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Students can do a writing piece with a day working in the field. Learning about a crop and how it is harvested, what the temperature is and how they would adjust to the weather and environment. We would do this writing after reading about youth working in the fields.

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I would read to or have students read about young people who help their families by working in the fields. I would also have them read a selection on migrant workers. They would use these reading to then apply to an informational essay or a narrative of their life working in the field.

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I could have students conduct research and even interviews to find out what are some struggles farmworkers face in the PNW.

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I can integrate increasing temperatures and decreasing food supplies or other data sets into my classroom to elucidate the impact of climate change on the food supply. I could also model temperature and heat related hospitalizations to demonstrate the health consequences of a warming climate.

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I would be great since most of our parents are farm workers, to have them interview their parents with a preset list of questions about their daily life working on the farms/fields and then do a write up about what they learned.

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I could easily incorporate lessons about the impacts of climate change on farmworkers/farmworker rights when we get to our textbook chapter covering worker rights and labor unions.

#7thgrade #socialstudies #STI

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I was thinking of a writing project on a location where a food is currently being produced, expected changes due to warming, and ways to show support in our community.

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Structure and Function: working in hot/cold conditions, how impact the body

Make a presentation or letter to legislation about the importance of enforcing the laws/making more for farmworkers

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If they were foreman, what changes could they implement for farm worker safety and production?

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ELA Reflection on Video (Washington Farmers Safeguard Migrant Workers)

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ELA Reflection on Video (Washington Farmers Safeguard Migrant Workers)

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Have students watch above film from 2017. According to the American Farm Bureau Federation, labor shortages nationwide could cost farmers up to $3 billion by next year. “What we have is a highly skilled labor force and no good way to get them here,” says one Washington farmer.

Have students write reflective paragraph on what they learned in the video and how it impacts them and our community.

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Borders & Heritage | Washington Farmers Safeguard Migrant Workers | Season 4 | Episode 9 | PBS

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Labor shortages nationwide could cost farmers up to $3 billion by next year.

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Our first unit in the year is thermal transfer, and with extreme heat being an increasing problem for migrant workers, I think a stem project could tie into this content. What type of clothes (materials, clothes, etc) would help workers stay safe, and as part of their reflection, the could also research working conditions that would be more beneficial to help mitigate these dangers.

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The first unit I teach during the year is thermal energy, and with the increase of extreme heat, this content could tie into a STEM project at the end of the unit. Students could figure out what workers should wear (colors and materials) to help worker stay safe, and as part of a reflection, they could additionally look up other interventions (political or policy) that will help improve conditions for workers.

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I would use this information to introduce the topic of agriculture and agricultural workers. We could start by exploring the U.S., since more students will be familiar with these processes. Then, I would like to explore the conditions of agricultural workers throughout the French speaking world - comparing the conditions themselves, and the protections in place. Then students could design their own system, incorporating elements from each.

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Graphs and charts are super important for my kids to interpret. I think this content contains so many relevant charts and graphs that would be real data for my kids to look at and analyze. One of our science units is about the human footprint. Another is the distribution of water on Earth. I think both of these can be tied easily to this content.

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Learning to read the graphs that were shone to us in the module is a skill students need and they can relate to here in Washington.

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Doing a research project on climate change and having the students pick a topic they feel passionate about.

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Read books about farming and have students draw or write about how food gets from the farm to their table.

#1st grade

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Discuss how farmers grow food and how weather can make their job harder.

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I think we could make agricultural art using the crops that are grown locally. Wheat, lentils, peas, etc would be treated as paints and glued down to construction paper. As many of my students are from farming families, I think this would be a fun way for them to connect with their agricultural roots.

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I think it would be an amazing connection to WA history civil rights movement, and to what is still being fought for today. There are so many groups of peoples working in our ag field, and they make WA state diverse and beautiful! It could also lead into a conversation about trade and economics of WA.

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I teach a low-level environmental science class that is full of students who are extra-difficult to engage. I think I would have students research current safety regulations for farmworkers. I also would have students create job descriptions for farm workers in our area (many of their families are identified as migrant). Lastly, I would give students data about the number of days above XXX temperature historically - going back several decades (possibly to when my grandfather started farming, for relevance). I feel like I need to make each aspect of my lesson to engage students to relate upon their experiences and the experiences of their families and friends.

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I read a book and then they can draw/ color one of their favorite foods. We can talk about where food comes from

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In my K/1 class we do a unit on weather and I would like to include climate change into the unit. Kids at this age are very interested in extreme weather and often just see how "cool" it is to watch videos online and learn about why it is happening. Climate change is an easy topic to integrate and can help make personal connections for the students in a farming community. I am also currently doing a unit on space and we spend a few days learning all about the sun. Climate change would also fit in nicely here to show the kids some data on how our weather is changing and how that effects us.

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Analyze crop yields, weather patterns, and farm productivity. Design farm layouts and irrigation systems.

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Discuss agricultural commerce, market trends, and the financial aspects of farming.

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I am going to research the issue of climate change to agriculture. Then, I am going to present the he information and have students research ways that they can prevent global warming and how they can educate their community.

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We could discuss the kind jobs our community members have on a farm. Many of my students live on small farms, so this would fit in very well. We could tie this in with our weather unit and talk about how weather would impact crops as well as the workers.

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Reading aloud a book about foods and farming. Talking about agriculture and where our food comes from.

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1st grade social studies + science

We could discuss the kind jobs our community members have on a farm. Many of my students live on small farms, so this would fit in very well. We could tie this in with our weather unit and talk about how weather would impact crops as well as the workers.

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We can increase comprehension of Washington State History content by reading stories of migrant workers, protection of habitats by local tribes, and learning about plant scientists' efforts to make crops more drought tolerant.

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Immigration and visas, what that means for potential seasonal farm workers, verses the current system.

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I will definitely find some articles on migrant workers so my students can be forced to think about the food they eat, where it came from, and why our way of life is threatened by climate change, one less worker at a time.

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Students could be prompted to detail their assessment of a day as a farm worker. After viewing an example or narrative of a worker's day, they could be tasked with speculating on how other events, such as an extreme weather event, would affect that day, and how it might change food growth and access as a whole.

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I would focus on the data and model aspect because learning how to interpret data and models as well as being able to create models are all important skills for a student in science. I could incorporate this lesson with my lessons in conservation of momentum and energy since climate change can be explained from a heat budget, energy lens.

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We have discussed how animals grow. I can do a quick unit on how plants grow. They can draw a picture of the plant growth cycle and also think about factors like high temperatures and storms/climate change.

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I would read some picture books to the students that dive deeper into this topic. Mostly about farming and where our food comes from. After reading and getting more information on this project, I would have students create a project of where their food comes from through an art piece.

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Create an employee management plan where they forecast how much money their hypothetical farm would produce, how much they would be spending on farm inputs, including employees. Then I would have them come up with a plan to advocate for those workers.

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Most of the lands around our district is farmland. I think it would be fun to have the students interview their families or farmers in around the school about farm life and what it used to look like and what they have seen change over time and what they think they will continue to see. We could come up with questions together and then they could write up what they learned and present it to the class.

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I love doing a plant and farm unit with my class each year to talk about how plants grow, what they need to grow, parts of a plant, and where our food comes from. We learn about what farmers do, how our food grows and changes in to the dishes, snacks, drinks, or meals we eat.

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At the holidays we always talk and do a quick writing craft about different traditions. It might be fun to talk about if there are any special meals or foods they eat during this time, which would connect to first foods and taking care of the Earth so we can have these special foods and traditions we love.

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Most of my students speak a language other than English. I like to do a lot of activities that implement words from their languages. I could do a project where students choose several types of foods that we have learned about in a unit, such as corn, salmon, apples, etc, and learn how to say and write these foods in each language represented in our classroom. We could turn it into an art project as well, using different mediums to make a collage or mosaic of pictures and words.

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In our curriculum, the 6th grade has two units that apply to these topics: metabolism and climate change. In our metabolism unit, we could discuss the metabolic needs of agricultural workers as they work in extreme conditions as well as the health benefits of the first foods. In our climate change unit, we could discuss how raising temperatures threatens the livelihood and safety of workers as well as the causes of global warming and its impact on the PNW.

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Students could do writing reflections on almost any of these topics! We can do persuasive writing, trying to persuade others to help take care of the earth and our community. We can do informative writing, teaching what we've learned, opinion writing, etc.!

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We learn about how plants grow and where food comes from, so we could make many connections with migrant workers and climate change to this area.

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In connection with the Weather Patterns science unit where we study climate change, I would have students read articles from NW farmers and migrant workers to learn about the impacts of climate change on their jobs and our food. The article we read for this course about the migrant workers and the heat would be a good one to read.

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The connection of food & our lives - utilizing/reflecting on "First Foods"

Also, looking at where does our food come from & how did it get here? Along the lines with very first assignment here, where we listed climate change impact and then came back to it later having added more to it after new info was learned.

Zarah Matsuda