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Feedback based on growth mindset/higher order thinking

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Feedback based on growth mindset/higher order thinking

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Use wait time, especially w/ ELLs
Use turn and talk/think pair share
(I don't know/shrug) "Tell me what you know about ___."
"That's a good start. Can you expand on that?"
(Incorrect answer) "That

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Ideas/resources to hook student interest

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Ideas/resources to hook student interest

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Tiny air pollutants are big, big killers | Science News for Students

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http://www.denverpost.com/2017/06/03/denver-metro-front-range-ozone-action-alert/

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MS-ESS3-2  Apply Scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Engineering Practices: Constructing explanations and designing solutions.

Crosscutting Concepts: Cause and Effect

MS-ESS3-3 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Engineering Practices: Analyzing and interpreting data

Crosscutting Concepts: Patterns

MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

Engineering Practices: Engaging in argument from evidence

Crosscutting Concepts: Cause and Effect

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This module is designed for a highly diverse population in Colorado.

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It is relevant because all the families are impacted in some way by air quality.

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Pre and post data; how will you assess growth?

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Pre and post data; how will you assess growth?

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Backward design: Summative Performance Assessment: 

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Backward design: Summative Performance Assessment: 

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Students will create an e-poster to present to a public audience at the end of the unit. The poster will clearly answer the unit’s essential questions. Because this unit is designed to raise awareness of the general public, the posters must be organized and visually appealing in the way they display the project outcomes. Students will choose the specific sub-questions around natural disasters (either in general or specific examples) that they investigate.

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Essential questions or statement of problem

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Essential questions or statement of problem

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How do humans impact air quality?

What are the different ways air quality impacts human health?

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Potential Colorado K-12 Standards (Grade Level Expectancies & Prepared Graduate Competencies) 

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Potential Colorado K-12 Standards (Grade Level Expectancies & Prepared Graduate Competencies) 

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Explain and illustrate with examples how living systems interact with the biotic and abiotic environment
Sixth Grade | SC09-GR.6-S.2-GLE.1 Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species

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Air Quality and Human Health

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Critical thinking/reasoning
Information literacy
Collaboration
Self direction
Invention

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This is an example of a middle school science concept quiz. This assessment that focuses on one question and gets to a students true understanding of a skill and/or topic. Please use this as a template to create your own.

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This publisher's books are all about the natural world. Picture books-literacy play an important role in developing scientifically literate students. Check out their titles and see where they may apply to the modules you design.

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Summertime! You're outside with your kids. Now what? How do you encourage them connect with the natural world? For young children who have an abundance of energy, you may want to help them focus their attention. On the other hand, for older children, especially those who like to always be on electronic devices and looking at screens, you might need to awaken their enthusiasm for nature. These suggestions cover the range from active to quiet-try a combination to suit your situation.

Scavenger Hunt-Young and old alike enjoy the fun of hunting for "treasures." A Scavenger Hunt can be done anywhere-in your own backyard, at a park, or along a trail. Begin by making a list of natural objects (either in words or pictures). Provide a paper bag for collecting the items, and a pencil for checking them off the list. You can set a slow and relaxed pace, or ramp up the energy by establishing a time limit. Find tips and suggestions (including printable scavenger hunt sheets) at the National Wildlife Federation and Home Science Tools.

Complete the phrase-This observation activity is highly adaptable-it can be done day or night, as you walk along a trail or sit around a campsite, for a large or a small group. Begin by having one family member point out a natural object that they see in the environment, such as a tree, cloud, or creek. Then, one-by-one, other family members finish these three statements about the object: "I notice..., I wonder..., It reminds me of..." This simple process, suggested by John Muir Laws, can open the door for greater awareness and a deeper connection to nature. Another simple activity that develops awareness and observation skills is "I Spy." For older children, you can increase the fun by using more complex criteria, such as "I spy something quieter than a mouse," or "I spy something that's food for bird."

Pick a Card-The Nature Portals card deck was designed for adults, but it can be also be adapted to use with children. Every card has a nature photograph on one side, and on the reverse side a suggestion for tuning into nature more fully using all of your senses. Take the cards with you on a nature outing and have each person draw one and read it aloud. Then have the whole group do what it says. For example, you might from use your "hawk eyes" to change your perspective, or put on your "rabbit ears" to listen to the sounds around you. Or maybe you will stretch your body like a tree reaching for the sun, or lay down in the grass to watch the stars at night.

Enjoy your summer! And remember that a good book can pique a child's interest in exploring the natural world.

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Summertime! You're outside with your kids. Now what? How do you encourage them connect with the natural world? For young children who have an abundance of energy, you may want to help them focus their attention.

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race,  income and environmental inequality

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environmental inequality and air pollution

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http://www.kimabeles.com/artPages/smog.html

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Here is a place where the GLOBE Partners post GLOBE resources that are more general: https://padlet.com/usglobecc/u2hct62nz5o8

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Enormous natural-gas leak polluted L.A. air | Science News for Students

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Rating system from EPA for ozone.

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ozone 																															 maps

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Air Quality Guide for Ozone - Air Quality Guide for Ozone

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Air Quality Calculator - input your meter number and it will calculate the rating, what groups are sensitive, health impact statements and cautionary statements.

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ozone 																															 maps

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AQI Calculator: Concentration to AQI - AQI Calculator: Concentration to AQI

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Some resources about the expansion of 70 in Globeville:

Westword article: http://www.westword.com/news/i-70-expansion-plan-lawsuit-filed-against-epa-by-neighbors-sierra-club-7706866

Sierra Club press release:
http://www.sierraclub.org/sites/www.sierraclub.org/files/sce/rocky-mountain-chapter/I-70%20Opposition%20Press%20Release%2020160316.pdf

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Stuffy classrooms may lower test scores | Science News for Students

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Particles in air help fatten clouds’ water droplets | Science News for Students

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Air quality monitoring station at Swansea Elementary

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Air quality monitoring station at Swansea Elementary

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"Specific concerns center around exposure to PM10 and PM2.5 particles, which refer to particulate matter measuring 10 and 2.5 microns in diameter composed of various substances like carbon and sulfates. (For comparison, a human hair is 100 microns wide.)"

https://www.denverite.com/air-quality-legacy-issue-elyria-swansea-globeville-14991/

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https://airnow.gov/index.cfm?action=aqikids_home.index

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https://www.epa.gov/outdoor-air-quality-data/air-data-concentration-plot

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https://www.colorado.gov/airquality/

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https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2740858/

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https://www.ucsf.edu/news/2013/06/106861/early-life-air-pollution-linked-childhood-asthma-minorities-study

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http://cen.acs.org/articles/95/i4/Peering-Chinas-thick-haze-air.html

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www.AirNow.gov

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Using Lego bricks to understand air quality

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Using Lego bricks to understand air quality

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https://edgerton.mit.edu/k-12/teacher-resources/k-12-curriculum/atoms-molecules/understanding-air

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https://www.globe.gov/globe-data/data-entry

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https://youtu.be/qZh1MrDHLoY

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https://youtu.be/Q6eoRnrwL-A

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https://youtu.be/W2yEWyvWznE