February 2024
Professional Learning
Welcome to the
Grade 5
bit.ly/coolercommunities2
Thank you!
Facilitators
Zoë Randall
Lacy Szuwalski
Erin Leavitt
Alaska English
Lauren Leathers
LAND ACKNOWLEDGMENT
We ACKNOWLEDGE the land of the Kumeyaay people and to whom this land belongs. The Kumeyaay are still here and speak the Kumeyaay language.
We STAND in solidarity with all Indigenous people and their right to self determination by recognizing Indigenous communities as the rightful stewards of this land.
We COMMIT to working toward the healing of generational trauma, theft, and dispossession Native peoples have faced and continue to face by listening to and supporting current needs of the Indigenous community.
Introductions - ES/HSS Resource Teachers
Ricardo (Ricky) Medina, Ph.D.
Ethnic Studies Resource Teacher rmedina3@sandi.net
Goals
Who’s in the Room?
First time at a STEAM
professional learning
Taught 5th grade before
Experience with NGSS
Made a New Year’s Resolution and have maintained it
Have pets
Identity Slides
Lacy Szuwalski: STEAM Resource Teacher
Kansas Girl in a Beautiful World
traveler
Aunt
risk-taker
lifelong learner
Returned Peace Corps Volunteer
hiker
believer
environmentalist
pickleballer
Zoë Randall (she/her) / STEAM Resource Teacher
Korean-American
🇰🇷Born in Seoul, South Korea
🌴Grew up in Palm Springs, CA
🌊Living in San Diego since 2000
My Strengths:
Positivity
Empathy/Maximizer
Developer/Arranger
Travel/Nature/Cooking/Running
Educational Innovation
Family
Family
SoCal Native
Travel
Road Trips
Camping
Soccer Fan
Running
Nature
Teaching
Erin
Leavitt
IB Coordinator at Jefferson
STEAM Resource Teacher
Alaska English
4th grade teacher
Clay Elementary School
My family
“Let’s go Aztecs!”
Teacher
Outdoors
I identify with students who have unique names!!
Derek Suzuki - Instructional Technology
Our Amazing Team!
“We are the music makers, and we are the dreamers of dreams”
Willy Wonka
The Family with a big + 1
Lauren Leathers
Instructional Technology
#family
#sdnative
#travel
#nature
Create an Identity Slide
Google Slides - Insert Text and Images
Option 1: Use the icons on the toolbar
Option 2: Select Insert, then select image or text box.
After typing in your text, use these tools to customize your selection
Bonus Option: Giphy Chrome Extension
Digital Gallery Walk
What connections can you make?
Agenda
8:30 | Welcome / Community Building |
| STEAM Overview |
| Cooler Communities
|
11:45 | Lunch |
12:45 | Cooler Communities
|
3:20 | Raffle & Reflection |
3:30 | Goodbye! We’re here for you when you need us! |
20/21
18/19
TK/K
32 schools
19/20
19/20
TK-1
45 schools
20/21
TK-2
50 schools
19/20
21/22
TK-3
50 schools
20/21
19/20
22/23
TK-4
75 schools
20/21
19/20
23/24
UTK-5
80 + Schools
ing Ahead in SDUSD!
Goal: 2025/26 - District Adoption of STEAM
as Elementary science curriculum in 126 schools.
Creative
Changemakers
Curious
STEAM Mission
?
SDUSD’s approach to Ethnic Studies
Ethnic Studies (ES) is a content and pedagogy that humanizes and empowers all people.
ES values CELEBRATING histories and CENTERING cultures of marginalized groups, specifically Indigenous, Black, Asian/Pacific/Desi/Arab, and Chicanx/Latinx communities; CULTIVATING love and self-worth for ALL students; CRITIQUING and CHALLENGING power and oppression across systemic, interpersonal, and internalized levels; CONNECTING learning to past and contemporary movements for social justice; and CONCEPTUALIZING new possibilities of collective hope, healing, and liberation.
ES promotes the understanding of SELF, STORIES, SYSTEMS, SOCIAL MOVEMENTS, and SOLIDARITY.
POPCORN READ
Ethnic Studies Guiding Principles
Grade | Project Name Key: = Life Science = Earth Science =Physical Science = Computer Science | ||||||
| Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | Unit 6 | Unit 7 |
UTK | We are Engineers! | n/a | n/a | n/a | |||
K | |||||||
1 | n/a | n/a | |||||
2 | n/a | n/a | |||||
3 | Wild About Wetlands TBD | n/a | n/a | ||||
4 | *(CT) Fall 2023 | n/a | n/a | ||||
5 | The Garbage Unit TBD | Help the Kelp TBD | n/a | n/a | |||
UTK-5 + CS Project Matrix
Nan Renner, Ph.D
Educator, designer, cognitive scientist, and administrator, Nan Renner works with colleagues and collaborators to promote engagement, learning, and educational equity. Through her work with University of California, San Diego’s Birch Aquarium at Scripps Institution of Oceanography and Center for Research on Educational Equity, Assessment, and Teaching Excellence STEM Success Initiative, she connects learning across the lifespan in multiple settings, in schools and outside of schools. She promotes active experiential learning with shared goals and a common purpose, ultimately striving for greater curiosity, creativity, compassion, and collective action.
LINK TO VIDEO OF NAN PRESENTING SLIDES
SoCal Extreme Heat Research Hub
SoCal Heat Hub
socalheathub.ucsd.edu
SoCal Heat Hub Purpose
To investigate extreme heat, human health impacts, and sustainable adaptation in coastal Southern California
To collaborate with community partners to produce knowledge and put knowledge into action
Scripps Oceanography Center for Climate Change Impacts & Adaptation, PI Mark Merrifield �15+ scientists, collaborators & community partners. Funded by NSF, 2022–2027.
socalheathub.ucsd.edu
SoCal Heat Hub: convergence science
Climate Dynamics
Health Impacts
& EJ
Ecohydrology & Greening
How do ocean, atmosphere, and land processes drive and/or modulate extreme heat across varied coastal zone climates, and what changes are expected with climate change?
What are the locally-specific health impacts of extreme heat, and how do they vary according to land use and socioeconomic factors?
What is the locally-specific relationship between temperature and vegetation? Where/how can vegetation be used for heat adaptation, and what are the associated climate/water resource constraints?
Education to Broaden Participation
Community
Engagement
Goals:
Enable long-term, equitable engagement with regional government agencies and community partners.
Broad community engagement. Equity-first. �Co-production of research and programs.
Goal:
Engage K12 and �community with Heat Hub �science, and opportunities for learning, sharing knowledge and data, and local action.
Why is Heat Hub science important for K12 & community?
Heat affects everyone, though disproportionately
Need to understand, adapt and mitigate
Multiple literacies:
Climate + environmental injustice + justice,
natural science + social science, data + computing
Earth systems: complex & interconnected
Geosphere, Hydrosphere, Atmosphere, Biosphere
Co-produce knowledge, co-produce learning resources
SoCal Heat Hub Overarching Goals
Advance scientific knowledge and fill knowledge gaps in several fields
Provide government agencies, non-governmental groups, and partner organizations with science-based planning information
Aid in the assessment of existing urban planning efforts and future greening efforts with respect to climate change, health, and long-term sustainability
Empower students from the communities most hard-hit by climate change and extreme heat to participate in building solutions
Establish lasting partnerships for proactive and equitable engagement in the region
Serve as a model for other coastal areas facing similar challenges
GREEN SPACE AS AN INTERVENTION TO DECREASE HEAT-RELATED INEQUALITIES �(HALE ET AL.)
Plants: Geosphere - Biosphere - Atmosphere - Hydrosphere Interactions
�
Radiative cooling (shade)
Plants shade the air and land below their canopy, which reduces soil and land surface temperatures, and decreases sensible heat and ground heat.
Evapo-transpirative cooling (ET)
Plants release water vapor (transpiration) as a byproduct of photosynthesis
Surface water on soil, plants, pavement, water bodies evaporates.
This uses heat energy, or latent heat.
Teacher Researcher Collaborative
Link to RSVP
Love Your Wetlands Day
Link to RSVP
Experience Cooler Communities
Project Goals
Center voices in our community
Discuss and critique ways humans affect land surface temperature
Explore connections among Earth systems
Project Overview
Community Connections
Assessment
Exhibition/
Authentic Audience
Anchor Phenomenon
Essential Question
Final Product
SoCal Heat Hub Scientists
Tree San Diego
Andrea Eaton, SDUSD
Share maps with the community (i.e.
community members,
Board of Education,
Mayor/City Representatives)
How can we make our community cooler?
Create a map of our future cooler community.
Accessing the Curriculum
Final Product - Begin with End in Mind
Turn and Talk
Anchor Phenomenon
STEAM curriculum is inquiry-based.
Everything students learn is in service of understanding the anchor phenomenon.
Their questions about the anchor phenomenon help drive the learning.
The surface temperature of the land differs across parts of our city.
Questions to Investigate
Lesson 1
Lesson 2
Lesson 3 & 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8 & 9
Lesson 10
Lesson 11
Lesson 12
Calendar
*Final Product Steps
Resource
Slides
“Take and teach”
Lesson Plans
Habits of
Mind
Lesson Plans
Success Criteria
Lesson 1
Lesson 2
Lesson 3&4
Lesson 5
Scope & Sequence
Break
Please be ready at 9:57
Think about what our Grade 5 hashtag should be :)
#5ALIVE
#Gimmie5
#High5
#diveintofive
Lead Learner Moves | Learner Attributes |
1. Elicits students’ wonderings 2. Encourages all thoughts and voices 3. Gives opportunities to explore other’s point of view 4. Provides experiences for creative expression 5. Provides hands-on exploration 6. Launches lessons with enthusiasm 7. Celebrates taking risks 8. Provides opportunities for discourse and collaboration 9. Creates a culture of improvement via drafting and revision 10. Clearly communicates the purpose of the work 11. Creates an authentic audience for student work 12. Provides time and structures for reflection on learning | Curious Open-minded Empathetic Creative Problem-solver Enthusiastic Risk-taker Collaborative Engaged Persistent Purpose-driven Reflective |
Belonging
Discourse
Agency
Identity
Creating Equitable Environments for Learning
(SEAD: Social Emotional Academic Development)
Lesson 1
How does temperature affect our daily lives?
Launch: Introduce Question to Investigate & Access Prior Knowledge
Explore: Create Group Model (2 Options)
Success Criteria
Present
Reflect
SESSION 1
In the Resource Folder!
SESSION 2: Final Product Step
Post Project Goals for Clarity of Purpose
Introduce Project Name
Final Product Step: Students learn they will be designing a cooler community for the future. Students show understanding of their current community by making a school community map. Co-construct a Class School Map on large chart paper or a bulletin board that will be developed throughout the project.
What questions do you have about Lesson 1?
Lesson 2
Student Lens
Lead Learner Lens
What does the agreement mean to you?
What does it
Classroom Agreements for How We Figure Things Out in Science
We can do science in many different ways. | … |
We share our current thinking. | … |
We look, listen and consider each other’s ideas. | … |
We let our ideas change and grow. | … |
2 minutes
Turn and Talk
I see…
I think…
Turn and Talk
I wonder…
Who ___ ?
What ___ ?
When ___ ?
Where ___ ?
Why ___ ?
How ___ ?
Why do land surface temperatures differ across San Diego?
scientific model | |
Draw a model that shows why you think land surfaces may differ across San Diego.
5 minutes
What can we add to our class model to show our collective thinking?
Record Lead Learner Moves you noticed in the Anchor Phenomenon Launch (Lesson 2 Session 1)
Lead Learner Reflection
Lesson 2
Session 2
#10 - Gather Data through All Senses
I can learn about the world around me!
LAND ACKNOWLEDGEMENT
San Diego Unified schools reside on the ancestral lands of the Kumeyaay Nation.
We acknowledge and celebrate their ongoing role in San Diego and their current day activism to preserve sacred lands around the county.
Question to Investigate
How have humans changed the land in San Diego?
Success Criteria
Turn and talk
What do you think San Diego was like 100 years ago?
How have humans changed the land?
How have humans changed the land?
Balboa Park
How have humans changed the land?
UCSD
Partnerships
Use the computer that belongs to the person whose name is bold.
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
I
Teacher Tip
Join Google Classroom
tdq6il7
Lower case “L”
Interactive Student Notebook
Partner 1
Google Earth
Partner 2
records
Slide 5
Slide 6
8 min.
Record landforms you notice and
evidence of how humans have changed the land.
San Diego Bay
Landforms: (type here)
Evidence of Human impact: (type here)
Camp Pendleton
Landforms: (type here)
Evidence of Human impact: (type here)
Julian
Landforms: (type here)
Evidence of human impact: (type here)
Borrego Springs
Landforms: (type here)
Evidence of human impact: (type here)
Question to Investigate | What We Did | What We Figured Out | Connection to Phenomenon | Questions We Have Now |
How have humans changed the land in San Diego? | |
| | |
Cooler Communities Phenomena Wall
Essential Question: How can we make our communities cooler?
Success Criteria
the land.
Exit Slip
Reflect
What Lead Learner Moves or SEAD themes did you notice in Lesson 2?
(2 min)
Lunch
11:48-12:48
Lesson 2
Introduce Question to Investigate
& Access Prior Knowledge
SESSION 1:
Launch Anchor Phenomenon
Success Criteria
SESSION 2:
Evidence of how humans have changed the land.
Explore 1
Photos
Explore 2
Google Earth
Develop class model
Create Initial Explanatory Model
Lesson 3
Launch
Lesson 3
Launch
Introduce Question to Investigate & Access Prior Knowledge
Success Criteria
Explore
Reflect
What are Earth’s major systems?
Systems Card Sort
A
D
B
C
On Each Table
Bold is the dealer and goes first.
Pass out equal number of cards to each student, picture faced down.
Place 4 papers in center of the table.
A- Student
B- Student
C- Student
D- Student
A- Student
B- Student
C- Student
D- Student
A- Student
B- Student
C- Student
D- Student
A- Student
B- Student
C- Student
D- Student
A- Student
B- Student
C- Student
D- Student
A- Student
B- Student
C- Student
D- Student
A- Student
B- Student
C- Student
D- Student
A- Student
B- Student
C- Student
D- Student
A- Student
B- Student
C- Student
D- Student
Systems Card Sort
Groups
Group Maker in Dojo Toolkit
Teacher Resource Slide
Systems Card Sort
Player A: Turn over one card and set it on one of the papers. When you place your card you must name the group. (if it is a picture of Jupiter, you could name the group “Things in space” or “Planets” etc). Explain or justify your choice.
Player B: Turn over one card. Either place it in the category the Player A made, or place it on another paper and name a new group. Explain your thinking.
Player C: Turn over one card. Either place it in an existing category or create a new category on one of the empty papers. You should explain and justify your chosen category to your group.
Player D: Turn over one card. Either place it in an existing category or create a new category on one of the empty papers. You should explain and justify your chosen category to your group.
Continue until all groups are named and all cards are sorted!
Categories do not need to be made during the first round of the game
Placement is correct as long as you can explain your thinking!
____ belongs in the ____ group because __________________.
#15 - Thinking Interdependently (Teamwork)
I can work with a team and learn from others!
Collaborative Talk Norms
What did you observe?
Inclusive
Respectful
Ask Questions
(Listening)
Can you tell us more about…?
____ belongs in the ____ group because __________________.
Why did you put your card
in that group?
How did your group sort your pictures? What patterns do you notice?
Air
Water
Life
Land
Atmosphere
Hydrosphere
Biosphere
Geosphere
Email: jrbean@berkeley.edu
Website: ugc.berkeley.edu
Twitter: @undglobalchange
Jessica Bean, Ph.D.
University of California, Berkeley
UGC Icon Sets and Posters
10 - Simple 24x18 UGC Everyday Language Frameworks posters
2 - Complex 24x18 UGC Everyday Language Frameworks posters
10 - 24x18 UGC Earth Scenes posters
10 - Everyday Language, small icons sets
4 - Everyday Language, large icons sets
Take home materials today!
Lesson 3
Explore
Lesson 3
Launch
Introduce Question to Investigate & Access Prior Knowledge
Success Criteria
Explore
Reflect
Atmosphere
Hydrosphere
Biosphere
Geosphere
Question to Investigate
How are Earth’s systems connected?
Success Criteria
Turn and Talk
I see…
I think…
I wonder…
Teacher Resource Slide
Note: Students may, but do not need to, notice color patterns. For your reference: Yellow = Earth System Processes;
Blue = Measurable Changes; Red = Causes of Global Change. *This set of red cards are human causes of change and are used in future lessons.
Place these on Earth scene
Teacher Resource
Note: Class models will look different and students may justify placing icons in different spheres. Those discussions will help highlight the connection.
The ___ is connected to the ___ because ___.
Hydrosphere
Atmosphere
Biosphere
Geosphere
system system
Example of a 5th grade student explaining their UGC model.
Question to Investigate | What We Did | What We Figured Out |
How are Earth’s systems connected? | |
|
Cooler Communities Phenomena Wall
Essential Question: How can we make our communities cooler?
Success Criteria
Lesson 4-5
Lesson 4
Introduce Question
to Investigate
Success Criteria
Reflect
SESSION 1 Launch
Mix and Mingle
Explore
SESSION 2
Lesson 5
Introduce Question to Investigate & Access Prior Knowledge
Success Criteria
Launch
Explore
Part 1: Practice
with Tools
Reflect
Explore
Part 2: Which materials get the hottest?
SESSION 1
SESSION 2
What are these materials?
Are they found at our school?
bark and leaves
asphalt
metal
artificial grass
dirt
rubber
wood
cement
Which of these materials do you have at your school?
Turn
and Talk
Question to Investigate
Which materials get the hottest and which stay the coolest?
Let’s practice using our tools as scientists to gather data.
We will use IR thermometers to measure the temperature of classroom objects.
Temperature Investigation
Part 1: Practice With Tools
Infrared Thermometer
Which material do you think will absorb the most heat from the sun?
I predict ___ will get the hottest because ___.
I predict ___ will stay the coolest because___.
bark and leaves
asphalt
metal
artificial grass
dirt
rubber
wood
cement
Temperature in the Sun
Surface | Sun |
Artificial Turf | |
Asphalt | |
Bark/Dead Leaves | |
Cement | |
Dirt | |
Folder - Black | |
Folder - White | |
Live Grass | |
Metal | |
Wood | |
Partnerships
Partners, locate the listed material where it is in direct sunlight and record it’s temperature. Next locate that same material while it is in the shade and record it’s temperature.
Student
Student
Material
Student
Student
Material
Student
Student
Material
Student
Student
Material
Student
Student
Material
Student
Student
Material
Student
Student
Material
Student
Student
Material
Student
Student
Material
Student
Student
Material
Student
Student
Material
Student
Student
Material
Which material will get the hottest in the sun?
Which will stay the coolest? Why?
I predict ___ will get the hottest because ___.
I predict ___ will stay the coolest because___.
bark and leaves
asphalt
metal
artificial grass
dirt
rubber
wood
cement
#10 - Gather Data through All Senses
I can learn about the world around me!
Land Surface Temperature in the sun
Surface | LST in Sun |
Artificial Turf | |
Asphalt | |
Bark/Dead Leaves | |
Cement | |
Dirt | |
Folder - Black | |
Folder - White | |
Live Grass | |
Metal | |
Wood | |
Let’s analyze our data!
What do you notice?
What do you wonder?
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|
|
What could this graph be showing us?
x- axis? y - axis?
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|
|
Using dot stickers, let’s look at our class data about materials in the sun!
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|
Asphalt Cement Grass Turf Metal Wood Rubber Dirt |
Record and add the temperature of the hottest material
Record and add the temperature of the coolest material.
Which material got the hottest in the sun?
Which stayed the coolest?
Why do you think that is?
___ got the hottest because ___.
___ stayed the coolest because___.
bark and leaves
asphalt
metal
cement
artificial grass
dirt
rubber
wood
Success Criteria
Reading
Which material absorbed the most heat from the sun?
___ got the hottest because ___.
___ stayed the coolest because___.
bark and leaves
asphalt
metal
artificial grass
dirt
rubber
wood
cement
Question to Investigate | What We Did | What We Figured Out | Connection to Phenomenon | Questions We Have Now |
What patterns in land temperature do we notice at our school? | | Some objects heated up more than others. Turf absorbed the most heat. Grass absorbed the least heat. | We think parts of the map that are more yellow have more grass than parts that are darker red. Parts of the map that have darker red have more human-made materials and maybe turf or asphalt. | List questions students provide. |
Phenomena Wall
Essential Question:
Lesson 6
Lesson 6
Introduce Question to Investigate & Access Prior Knowledge
Success Criteria
Explore
Launch
Reflect
SESSION 1
SESSION 2
Morgan Levy, Ph.D
Morgan Levy is an assistant professor with a split appointment between the Scripps Institution of Oceanography and the School of Global Policy and Strategy. She received a Ph.D. and M.S. in Energy and Resources, and a M.A. in Statistics from the University of California Berkeley. Her research focuses on understanding interactions between the hydroclimate, terrestrial water systems, and environmental and human health at local to global scales. Levy’s areas of expertise include physical hydrology and ecohydrology; environmental and earth system science; and applied statistics, including spatiotemporal data analysis and modeling.
Laney Wicker
Climate Science PhD Student at Scripps Institution of Oceanography
Background
Bachelor's degree in Physics from the University of Texas at Austin
Bachelor's degree in Astronomy from the University of Texas at Austin
Master’s degree in Earth Science from Scripps Institution of Oceanography at UCSD
Research Interests
Laney became interested in extreme weather and water resource availability while working in industry after finishing her undergraduate degrees. Though climate change has been a hot topic for many years, she felt that not enough attention was being paid to the impacts of climate change driven extreme weather and water scarcity on communities. This led her to pursuing a PhD at UCSD where she is in her 3rd year of researching topics at the intersection of hydrology, climate change, and human systems.
Research Questions
Laney is interested in using Earth observation data to study how extreme weather events (e.g. heat waves) impact water resource availability by asking the following questions:
I see…
I think…
I wonder…
Look at the LST Map of our community.
Insert LST map of your school community.
Satellite Image - Google Earth
Use Google Earth to help label some of the places on this map.
(name of hot area)
(name of hot area)
(name of hot area)
(name of cool area)
(name of cool area)
(name of cool area)
Lesson 6 Launch: Students observe their Community LST Map. They record noticings and wonderings on the map.
Why is this spot lighter than the area around it?
Use Google Earth to help find out what this cool spot is. Why do you think it’s cooler than the land around it?
This is…
I predict it is cooler than the land around it because…
Mystery “Cool” Spot
Question to Investigate
Which locations in our school are cooler than others?
Dive into your Cluster LST Map
What areas in your community are cooler than others?
Infrared
Thermometer
Let’s Investigate!
Lesson 7
Lesson 7
Launch
Introduce Question to Investigate & Access Prior Knowledge
Success Criteria
Reflect
SESSION 2
Explore
Community Interview
Turn and Talk
What do you notice?
What do you wonder?
Vegetation Experts
Students Investigating Vegetation
Lesson 8
*IN REVISION*
Lesson 8
Introduce Question to Investigate & Access Prior Knowledge
Explore: Jigsaw
Success Criteria
Reflect: How can you reduce your impact?
Launch
Present
Turn and Talk
What is something you’re excited to try?
What do you wonder?
Lesson 9
*IN REVISION*
Lesson 9
Success Criteria
Launch
Reflect
Gallery Walk
Explore
Add red icons to model
Question to Investigate
Here is a little bit of information about the land surface temperature maps we have been looking at.
As you watch the video, think about how these maps are made and why they are important.
What do we notice/wonder?
1
2
3
4
5
6
7
8
What do you notice?
What do you wonder?
Question to Investigate
How are humans connected to Earth’s systems
Reflect
Earth Scene Model
Materials Investigation
Reflecting on Success Criteria
Phenomena Wall
Earth System Sort
Explore LST in their community
Lesson 10
*IN REVISION*
Lesson 10
Introduce Question to Investigate
Launch: World Cafe
Success Criteria
Reflect
Explore
Lesson 11
*IN REVISION*
Lesson 11
Assessment
Lesson 12
Final Product
Lesson 12
*IN REVISION*
What do you know, think, and feel about the warming of the planet?
Final Product Doc
How might you facilitate the final product with your students?
How to Plant a Tree on Campus
Step 1:
Identify where you would like a tree on campus …
… and why
Food
Habitat/Shade
Native plants
Step 2:
Schedule a visit from an arborist
Andrea Eaton
Manager, PPO Program Management (TOC), SDUSD
Step 3:
Submit your proposal
Center: Value Indigenous and Marginalized Knowledge
Critique: Power & Oppression
Cultivate: Empathy, Well-being, Community actualization, Self-worth, Self-determination
Conceptualize: A New a Different World Rooted in Liberation and Radical Healing
Additional Resources
For more information
https://sites.google.com/sandi.net/culturallyresponsivetexthub/home
UCSD Research Survey
PRE-SURVEY LINK: https://ucsd.co1.qualtrics.com/jfe/form/SV_6Rr9hFj9qygKSlo
POST-SURVEY LINK: https://ucsd.co1.qualtrics.com/jfe/form/SV_0j1XkBUSzPMbMY6
TIMING: ideally the pre-survey happens BEFORE lesson 5. it is up to the teachers to decide when to do the post-survey, but it should be when they feel everything is completely done for this lesson. for the post-survey it's fine if they want to wait until later / towards end of the year.
BLURB: This project examines how children's beliefs, reasoning, attitudes, and actions around climate change are affected by an educational experience (lesson 5). We want to know how children reason about climate change, their attitudes toward environmentalism, and their feelings of efficacy towards making change in their own lives. The survey is just a short 10-minute online survey, and the pre-survey is the same questions as the post-survey.
Dr. Talia Waltzer
Postdoctoral Scholar
Department of Psychology
University of California, San Diego
Webster Elementary STEAM Garden
Planning Time
Additional Opportunities
We value your feedback!
Please complete the feedback form to help us inform our future sessions.
Include questions you have moving forward.
Feedback
STEAM Raffle!
STEAM On!
We are grateful for our partners in this work:
Alaska English (and her students)
San Diego Science Project/SoCal Heat Hub
(Alec Barron, Nan Renner, Dr. Morgan Levy, Laney Wicker, Maren Hale)
Dr. Jessica Bean, UC Berkeley
Andrea Eaton, SDUSD PPO
Tree San Diego
SchoolsFirst
CREDITS: This presentation template was created by Slidesgo, including icons by Flaticon, infographics & images by Freepik