Parents and Educators: find resources for at-home and distance learning

6

90 minutes
0

6 / 7 / 8
Mathematics, Science, Technology

Students will integrate qualitative and quantitative observations into a written narrative of water/energy consumption at their home and/or school.

Data begins to tell us stories when it is put in context and when we begin to compare data against other variables. Students will interpret their home’s utility consumption by modeling it against relevant independent variables. Students will organize, analyze, evaluate, synthesize, and ethically use information about their home’s utility consumption by modeling it against relevant independent variables. ​Students will identify patterns to better understand how efficiently their home or school already operates. Optional variables to be investigated include: number of occupants, day of the week, time of day, age of the building, outside temperature, and typical use in the region.

50 minutes
0

6 / 7 / 8
Career and Technical Education (CTE): STEM, Professional Learning

Students will investigate real STEM heroes and evaluate how they relate to their favorite hero. Students will then use a writing prompt to answer questions on common traits and characteristics of the people who use utility data for their jobs/profession and how those characteristics relate to themselves.

40 minutes
0

6 / 7 / 8
Science, Technology

Students begin to understand about how energy and water affects the world and how their behaviors of energy and water can make an impact on the environment. After a discussion of the world’s energy problems, students will complete a self-assessment of their knowledge, attitudes, and actions related to energy and water.

Once students complete their self-assessment, they will discuss how they can create a change in energy consumption by changing personal behaviors and by a community efforts. The discussion will end by having students consider how they could successfully approach their community to change their energy consumption and if successful, how they could measure the impact of the changes.

135 minutes
0

6 / 7 / 8
Career and Technical Education (CTE): Architecture & Construction, Economics

This lesson introduces students to “green businesses” and “Corporate Social Responsibility (CSR)”. We break down the types of businesses and products to identify and categorize the service and ratings of how “green” they are. The lesson includes identifying potential greenwashing practices to attract consumers. Students are then encouraged to explore their neighborhood for local businesses and identify any green practices, and then collect and identify local green businesses, services, and products.

30 minutes
0

6 / 7 / 8
Mathematics, Science, Technology

Students will discover how technology can affect an ecosystem positively and negatively. Students will watch how the Colorado river was depleted through farming and then the restoration of the river through modern technology. Students will see how the restoration of the Colorado river affects the local communities in a positive way. By learning the positive impacts of technology on water conservation, students will be able to understand an appreciation of how water affects their community.

How does the built environment affect the natural environment?
120 minutes
0

6 / 7 / 8
Science

Students take on perspectives of different stakeholder groups in the Pacific Northwest tasked with determining a sustainable aviation biofuel mix for the region. Stakeholder groups are encouraged to form alliances, contemplate compromise, and seek consensus on a policy that will best fit the needs of the whole community. Lesson 9 is a continuation of this unit’s PBA.

120 minutes
0

6 / 7 / 8
Science

On Day 1, the class learns about the typical supply chain of a fuel. Small groups then research and create a poster to show the supply chain of a biofuel derived from a particular feedstock. On Day 2, students participate in a gallery walk to learn about the different ways to improve the sustainability of biofuels. Lesson 8 is a continuation of this unit’s PBA.

60 minutes
0

6 / 7 / 8
Science

Students are introduced to the context for this unit’s PBA and its driving question, what are the most sustainable biofuels that can be produced in the Pacific Northwest for aviation? Through class discussion and a series of stations featuring different multimedia resources, students learn about the aviation industry and its use of petroleum-based fuel. Students regroup after the stations to share their findings and identify 3 main arguments for reducing our use of petroleum.

60 minutes
0

6 / 7 / 8
Science

Students begin this lesson by examining the characteristics of 2 different transportation fuels—one a biofuel and one created from crude oil—to evaluate their sustainability. Students learn the definition of sustainability and its 3 key components: economy, environment, and society. Students then discuss and evaluate the sustainability of various feedstocks used to produce transportation fuels.