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This could be something really easy like researching various pros and cons and writing a research paper discussing these.

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For literacy the students could read various literary items and come up with their own poem about climate change and its effects.

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For math the students could look and calculate the various air qualities throughout the United States. Looking at where is the best and what the various numbers mean.

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For Social Studies you can look at the various cultures and the impact it has on people and food. Like we read with Ernesto and how it effected his community along with the climate in relation to agricultural production.

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For world languages, I would probably do something like I did for Social Studies and its impact around the world. This is a harder one for me to think of what to do.

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For Art, the students could research and draw various stages of how climate change can affect a community. Could do something like a 6 box picture box.

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For Science, this would be an easy one as the students could learn and study about climate change, agriculture, impact on communities, and a whole plethora of topics in relation to climate change.

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For multilingual learners, I would use a lot of visuals and have them show their learning either by pictures or writing in their own language their understanding of climate change. To maybe make this closer to home it might be good to have them research the nation they came from and do some sort of project on that.

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One of our curriculum units is on Native Americans and the effects of their environment on the culture of the tribes. It would be a good compare and contrast to look at Native American cultures and see how they were and continue to be impacted by the environment and climate change in particular in modern times.

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For First Grade we have an oral storytelling unit at the beginning of the year. I would love to somehow incorporate oral storytelling, from local tribes, or farmers, about historical ways of farming and how things have impacted with climate change.

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students could figure out the correlation between average tempatures and crop producation.

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My students could track the air quality throughout the year and see if there is a function that can be used to model the air quality throughout the year.

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Students could research using the resources I have discovered through this course how wildfires impact our region. Students can create informative presentations to teach others about the impacts and solutions.

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Comparison drawings: an apple's development stages under average circumstances vs. smoke, heat, and haze circumstances.

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Tracking the energy flow from sun to fruit in your hand...modeling with arrows & labels, adding in stories from people/scientists (from a curated playlist) in the field-- using something like genial.ly with the kids.

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Students can review graphs on changes to local air quality and heat over time. Using the same time frame as the data, students can research the crop yielding for those years. Students will analyze the relationship between air quality, heat, and the impacts on agriculture. The learning will be extended with research and discussions of how this impacts local and global economies. Students will also research STEM careers involved with improving air quality and agriculture practices.

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Integrating air quality into the atmosphere unit. Have students examine historical data and make predictions on future conditions. Investigate the effects of air quality on agriculture and health

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For 1st grade, students are watching, discussing, and drawing what they can do to recycle, reduce, or reuse water at home. 

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For 1st grade, students are watching, discussing, and drawing what they can do to recycle, reduce, or reuse water at home. 

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I think that I would want students to write about their experiences with smoke and excessive heat as a persuasive essay type of writing to convince people of the need for change in our communities. Obviously, I would want to teach the need for change globally, but I think allowing them to advocate for local change is a great starting point for this work.

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Students might be able to utilize different poems, articles, and pictures to discuss how the content can affect mental health.

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I have units about regenerative agriculture and food waste, so I can see the agriculture pieces fitting in nicely. We could research the lifecycle of a certain crop and learn about the effects of smoke season/climate change on it.

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Assign students to research and present the impact of warming on a specific crop or region. Each group could focus on a different crop, analyzing how temperature changes affect its growth, yield, and quality. Students would need to explore the potential challenges faced by farmers, such as changes in planting seasons, increased risk of pests or diseases, or shifts in optimal growing regions.

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In science I would like to incorporate some of the effects on animals and the environment using grafts to help students look at evidence and relate it to what they are learning in the animal adaptations unit.

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For 2nd grade one of our standards is the wants and needs of a community. We could use some of this information to discuss what our community needs and how it produces some of the things other communities want. We could also tie this into how smoke and air quality impacts agriculture.

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In science students are learning how to read data and how to create graphs. Students can look up information on temperatures and how much fruit is yield. Maybe the size of cherries in temperatures 85, 90, 95, 100.

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I think journaling about climate change, smoke season, agriculture and how it is all tied together would be so beneficial to my students. They all have experiences and ideas to share and writing is such an amazing way for them to take part in that sharing.

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I would like the students to do some math behind profits if you have a heated summer compared to one that is more average.

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Integrating Air Quality & Agriculture into Social Studies

In 3rd grade social studies, we can explore the relationship between people, land, and communities by connecting topics like air quality and agriculture. For example, students can learn how Washington’s geography and climate influence what we grow, and how changes in the environment (like wildfires and smoke) affect farms and the people who work on them. We can study maps to see where farming happens in our state and discuss how communities adapt to environmental challenges. By including stories of local farmers and farmworkers, we can build empathy and connect economics, geography, and civics in meaningful ways. This integration helps students see how they are part of a larger system and empowers them to think about solutions for a healthier future.

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3rd grade:

At our school, each grade level has a garden box. I think it would be interesting to make observations on the daily temperature, watering habits, air quality and plant growth.

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We have had some smoky summers in the past along with triple digit heat. I think in May will be a good time for me to create a reflection padlet to ask them to figure out why it is happening more. I want to see how far they take it. Hopefully they will connect the dots. Discussion after will follow to fill in the gaps. My focus is on young adults and their behaviors around taking care of the earth.

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Count and sort different types of plants or foods grown on farms.

Create simple bar graphs showing favorite fruits and vegetables.

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"How to Take Care of the Air" – List ways to keep the air clean.

"What Plants Need" – Draw and label pictures of what plants need to grow

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Read and discuss books like The Tiny Seed by Eric Carle

Write or draw about how fresh air helps people, plants, and animals.

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Now that my learning has developed around air quality and agriculture, I see exciting opportunities to integrate these topics into my 2nd grade science instruction. One idea is to bring in data tables and charts that show real-world changes in crop yields—comparing higher and lower yields across different seasons or years. These visuals can help students see how environmental factors, like air quality and climate, impact the food we grow.

Since my class has already been working with data during math time, this would be a natural way to extend their learning into science. We could look at simple bar graphs or pictographs showing how apple or potato yields change based on conditions such as heat, drought, or smoke. This could lead to rich discussions and help students begin making connections between environmental changes and their impact on everyday life. These are the action steps I would take with my students: use real-world data, make predictions, and encourage them to ask questions.

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This could be easily modified based on student grade and language ability. Have students read the articles, and respond with their own experiences, whether as a narrative, poem, informative or argumentative - whatever form of writing students are working on. Students would then share their writing in groups.

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I would have students read the article, "How Climate Change Will Affect Washington Agriculture" and pick a crop and the crop's county to research. Students will identify the crop and location, and research how much of that crop was grown in said county in 1970, 1980, 1990, 2000, 2010, and 2020, as well as the average temperatures for the crops' growing season. They will then graph all data points and use it to analyze the relationship between temperatures and crops, and hypothesize if there were other variables that impacted crop growth. They will then use the data and article information to make a decision about the viability of their chosen crop in its location, and if they were farmers, if they would continue to grow that crop or pivot to another crop. They must then argue their decision and back it up with their evidence.

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We could track air quality daily throughout the year and make a chart recording both the information and also how we feel when we go outside. This would be part of calendar time and could be a fun routine integrating math and science.

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I could connect this to social studies and science: we check and track the weather daily in class, graphing the weather for each month. We could also begin doing this with air quality and begin discussing things that could lead to the patterns we notice in our graphs. I could also see that discussion blending into social studies with needs vs. wants and how things that we need (food) come from farms and how the air quality might be effecting the crops.

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Students could benefit from writing based on how smoke impacts families around the region. If they can include the experiences of others as well as any personal experiences. This helps students to improve their ability to empathize and to draw connections from the material that they are engaged with.

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For middle school I think learning about how new crop varieties are developed would be interesting. I'd guess that, out there in the internetworld there is a way to cross apple varieties (for example) to try and develop a type of apple that does well with less water, or less sunlight, or higher temperatures.

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We have a unit on nature and the seasons in our science/social studies curriculum. It would be great to dive into some resources that connect this unit to environment and climate health. We could have a class discussion about how wildfires and smoke would affect the plants and animals in each season.

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In first grade, our upcoming writing unit is all about opinion and persuasive writing. I am thinking about having them pick a way we can help combat climate change such as recycling, riding our bikes or walking instead of driving, using less water or electricity, etc. They can pick one they want to focus on and then write a persuasive piece on why others should do it too or they can write an opinion piece on why that action is a good idea.

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For high school science, this idea of air quality impacting agriculture fits into the larger idea that in scientific systems, changes in the system can result in far reaching impacts. This unit could be used ot help increase students' scientific literacy by having them interpret graphs showing how increased smoke reduces the solar radiation of crops, which therefore reduces crop production potentially. This unit serves to underscore the idea that the impacts of climate change are more nuanced than just saying that temperatures will increase and therefore everything is worse off. There will be some pros for agriculture like longer growing seasons, but there are also many cons as well including droughts and wildfires.

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Students can be looking at several farms' apple production numbers year over year, and come up with data to show box and whisker plots of the average number of apples grown and lost in a season, along with linear graphs to show number of smoky days. They can then come up with a linear equation that can be used for coming years for farmers to predict the crop outcomes.

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1st Grade-Science and ELA: Animals, Habitats and Smoke

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1st Grade-Science and ELA: Animals, Habitats and Smoke

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We're currently finishing CKLA Domain 8 on Animals and their Habitats, so I'd integrate air quality by exploring how wildfire smoke affects animal habitats and survival. We would investigate what different animals need to survive and discuss how smoke changes their environment. Perhaps they could write short stories or journal entries from the perspective of an animal trying to adapt to smoky conditions. It builds empathy and ties into what we've already been learning, while helping students make real-world connections to climate and environmental change.

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For literally students can learn about climate and issues. They can also write a book about the information that they learn about.

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Students can write about the information that they learn about using complex language and drawing pictures.

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Discuss the health impacts of climate change, such as heat-related illnesses and the spread of diseases.

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Map regions affected by changing agricultural patterns.

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Plant life cycles, weather, temperature, day and night are all science topics in 1st grade. We could talk about whether students have seen smoke in the summer, and discuss the impact on smoke with that when we are reviewing other weather data. This could be integrated with math by analyzing graphs or using article exerpts to gather data.

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In 1st grade social studies students learn about communities, as well as careers. This would be a great time to integrate topics of smoke seasons, agricultural workers, and taking care of other members in our communities.

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Share several books about plants...ideas include: The Tiny Seed by Eric Carle, Up in the Garden and Down in the Dirt by Kate Messner, and And Then the Seed Grew by Marianne Dubuc. During the same week of sharing these books, students can observe two plants; one that is getting what it needs and one that is not. Students can then write about what a plant needs to grow and thrive and compare that to what happens when a plant is not getting fresh air, water, and light.

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Share several grade level appropriate books about plants with students. Ideas include: The Tiny Seed by Eric Carle, Up in the Garden and Down in the Dirt by Kate Messner, and And Then the Seed Grew by Marianne Dubuc. During the same week these books are shared, students can observe, think, and wonder as they compare two plants; one that has the water, light, and fresh air needed to thrive and one that does not. Students can then write about what they learned about the importance of water, light, andfresh air.

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We can look at data on the raising temperatures and have students make a bar graph to represent the data we read. Students can make a bar graph with a lot of different data around this topic.

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For literacy, I would have the students do a journal entry with a prompt such as, "Your a cherry farmer in Central Washington." You just went through a heatwave, and you has a huge loss in your crops. Write a journal entry about how the heatwave will effect your farm." Students can share out with partners/groups, or present their journal entries.

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From Be Glad (Language Acquisition) I would have students create a process grid where the overall subject might be Air Pollutants. Then students would fill in the grid: Types of air pollutants and their impact on animals, humans, industry.

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Using the scientific notes from real researchers in the filed, have students read a passage and then create a science journal with factual information they learned pretending to be a researcher on an apple orchard.

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Students would look at fire seasons and compare them to temperatures, wind, etc. Read graphs with the data and make conclusions based on the data. Predict temperatures over a specific time period and what impact that might have.

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How does nature impact change in a community. k-5

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How does nature impact change in a community. k-5

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Students could use Methow Valley and the podcasts with voices from residents. How did the smoke season impact school. What kinds of things did they need to do to survive the fire seasons. How has it impacted their community? Work with collaborative groups to identify ways the community adapted- school, home, outdoors, businesses, etc.

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Reading, or having available, books that talk about how our earth can be impacted by events such as wildfires. I think just exposing kids to various climate issues through books can be helpful!

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For my students who are in high school of all grade levels we can use air quality numbers and compare by dates in the same location, compare areas and compare by same dates of past years. We could use it to find either increases or decreases in air quality and even find percent of change and create tables and graphs to portray the data. We could use agriculture numbers to compare crop production based on year, air quality and also CO2. Find ways to correctly portray the data in graphs that would allow for the conversation if there is an overall positive or negative affect of climate change and smoke season on the crops. This would allow for the students to make their own decision based on the data they saw and graphs they put together.

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Students can create posters encouraging others to reduce their carbon footprint in various ways.

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I think it would be interesting to do an experiment growing plants, but have 2 different set ups. One set up could be with plants under good growing lights, healthy conditions and watering. The second set up could be under plant lights, but try to cover the lights up so its not as strong and acts like a haze/smoke and make the environment humid somehow. The students could watch the two plant groups grow and observe the differences. This would allow them to get an idea of how climate change is affecting farmers.

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Students can record the data over the past 20 years and find out the average temperature increase in different parts of the Washington State.

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I think it would be fun to have students write to local farming companies have try to persuade them to add or change working conditions in fields. Using data and evidence to support their ideas.

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During my informative writing unit, I could go over research on this topic and have students explore air quality and agriculture through books and videos. I can then have students write an informative piece on this topic.

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Impacts of smoke, and taking a stance on something like field burning at the end of the season. Use that as a prompt for a persuasive writing essay.

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I could see myself creating a set of story problems using addition and subtraction about how many crops were grown or lost due to different problems from the summer- pests, smoke, wildfires, extreme heat to create a connection between a science lesson and how it could apply to the real world.

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Share several books about plants; ideas include: The Tiny Seed by Eric Carle, Up in the Garden and Down in the Dirt by Kate Messner, and And Then the Seed Grew by Marianne Dubuc. During the same week of sharing these books, students can observe two plants; one that is getting what it needs and one that is not. Students can then write about what a plant needs to grow and thrive and compare that to what happens when a plant is not getting fresh air, water, and light.

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Share several books about plants...ideas include: The Tiny Seed by Eric Carle, Up in the Garden and Down in the Dirt by Kate Messner, and And Then the Seed Grew by Marianne Dubuc. During the same week of sharing these books, student can observe two plants; one that is getting what it needs and one that is not. Students can then write about what a plant needs to grow and thrive and compare that to what happens when a plant is not getting fresh air, water, and light.

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For HS health, this also fits with nutrition concepts. Students learn the differences between natural vs. organic, GMOs, and nutrition labels. Many have preconceived (often negative) notions about GMOs and do not yet understand the pros and cons of developing crops better able to withstand the future pressures of agriculture, which we expect as our climate continues to change. At my school, we try to fold in an international focus and learn about circumstances worldwide that contribute to famine; these articles would fit in as part of that research.

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We are currently doing a unit on plants in 1st grade. And because we live in an agricultural hub and nearly half of our students come from farm working families, I plan to make connections about crops, farmworkers, and the effects that smoke and climate change have on the plants and people that we depend on.

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Courtney Sanchez: In our farm working community, and because kids love food and love our fresh snacks provided by the school - I think bringing in feelings around climate change, impacts to crop and farmworkers, etc. would be appropriate. Students feel empowered when they feel connected to the cause in tangible ways.

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When teaching my 4th grade students, I do a lot of teaching around annotating articles and how to take notes while reading through an article. These articles would be a great use for students to gather content but also while learning how to take notes. #4thgrade