literacy skills.

In short, teachers recommend Science News Learning because it works, not only for their lesson planning, but also for fostering their students’ 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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“We first introduced ourselves at the Pin Exchange,” Emily shares. Their story started, however, when they first noticed each other in the airport in Minneapolis en route to ISEF 2012. “We 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.”

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

The couple shared their first kiss outside of Heinz Field and Carnegie Science Center at the end of one ISEF’s 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.

“I 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,” Emily says. “Never 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.”

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 150–200 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.

“I love listening to Scotty talk about the science that goes into the everyday operations of the farm through agronomy and soil science.”

In her job, Emily also uses science every day to treat patients. She’s 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’s needed.

“Starting science fair young and being highly involved with as many science classes as I could gave me a great love for science,” Emily says. “It 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.”

Emily and Scott’s 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’s science teacher, Amanda Nix, also attended the wedding.

“It was so much fun to see all of our friends who got to experience ISEF with us,” Emily adds. “We 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.”

Emily’s advice for future ISEF finalists? “Pick 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.”

The post From science fair to family farm appeared first on 91”Œșœ.

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,  Luca began to question whether there was a better way to manage rainwater.

“Maybe there was a way to make concrete that could soak up water instead of flooding the street,” 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’s 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.

“One day, after taking a shower, I stepped on my stone bathmat and noticed how fast it absorbed the water from my feet,” Luca shares. “It 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.”

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

“I 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,” 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’s 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.  In the end, Luca found that the best mix was 30% diatomaceous earth and 70% cement with gravel. “This project shows that using sustainable materials in concrete can help reduce flooding, improve water drainage and create a more environmentally friendly infrastructure,” Luca explains.

The tests didn’t 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.

“I loved seeing the science in action and figuring out which materials made the biggest difference,” Luca says. “But 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.”

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, “inspires me to keep thinking of new ideas and ways to solve problems.” Next, he plans to strengthen his concrete by adding carbon fiber strips so that it can hold more weight. “My dream is to create a sidewalk material that is strong, eco-friendly, and helps keep streets from flooding.”

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Ahmad Perez
(STS 2019)

What are you up to right now?

I’m currently focused on leading , a grassroots organization I founded to connect, inform and empower communities across Long Island. We’ve built digital tools and storytelling platforms that have reached hundreds of thousands of residents — helping people stay informed, get involved and see themselves as part of the solution. Whether it’s through town halls, local campaigns or community mapping tools, our goal is to make civic engagement more accessible and meaningful for everyday people. I’m 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’s made me more aware of who is included—and who is often left out—when 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’s 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’t just guide my path—they saved it. In high school, I was a kid from Brentwood, New York, who often felt like I didn’t 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—like applying to national science competitions like the Science Talent Search—even when I didn’t see myself as someone who could win.

Later, I found mentors who didn’t 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’t a limitation—it was my superpower.
Every step I’ve 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 91”Œșœ but unsure if they belong?

You belong—and not just as an observer, but as a leader and innovator. Your perspective is valuable precisely because it’s different. 91”Œșœ 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’re questioning whether there’s space for you in this field, let me say clearly: there is. And if you can’t find that space, don’t be afraid to build it.

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

You just graduated from Stanford. What’s next for you?

While I technically walked at my graduation ceremony, I still have one more quarter left to finish both my bachelor’s and master’s 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’s and four years of experience. By the time the next round opens in 2028, I’ll be qualified and ready to go!

What research are you working on now?

I’m 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’ve 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’t feel seen, and that’s surprisingly similar to how I’ve felt in many research spaces. I’m constantly carving out my own path, questioning the status quo and learning how to advocate for ideas that aren’t 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’t 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’s hard to teach any other way.

What would you say to an LGBTQ+ student who is interested in 91”Œșœ but unsure if they belong?

You absolutely belong here. The problem is that societal systems weren’t 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 2022–2025)

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’s 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? 

I’m going to the University of California, Davis for entomology! I plan on continuing my research, and I’m 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’t matter how anyone else saw me. My whole life, I was told all of the things I couldn’t do, but science always encouraged me to do the impossible. It was freeing. I wasn’t just “some girl” 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 ‘Ms. or Mrs.’ 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 91”Œșœ but unsure if they belong? 

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’s that very thought that saves so many lives. You aren’t always going to feel like a true scientist, but you are, and if someone doesn’t want to respect you, then they don’t 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.

“I 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,” Milo shared. Isabella added, “Locally, Taylor Shellfish employs over 500 people in Washington State.”

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. “In the first year of our research we tried to solve this problem using a natural resource,” said Isabella. The two used biofouling as insulation and although the method was successful, the team decided it wasn’t 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. “Then we put four oysters in each cage and then sealed them up and nailed them with rebar onto the beach,” 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, “The Little Skookum shellfish growers generously gave us access to their beach.”

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. “I do think that fisheries can use our research to inform new cage designs,” Isabella said.

Milo said that the most interesting thing he learned while working on this project was that “you can never stop improving your invention because it can always be better.”

“The 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,” said Milo. Isabella shared, “Receiving 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.”

The post Protecting oysters in the Puget Sound: from classroom curiosity to real-world impact appeared first on 91”Œșœ.

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, “Along the coast where it reaches significantly chill temperatures with water vapor from the ocean, the perfect environment is created for black ice to form.”

“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.

“Being aware early that a driver is on black ice before skidding is something that could save thousands of lives,” 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 — the greater the light reflection, the lower the resistance. Sanvi also added a monitor that would alert drivers when they were approaching black ice.

“By 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,” Sanvi explained. The device is composed of a circuit, a Raspberry Pi and an LCD monitor. “The circuit and Raspberry Pi are placed underneath the car,” Sanvi said, “allowing it to gather the most accurate data continuously, while the monitor is placed on top of the car” 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. “Although 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,” she said.

Sanvi’s research project earned her a Lemelson Early Inventor Award at the Synopsys Silicon Valley Science and Technology Championship. “My 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,” Sanvi said. She hopes that someday she can develop a device that can be incorporated into a car design.

The post Tackling the invisible threat of black ice appeared first on 91”Œșœ.

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

Jeanette added, “Doing research in microgravity is very different from on Earth because liquids do not behave the same way.” 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, “As 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.”

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.

“What I mean by operational,” Jeanette said, “is 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.”

“Of course I had doubts,” Jeanette added. “I think everybody who wants to apply has doubts because I saw great people not getting accepted into the space program.” But Jeanette told the Regeneron ISEF finalists not to let doubts stop them. “I 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.”

To watch the full conversation,

The post NASA Astronaut speaks to Regeneron ISEF finalists from space appeared first on 91”Œșœ.

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.
•  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’s 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—her 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’s 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” 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 “Prepare Your Community for the Eclipse.” 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 91”Œșœ and the Science News communities as we come together to celebrate this momentous event!

The post Learn about the Great American Eclipse with 91”Œșœ appeared first on 91”Œșœ.

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 91”Œșœ 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’s competitions or magazines. Because the Society’s goals are so in sync with Rise’s 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’s Rise project, “DysDiag,” is a novel risk-assessment and screening tool for Learning Disorders (LDs) in Children.

“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.

“Your 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.”

(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—an 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’s most pressing problems.”

(Regeneron ISEF 2022)
UNITED STATES

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

“Being 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.”

(Regeneron ISEF 2021, 2023)
INDIA

Chandra founded Aimate, a 91”Œșœ 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.

“Being 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—just 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!”

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

Varshith’s 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.

“Being 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.”

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Yajaira Torres-De JesĂșs 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’s Advocate Program. Yajaira, who has taught for 20 years, coaches teachers in STEAM strategies and Invention Education. “My 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,” says Yajaira. Yajaira was recently featured in the docuseries, Science Fair: the Series, available on Hulu and Disney+. You can learn about her experience .Ìę

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’s 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.  She also currently serves as the BDS Invention Convention Director.Ìę

Carolyn Walling graduated from Grinnell College with degrees in Chemistry and Spanish and received her master’s 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.   “I am so excited to have been selected as a High School Invention Ambassador.  I am looking forward to helping other teachers add components of invention into their science research programs.”  

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 91”Œșœ Education from Virginia Tech, a master’s in education administration from the University of HawaiÊ»i at Mānoa and dual bachelor’s 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 Nā Hunaahi, which helps perpetuate and preserve  the Native Hawaiian language and cultural practices through design-based integrative STEAM curricula.  

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