This unit starts with engaging students’ prior understanding and emotions around air quality, and introduces the phenomenon of air pollution in the San Bernardino-Riverside area. This elicits wonders about what air pollutants are made of and how they impact humans and the environment. Students investigate the sources of air pollution in the area, connections between climate change and pollutants, and the influence of the local landscape and weather.
Students also explore how some groups are disproportionately impacted by air pollution, including how it is possible for people who live near each other to have different experiences. Students investigate solutions that are available to improve air quality, including actions taken individually, within businesses, and at the community and government level. The unit culminates with students developing an action plan to address one or more aspects of poor air quality in California.
Want to talk through the lesson plans? Need support customizing a unit for your classroom?
Drop into office hours on the 2nd and 4th Wednesday of each month from 4:00-5:00pm PT for free support from Holly or another Seeds to Solutions team member.
“For my students who may not engage with abstract concepts, the real-life relevance of turning waste into soil for growing plants offers a clear, meaningful goal that they can understand and feel proud to participate in.”
“My kids have said, ‘Oh good, I like doing this,’ when we were starting the lesson each day. It’s a great topic. I also think it has made them more curious and do their own research.”
“There is something for all different kinds of learners. We are moving spaces, drawing, talking in big and small groups, writing. Some of my kiddos who would have been disengaged quite possibly the entire time were engaged in at least two or more parts of this lesson.”
“This did a great job of piquing students’ interest and sparking opposing points of view, which created lively discussions on the topic.”
“This is engaging because it uses real data about the state students live in and shows changes within their lifetime, like the rise of warehouses and trucking during the pandemic.”
“Students really enjoyed the hands-on activity. They were very interested to learn about the different pollutants that they’ve never heard of. It also developed their curiosity about air quality and pollution. It was an eye-opener for some that they are able to see what is mostly ‘unseen’ by everyone.”
“I heard comments like, ‘I didn’t realize how much climate change affects my community,’ and, ‘This project made me think about what I can do to help.'”
“This lesson brought in cultural stories from the original people who inhabited California. This is a perspective that is not often taught in science. I think that the kids liked having science be a little less facts and figures and more story.”
“When you’re out in the workforce, you’re trying to solve problems that don’t have a clear, immediate answer. So doing stuff like this helps give students practice.”
“The kids become more engaged because now they are actually actively doing things. They’re really having to look for themselves. It’s not given to them on a platter, but all the resources are right there.”
“I am so amazed and impressed by the depth of resources that you embedded in the teacher guide. This is really well put together.”
“Using the maps and seeing things like schools and how close they are to hazards is really cool. They may not be super connected personally, but they can put themselves in the shoes of other kids and try to relate. I know it’s working because I have a kid that just watches Netflix all day, every day and he pulled out his earbud and participated!”
Melissa Campanella, University of Colorado Boulder
DeAnna Lee Rivers, STEMSoul TEACH
Mary Borobia, Environmental Education Collaborative
Jacqueline Gardner, Environmental Education Collaborative
Chanell Grismore, Environmental Education Collaborative
Jason Martinez, Environmental Education Collaborative
Joseph Or, Environmental Education Collaborative
Ryan Sinclair, Environmental Education Collaborative
Mary Valdemar, Environmental Education Collaborative
Sara Yeh, Environmental Education Collaborative
Tobias Aguilera, Almansor Academy
Patti Barros, Oakland USD
Paula Baucom, San Juan USD
Daniel Damelin, Concord Consortium
Patricia Dickenson, National University
Michelle Fitts, East Bay Innovation Academy
Francisco Garcia, San Diego USD
Eleanor Gilchrist, St. Isidore School
Brooke Gorman, WestEd
Gloria Harwood, Laguna Beach USD
Michelle Hyun, Irvine USD
Linda Liam, Los Angeles USD
Corinna Low, South San Francisco USD
Arbin Lubiano, Los Angeles USD
Ashley Mazanec, St. James Academy
Christopher Moreno, Dos Palos Oro Loma JUSD
Ciel Muir, AEOE Board Member
Kim Parfitt, Science Educator
Diane Renteria, Almansor Academy
Henry James Vasquez, Native American Community Council of San Bernardino and Riverside Counties
Ladie Malek, Development Editor
Matt Ellinger, Designer
Stacey Lane, Illustrator
Darin Newton, Curriculum Writer
Anita Palmer, GIS Etc
Heidi Pernett, Illustrator
Jennifer Coriell, Albany USD
Michelle Fitts, East Bay Innovation Academy
Daniel Gottheiner, Albany USD
Nikol King, Laguna Beach USD
Regine Mateo, New Heights Charter School
Chris Moreno, Dos Palos-Oro Loma JUSD
Melah Muckelroy, New Heights Charter School
Keoni Yu, Petaluma City Schools
Zeke Zarate, Dos Palos-Oro Loma JUSD
