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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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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 weather and climate.

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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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Cool Jobs: Wet and wild weather | Science News for Students copy

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Critical thinking/reasoning
Information literacy
Collaboration
Self direction
Invention

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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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How fossil fuel use threatens kids’ health | Science News for Students

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Ideas/resources to hook student interest

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Ideas/resources to hook student interest

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http://www.npr.org/sections/ed/2016/09/27/492860897/teaching-middle-schoolers-climate-change-without-terrifying-them

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Essential questions or statement of problem

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Essential questions or statement of problem

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What are the different ways weather and climate impact human health?
How does human activity impact the climate?

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Backward design: Summative Performance Assessment: 

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Backward design: Summative Performance Assessment: 

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https://www.natureworkseverywhere.org/resources/urban-runoff/

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http://www.colorado.gov/airquality

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EPA AirData (Air Quality Data):
https://www.epa.gov/outdoor-air-quality-data

Ozone Primer -- "Good" vs "Bad" Ozone:
https://www.airnow.gov/index.cfm?action=ozone_facts.index

EPA AQI (Air Quality Index) Basics:
https://airnow.gov/index.cfm?action=aqibasics.aqi

EPA AQI Calculator:
https://airnow.gov/index.cfm?action=resources.conc_aqi_calc

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Our local recorded weather data (Weather Underground)
https://www.wunderground.com/personal-weather-station/dashboard?ID=KCODENVE419

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Weather Tourists- A GLOBE Data Exploration

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Data at Altitude- A GLOBE Data Exploration

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Climate and Latitude- A GLOBE Data Exploration

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GLOBE NGSS Tour through Weather and Climate

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

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You see a news story or Op-Ed about climate change. Is it accurate? Climate Feedback asks climate scientists to "grade" news stories on their accuracy. Search for the title and see if it's accurate!
http://climatefeedback.org/

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Cool Jobs: Head in the clouds | Science News for Students

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https://www.epa.gov/climate-indicators/understanding-connections-between-climate-change-and-human-health

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Evangelical Christian Climate Scientist, professor at Texas Tech. She is a magnificent communicator specifically when speaking to faith based groups.

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Journey into the eye of the storm, as Hollywood’s brightest stars and today’s most respected journalists explore the issues of climate change and bring you intimate stories of triumph and tragedy. YEARS OF LIVING DANGEROUSLY takes you directly to the heart of the story in this awe-inspiring and cinematic documentary series event created by former 60 MINUTES producers Joel Bach and David Gelber and executive produced by James Cameron, Jerry Weintraub and Arnold Schwarzenegger.

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Welcome to the Years of Living Dangerously (YEARS) education website, where you will find climate smart educational resources and learning opportunities that correspond to the science and issues presented in the series. Learn More →

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Climate Classroom for Kids - focus on elementary.

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The lesson plans and information presented here are designed for educators of grades 3-6 with adaptations for additional grades. Students of all ages, who love wildlife and want to learn more about these amazing animals, will enjoy it too.

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From J.Hammonds        NASA's Climate - Vital Signs of the Planet

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From J.Hammonds        NASA's Climate - Vital Signs of the Planet

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Climate Change: Vital Signs of the Planet

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Home - Climate Change: Vital Signs of the Planet

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Vital Signs of the Planet: Global Climate Change and Global Warming. Current news and data streams about global warming and climate change from NASA.

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Cool School Challenge - Carbon Calculator

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The Cool School Challenge engages students and teachers in practical strategies to reduce carbon dioxide (CO ₂) and other greenhouse gas emissions school-wide.

Students challenge individual classrooms to reduce their carbon emissions over a set period of time, and utilize a carbon calculator to evaluate progress.

Best of all, because it's aligned to NWF's Eco-Schools USA program, schools that complete the Challenge automatically qualify for a bronze level award through the Eco-Schools USA program!

>> Click here to learn how the Challenge works >> Click here to access materials to implement the Challenge >>Click here to share your Challenge success by updating your school's dashboard >>Click here to learn more about your school's dashboard
Cool School Story

Artondale Elementary is a cool school...learn all about it here!

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Cool School Challenge - National Wildlife Federation

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The Cool School Challenge engages students and teachers in practical strategies to reduce carbon dioxide (CO 2) and other greenhouse gas emissions school-wide. Students challenge individual classrooms to reduce their carbon emissions over a set period of time, and utilize a carbon calculator to evaluate progress.

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http://globecarboncycle.unh.edu/DownloadActivities/Intro/CarbonTravelsGame/CarbonTravelsGame_TeacherGuide.pdf

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CLEAN Network (Climate Literacy & Energy Educational Resources) curriculum & ed resources

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CLEAN Network (Climate Literacy & Energy Educational Resources) curriculum & ed resources

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http://cleanet.org/index.html

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https://www.youtube.com/watch?v=ePL-uOg9hSU

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http://storymaps.esri.com/stories/2017/climate-migrants/index.html

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The coming decades will see a huge increase in the number of people who migrate due to climate change and its many effects, including rising sea levels, extreme heat, floods, droughts, and conflict.

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http://www.earthday.org/take-action/footprint-calculator/

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The footprint quiz is powered by Adobe Flash. It will only run on devices running Adobe Flash.
Sign up for our newsletter
Ecological Footprint Quiz FAQ

Global hectares are hectares with world-average productivity for all productive land and water areas in a given year. Studies that are compliant with current Ecological Footprint Standards use global hectares as a measurement unit. This makes Ecological Footprint results globally comparable, just as financial assessments use one currency, such as dollars or Euros, to compare transactions and financial flows throughout the world.

The Ecological Footprint of a person is calculated by considering all of the biological materials consumed, and all of the biological wastes generated, by that person in a given year. These materials and wastes each demand ecologically productive areas, such as cropland to grow potatoes, or forest to sequester fossil carbon dioxide emissions. All of these materials and wastes are then individually translated into an equivalent number of global hectares.

To accomplish this, an amount of material consumed by that person (tons per year) is divided by the yield of the specific land or sea area (annual tons per hectare) from which it was harvested, or where its waste material was absorbed. The number of hectares that result from this calculation are then converted to global hectares using yield and equivalence factors. The sum of the global hectares needed to support the resource consumption and waste generation of the person gives that person's total Ecological Footprint.

First, biological wastes such as residues of crop products, trimmings from harvested trees, and carbon dioxide emitted from fuel wood or fossil fuel combustion are all included within Ecological Footprint accounts. A cow grazing on one hectare of pasture has a Footprint of one hectare for both creating its biological food products and absorbing its biological waste products. This single hectare provides both services, thus counting the Footprint of the cow twice (once for material production and once for waste absorption) results in double counting the actual area necessary to support the cow. The Footprint associated with the absorption of all biological materials that are harvested is thus already counted in the Footprint of those materials.
Second, waste also refers to the material specifically sent to landfills. If these landfills occupy formerly biologically productive area, then the Footprint of this landfill waste can be calculated as the area used for its long term storage.

Finally, waste can also refer to toxics and pollutants released from the human economy that cannot in any way be absorbed or broken down by biological processes, such as many types of plastics. Assessments of the Footprint of toxics and pollutants, when completed, generally refer to the Footprint of extracting, p
rocessing, and handling these materials, but not to the Footprint of creating or absorbing these materials themselves.

The savings that result from the recycling process can be allocated to the person who recycles a material and/or the person who buys recycled material in a number of different ways:

100% to the person who buys the recycled paper (the wood fiber in a 100% recycled ream of paper could have no forest Footprint, since the footprint of that wood fiber was already allocated to the person who bought the virgin paper),

100% to the person who recycles the paper (a person purchasing 100% virgin paper who recycled all of it would have no Footprint for the wood fiber in that paper, since all of it is reused later, assuming that no fiber is lost in the recycling process), or

Split between the person who buys recycled paper and the person who recycles paper (the savings can be split 50%/50%, or in any other allocation).

Different researchers use different allocation principles for the savings from recycling, and standards-compliant Footprint studies will state their chosen allocation method explicitly. Regardless of allocation method, however, the largest reductions in Ecological Footprint can most commonly be achieved by reducing the total amount of materials consumed, rather than attempting to recycle them afterwards.

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Ecological Footprint Quiz | Earth Day Network

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The footprint quiz is powered by Adobe Flash. It will only run on devices running Adobe Flash. Sign up for our newsletter Ecological Footprint Quiz FAQ What is the Ecological Footprint? What does the Ecological Footprint measure? How accurate are Ecological Footprint measurements? What can Ecological Footprint Analysis tell us about the future of the...

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Tuesday PM PowerPoint: "Understanding Climate Data", with links!

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Tuesday PM PowerPoint: "Understanding Climate Data", with links!

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Also, you can contact me at any time at michael.macferrin@colorado.edu

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http://oceanservice.noaa.gov/education/climate-stewards/webinars.html

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https://youtu.be/hBLVNmw89tw

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The weather stations and PM2.5 instruments we used today can be purchased on Amazon. For the weather stations you should also look at the GLOBE requirements to see other instruments that are compliant with the GLOBE protocols.

MSU Denver has several of each of these available (both the weather stations and PM2.5/10 meters). Ask if you want to borrow any for your lessons, or for the whole year!

Ambient Weather WS-0900-IP Wireless Internet Remote Monitoring Weather Station, $99.99
https://www.amazon.com/dp/B01HH4WZXG/

HoldPeak 5800D PM 2.5 Aerosol Detector, $119.99
https://www.amazon.com/HOLDPEAK-Detector-Backlight-Environmental-Available/dp/B01EKVP6OE

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http://climvis.org/anim/maps/global/prate.html

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Monsoons and Health- A GLOBE Data Exploration

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This activity is from the Elementary GLOBE Climate Storybook. It is very similar to the Monsoons and Health Data Exploration.  https://www.globe.gov/documents/348830/21221037/01_EGc_FINAL_29sept2016.pdf/e23a6ca7-cf1d-4ca9-a82e-68c42d408e3f

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https://pmm.nasa.gov/education/videos/assessing-drought-united-states

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https://pmm.nasa.gov/education/interactive/rain-gauge-design-challenge

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https://y4y.ed.gov/stemchallenge/nasa/atmospheric-science-investigation/1729