Reflection: Classroom Setup CAPSTONE: Environmental justice in Sunset Park (1 of 3) - Section 1: FRAME: Environmental justice in Sunset Park

 

This CAPSTONE project challenges teachers to provide actionable students to students across a wide range of needs and interests. To streamline this process, I have two tools for this project.

  1. The first is a simple table for students to record proficiency levels and actionable next steps. Students record proficiency levels for each section of the activity guide as well as actionable feedback. The goal for all students is to achieve a "3" (proficient) for each activity.  Feedback notes should contain next steps for reaching a 3.
  2. The second is a hyperlinked feedback form with the PROTOTYPE ACTIVITY GUIDE. Students click on this link and input information into a Google form. These feedback requests are submitted to a Google sheet. I have an add-on called formMule installed on this Google sheet that I use to send automatic emails to my school email account with all of the information a student has submitted. (Here is a formMule tutorial.) This way I know every time a student requests feedback and can easily view the students work and provide the requested feedback.

  Classroom Setup: Managing students' processes
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CAPSTONE: Environmental justice in Sunset Park (1 of 3)

Unit 3: Environmental justice
Lesson 14 of 16

Objective: Students will be able to 1) identify toxic areas or Sunset Park; 2) describe the successes and failures of Bush Terminal park through the lens of environmental justice; and 3) use evidence to debate student-generated claims about the nature of environmental justice in Sunset Park.

Big Idea: The environmental justice movement needs informed citizens in afflicted neighborhoods to advocate for change. How might we use Sunset Park as a case study for of how citizens can apply STEM skills to create a more environmentally just community?

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mapping toxicity
 
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