Smoke & Haze: Hazardous Horizons
Overview
How can we help keep our community safe from wildfire smoke?
In this unit, students delve into wildfire science, exploring factors that influence wildfires and smoke through a Gallery Walk and multimedia activities. They analyze regional wildfire history and investigate how winds carry smoke through informational texts, interpreting wind barb maps and understanding the Air Quality Index. Students then learn about the body's defenses against air pollution by constructing respiratory system models to demonstrate these defenses. As teams, students employ their analytical and creative skills to design public service announcements, synthesizing their learning to educate the community on the effects of wildfire smoke, prevention, and safety strategies during smoke events. These PSAs represent their understanding and response to the unit driving question allowing them to leave a meaningful and educational impact on their community.
Educator Welcome
Dear Educator,
We understand the joy every teacher experiences when they discover what lights up a student, and how that breakthrough can make way for a powerful shift in student learning. We’re thrilled to partner with you in bringing project-based learning (PBL) to your classroom, and we think you’ll love these lessons, which were created in collaboration with educators, learning scientists, and experts in the field.
Whether this is your first voyage into PBL or you’re a seasoned pro, we’re sure you’ll agree that this approach sparks interest, ignites possibility, fuels a love for learning in students, and brings wonder to the classroom.
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Acknowledgements
Unit Credits & Acknowledgments:
Educurious would like to express sincere gratitude to our partners, especially The Boeing Company, which funded the production of two open-access, interdisciplinary elementary PBL units, including this one. Thanks to program officer Dawn Angus for her guidance over the years and for her support of this unique project. We are also grateful for the input of Kimberley Astle and Jerry Price, who respectively lead science and social studies instruction for the Office of Superintendent of Public Instruction (OSPI) in Washington; our conversation and your work helped us think through the possibilities and opportunities for interdisciplinary learning in elementary school classrooms.
We would also like to thank our team of co-design teachers for their ideas and input on the topics, standards, and final products that would inspire fourth- and fifth-grade teachers to bring social studies, language arts, and science together for their students to effect change in their communities on issues of equity, safety, and sustainability.
Co-design Teachers:
Graham Hill Elementary School, Seattle WA
Jacquelynn Medina
Steffond Brown
Roosevelt Elementary School, Tacoma, WA
Rachael Sukola
Tammy Bentley
The Educurious Team:
Unit Development Team:
Writer: Alejandra Soria
Reviewer: Sara Nachtigal
Editor: Clare Lilliston
Production Team:
Erik Robinson
Project Manager:
Sara Nachtigal
Educurious Leadership:
Jane Chadsey, CEO
Unit Poster Image Credits:
Poster created by Educurious with Canva
License & Attribution
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Unit at a Glance and Teacher Edition Download
Download full PDF Teacher's Edition Here
Driving Question: How can we help keep our community safe from wildfire smoke? | ||
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[Engagement with an authentic, local problem provides a need to know.] Module 1: All About Smoke DQ: What is smoke, and why are we seeing more of it these days? Lesson 1.1: Smoke & Haze (45 min) Lesson 1.2: What Is Smoke? (90 min) Lesson 1.3: The Cause of All This Smoke (60 min) Lesson 1.4: Fighting Fire With Fire (60 min) Lesson 1.5: Why Are We Seeing More Smoke These Days? (65 min) | [Relevant knowledge is explored and applied to the problem.] Module 2: Smoke and the Body DQ: How does smoke affect us? Lesson 2.1: When Wind Brings Haze (60 min) Lesson 2.2: Fighting Smoke From Within (90 min) Lesson 2.3: Smoke Safety (60 min) | [Understanding deepens as students apply learning to new contexts.] Module 3: Educating Our Community DQ: How can we inform our community about wildfire prevention and smoke safety? Lesson 3.1: What Makes a Good PSA? (35 min) Lesson 3.2: Designing Our PSAs (180 min) Lesson 3.3: Community Exhibition (60 min) |
[The PBL product is a complex performance task through which students illustrate their ability to apply the skills, concepts, and knowledge learned in the unit.] Project teams design and create public service announcements (PSAs) that educate their community about wildfire smoke. Team PSAs include information about the effects of smoke on community members, how to help prevent wildfires, and how to stay safe during a wildfire smoke event. |
Module 1: All About Smoke
Module Overview
Module 1: All About Smoke
Smoke & Haze: Hazardous Horizons
Unit Driving Question
How can we help keep our community safe from wildfire smoke?
Module Driving Question
What is smoke, and why are we seeing more of it these days?
Module Overview
In this module, students build their knowledge of wildfires and smoke. They participate in a Gallery Walk to access prior knowledge and explore what smoke is through watching videos, reading articles, and observing live demonstrations. They take a look at how land management policies have shaped forest health and wildfire susceptibility. Students collectively create and analyze a timeline to identify how environmental factors like temperatures and drought have affected the current state of wildfires in our region.
Lesson 1.1: Smoke & Haze (45 minutes) | |
Learning Targets: I can:
| This lesson sets the foundation for the final product students will create in this unit, a wildfire smoke educational campaign. Students begin this lesson with an introduction to the project challenge and the unit driving question. Next, they access their prior knowledge about fire and smoke and make connections between photos and their experiences in a Gallery Walk. After discussing their connections with classmates, they work together to create a Know & Need to Know chart. |
Lesson 1.2: What Is Smoke? (90 minutes) | |
Learning Targets: I can:
| In this lesson, students explore the components of smoke. They begin by creating an initial model to show their current understanding of smoke. Then, they make observations from two live smoke demos before watching videos and reading a text that builds upon their current knowledge. At the end of the lesson, students create a new model showing their increased understanding of smoke and summarize their learning on a chart. |
Lesson 1.3: The Cause of All This Smoke (60 minutes) | |
Learning Targets: I can:
| This lesson guides students to understand both the human and nonhuman causes of wildfires. They watch a video and complete a reading to learn about the causes and prevention of wildfires. Then, students create a poster to process the information and demonstrate their new learning. It will also give them the opportunity to draft visuals that they can choose to use in their final product. |
Lesson 1.4: Fighting Fire With Fire (60 minutes) | |
Learning Targets: I can:
| In this lesson, students explore how different approaches to forest management have affected forest health and made forests more or less resistant to destructive wildfires. They are introduced to the Indigenous science of using fire to improve forest health, as well as the history of U.S. fire suppression policy, and the effects of these two approaches. They watch a video and read an article about the role of fire in maintaining healthy forests. At the end of the lesson, students answer the question "Is all fire bad?," using evidence from the text to support their claim. They then contribute their knowledge to a classwide Venn diagram and engage in a class discussion to share information with their classmates. At the end of the lesson, they use a visible thinking routine to reflect on how their understanding of human-caused wildfires has changed. |
Lesson 1.5: Why Are We Seeing More Smoke These Days? (65 minutes) | |
Learning Targets: I can:
| In this lesson, students work together to graph data on a timeline to gain an understanding of how temperature and drought have contributed to some of the worst wildfires in the modern history of the western states. Students plot data points on a class timeline and analyze that data to make connections. They conclude by answering the module driving question to practice conceptualizing information for their final product. |
Module Assessments |
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Vocabulary |
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Lesson 1.1: Smoke & Haze
Teacher Guide
Lesson 1.1: Smoke & Haze
Smoke & Haze: Hazardous Horizons
Lesson 1.1: Smoke & HazeUnit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: What is smoke, and why are we seeing more of it these days?
Learning Targets I can:
Purpose Have you ever been outside on a smoky day and wondered "Where is this smoke coming from?" In this lesson, you will examine different photos and explore what you know about wildfires and smoke. Along with the class, you will be introduced to our unit’s driving question, and consider what you need to learn to help protect our community from the effects of smoke. Lesson Steps
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 45 minutes |
| Standards | ||
| ✓ SEP | Asking Questions and Defining Problems: Identify scientific (testable) and non-scientific (non-testable) questions. | |
| ✓ CCSS | CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
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| Lesson Overview | |
| This lesson sets the foundation for the final product students will create in this unit, a public service announcement (PSA) about wildfire smoke. Students begin this lesson with an introduction to the project challenge and the unit driving question. Next, they access their prior knowledge about fire and smoke and make connections between photos and their experiences in a Gallery Walk. After discussing their connections with classmates, they work together to create a Know & Need to Know chart. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Observe and question | (20 min) |
Purpose: In this step, students look at images, make observations, and generate questions that may be helpful in determining the direction of the learning.
You might say: We are going to start by looking at some images related to smoke and wildfire. As you look at the photos, think about what these images have to do with keeping our communities safe, and what questions or concerns you have about wildfire and smoke.
[Slide 2] Share the learning targets with students.
[Slide 3] Facilitate Gallery Walk:
Review the directions for the Gallery Walk.
Provide a copy of the See-Wonder chart to each student.
Divide students into pairs for the Gallery Walk.
Invite pairs to discuss their observations and questions with their partner and then record their thoughts on the See-Wonder chart.
Guide students through the Gallery Walk, using a timer to keep students on track:
2 minutes to write down observations
2 minutes to write down questions
[Slide 4] Invite students to discuss observations in small groups:
Bring student pairs together to form small groups.
Set a timer for 5 minutes and provide that time for each student to share an observation and a question with the group.
[Slide 5] Gather student observations and questions:
After students have shared with their small groups, call on 3–5 volunteers to share some of the observations and/or questions that came up, ideally at least one for each image that was on display.
| Step 2: Accept the challenge | (10 min) |
Purpose: In this step, students are introduced to the unit’s focus on the issue of wildfire smoke, the driving question that will guide their learning, and the final product they will develop during the unit.
[Slide 6] Learn about the impact of smoke on our health.
You might say: So why are we talking about wildfires as we get ready for summer? We are going to watch a video that will help answer that, and as you watch, I want you to think about why we are talking about wildfires in the summer and why this is an important issue for our community.
Play the King 5 Seattle video "This Is What Wildfire Smoke Does to Your Body: HealthLink" [2:24].
After watching the video, organize students into discussion pairs or groups:
Ask students to discuss the questions you posed earlier:
Why are we talking about wildfires in the summer?
Why is this an important issue for our community?
Invite a few share outs, ideally getting to the main idea that summers tend to be when we experience fires and that the upcoming fire season is predicted to be very active.
[Slide 7] Introduce the unit driving question:
How can we help keep our community safe from wildfire smoke?
[Slide 8] Preview the final product: In addition to the high-level overview on the slide, distribute the Project Challenge to students. Note that students will receive the Final Product Rubric in Lesson 3.1.
You might say: At the end of this unit, you will create a public service announcement to share with our community. Your PSA will teach our community members the following concepts:
What is smoke and how does it affect humans and animals?
What can people do to reduce wildfire risk?
How can people stay safe during smoky conditions?
Explain that PSAs can take the form of a video, infographic, or brochure.
Note that students will explore effective PSAs to understand what makes a good PSA in Module 3.
| Step 3: Create a Know & Need to Know chart | (15 min) |
Purpose: In this step, students record their existing knowledge around wildfires and smoke. This will allow them to consider what they will need to learn in the rest of the unit and track learning progress as a class.
You might say: Now that we know the problem we are trying to solve, we are going to put together a plan of action to answer our driving question. It’s important for us to identify what we already know about the topic, as well as figure out what we need to learn in order to educate our community members.
[Slide 9] Create a Know & Need to Know chart: After describing the project challenge to students, remind them that they know some things, but probably want to know more before they start.
Ask students to share what they know about wildfire smoke (or just smoke in general), as well as what they may need to know more about to educate others.
Draw a Know & Need to Know chart on a piece of poster paper or digitally on the slide to record responses from the class discussion. This tool will be revisited periodically to track student understanding and questions as they progress through the unit.
Ask students to think with a partner about the following questions:
What do we already know about wildfire smoke and safety?
What do we need to know to educate our community about how to stay safe during smoky conditions?
Invite students to share their thoughts with the class as you compile responses on the chart.
Post the chart in a visible location where students will be able to see it and revisit it throughout the unit.
What do we already know about wildfire smoke and safety? | What do we need to know to educate our community about how to stay safe during smoky conditions? |
| Teacher Tip: Tracking and Resolving Questions With a Know & Need to Know ChartA Know & Need to Know chart is a way for students to track how their thinking changes over time at a whole-class level rather than via individual or small-group explanatory models. For project-based learning (PBL) units, the chart also helps students make connections between the content they are learning and the final product. To learn more about Know & Need to Know charts in PBL, read about different tactics and pedagogical considerations on the Opening Paths Consulting website and how to use students’ questions for planning and assessment on the PBLWorks website. |
Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.2: What Is Smoke?
Teacher Guide
Lesson 1.2: What Is Smoke?
Smoke & Haze: Hazardous Horizons
Lesson 1.2: What Is Smoke?
Unit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: What is smoke, and why are we seeing more of it these days? Learning Targets I can:
Purpose In this lesson, you will have an opportunity to learn what smoke really is. You will create a model to show your understanding, observe smoke in a controlled and safe manner, and read an article and watch videos to help explain your observations. At the end of the lesson, you will create a final model to show our new understanding of smoke. Lesson Steps
Explore More
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 90 minutes |
| Standards | ||
| ✓ SEP | Developing and Using Models: Develop and/or use models to describe and/or predict phenomena.Analyzing and Interpreting Data: Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.Constructing Explanations and Designing Solutions: Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem. | |
| ✓ CCSS | CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
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| Lesson Overview | |
| In this lesson, students explore the components of smoke. They begin by creating an initial model to show their current understanding of smoke. Then, they make observations from two live smoke demos before watching videos and reading an article that builds upon their current knowledge. At the end of the lesson, students create a new model showing their increased understanding of smoke and summarize their learning on a chart. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Create an initial model of smoke | (15 min) |
Purpose: In this step, students are introduced to the idea of a conceptual model. They draw an initial model to show their understanding of what smoke is, which may change as they advance through the lesson.
[Slide 2] Review the unit driving question.
You might say: Today we are going to answer the question "What is smoke?" We will use drawings to show our current understanding of smoke. We’ll start by creating a drawn model showing what we think smoke looks like under a powerful magnifying glass, and then we will learn through observation, a video, and a reading. As we learn new information, you will add to your model to show how your thinking and understanding changes.
[Slide 3] Share the learning targets with students.
[Slide 4] Think-Pair-Share: Invite students to turn to their elbow partner and share how they define smoke. Then ask students to share their answers with the whole class.
[Slide 5] Add model to the Word Wall:
Share the definition of a model with students, letting them know that today they will be creating models.
model: a way that scientists communicate information about a process or idea; models typically contain drawings, words (as labels or short explanations), and lines or arrows
You might say: We are going to create a model to show what we think smoke is. There are no incorrect answers. Think of this as trying to show another person our thinking. What do you imagine we would see if we could zoom into smoke? Use labels to help viewers understand your drawing.
[Slide 6] Create an initial model of smoke:
Distribute the Modeling Smoke handout.
Invite students to create an initial model that shows their current understanding of smoke.
Students will fill out the first model by drawing inside of the magnifying glass, but it’s alright if the writing/drawing goes outside of the shape.
[Slide 7] Share models: Invite students to show and explain their model to their elbow partner.
| Step 2: Observe smoke in real life | (15 min) |
Purpose: In this step, students have the opportunity to observe smoke, as well as how an object changes after it is burned. They will use their observations to inform an updated model.
You might say: We are going to take a look at fire and smoke in real life. We will be doing this on a very small scale in a controlled and safe way. Your job during the smoke demo is to make observations that you can use to revise your model.
[Slide 8] Smoke demo #1: Invite students to refer to their Smoke Notes Organizer, where they should make observations and take notes during the demo.
Materials Needed |
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Prepare for the demonstration by positioning yourself, the materials, and students in a place where students can easily observe the demonstration.
Allow students to observe a match up close before the match is lit.
Light the match and place it in the glass container. When the match is burned to about ⅔ of its length, cover the container with the lid.
Invite the students to make observations and write them down on their Smoke Notes Organizer, focusing on the questions below:
What do you notice about when the smoke happens? Does it start as soon as the match is lit, or does it take some time to form?
How does the match change after being burned?
What other important clues do you notice that tell us what smoke is?
Invite students to share their observations with an elbow partner.
[Slide 9] Turn and Talk: Invite students to share their observations with an elbow partner.
| Step 3: Dive deeper | (30 min) |
Purpose: This part of the lesson provides the opportunity for students to apply academic vocabulary to their observations. They gather information from both videos and an article to build on their understanding of smoke.
You might say: In the last part of the lesson, we spent some time observing smoke, but we didn’t really learn a lot about what it’s made of or even why it can be unhealthy for people. Next, we are going to gather some information to help us understand how smoke can hurt us, so that we can eventually communicate that to our community members in our final products.
[Slide 10] Introduce and play video:
Prompt students to use their Smoke Notes Organizer to record information about some of smoke’s characteristics. Specifically, where does the "stuff" in smoke come from?
Before watching the video, define combustion for the students.
You might say: Combustion refers to the burning of materials, so when you see the word "combustion" you should think of fire.
Play the KQED Quest video "The Combustion of Wood" [1:26].
After students watch the video, ask them to share the information they gathered. As students share out, add new information to the Know & Need to Know chart.
What is smoke made of?
Answer: Smoke is made of gasses and particles from the material being burned.
Where does the stuff in smoke come from?
Answer: The material being burned is not completely burned and leaves small particles that end up in the air.
[Slide 11] Conduct smoke demo #2:
Materials Needed |
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Let students know that you will be conducting a second smoke demonstration to see if we can gather data that supports that smoke comes from the object(s) being burned.
Inform them that you will weigh the match before and after being burned, and invite them to make a prediction as to whether the match’s weight will increase, decrease, or stay the same.
Prepare for the demonstration by positioning yourself, the materials, and students in a place where students can easily observe the demonstration.
Allow students to observe a match up close before it is lit, then use a food scale to weigh the match (in grams) and write down the weight in an area visible to the class.
Place a sheet of foil into the glass container.
Light the match and place it in the glass container on top of the foil. When the match is burned to about ⅔ of its length, cover the container with the lid.
Remove the foil and the burned match from the container and weigh it again, recording the weight in another place that all students can see. Make sure to subtract the weight of the foil.
Instruct students to record the pre- and post-burning weight on their notes organizer.
Invite students to discuss the following questions with their elbow partner:
How did the match change?
Why did the match weigh less after being burned?
Where did the smoke we observed come from?
[Slide 12] Think-Pair-Share: Invite students to turn to their partner and talk about how the data collected helps explain where smoke comes from. Then ask students to share their answers with the whole class.
[Slides 13–15] Add combustion, particles, and smoke to the Word Wall:
Inform students that there are some vocabulary terms that will be helpful to know to understand the upcoming article.
Define vocabulary terms:
combustion: the process of burning something
particles: microscopic (very tiny) non-living things
smoke: the gasses and particles that come from the combustion of a fuel source
| Teacher Tip: Develop Academic Language With a Word WallA word wall is a visual academic vocabulary tool that students can reference throughout the unit. Word walls support reading comprehension and writing skills with science texts, as well as communication and collaboration in science discussions. As the class adds vocabulary words to the wall, you can give students opportunities to interact with the words by grouping them into categories, placing them in opposition to one another, or adding pictures or realia next to words. To learn more, read "Classroom Strategies: Word Walls," Instructional Practices in NGSS: Word Walls," and "Word Walls in Social Studies: One Solution to the 'Vocabulary Conundrum.'" |
[Slide 16] Read the article "Wildfire Smoke: A Complex Mixture":
Before reading, inform students of their reading purpose. They are trying to learn more about the characteristics of smoke and should look for answers to the following question:
What are some of the characteristics of smoke (what it’s made of, size of particles, etc.)?
Read the article aloud to students.
Next, have students read the article to one another in pairs and annotate it by circling key words, underlining important points, adding question marks for points of confusion, and writing questions in the margins.
Revisit the reading purpose and ask for students to share what they found and cite details from the text. Have students write down their answers in the notes organizer while you record the new learning on the "know" section of the Know & Need to Know chart.
[Slide 17] Learn about particle size:
Contextualize the video by explaining to students that they will be looking at another resource to understand how small some particles can actually be. They will see the word combustion here, so they should remember that it refers to smoke particles.
Play the Ultravation video "Indoor Air Pollution: Relative Airborne Particle Size" [0:00–2:48].
| Step 4: Finalize the model | (30 min) |
Purpose: Students review all that they learned earlier in the lesson and create an updated model of smoke that will show their new understanding.
You might say: We’ve learned a lot about smoke by making observations, reading, and watching videos. It’s time to use that new information to create a more accurate model that shows our new understanding of what smoke is. This way, we can see how much we’ve learned and the ways in which our thinking about smoke has changed.
[Slide 18] Invite students to create a final model on their Modeling Smoke handout:
Think-Pair-Share: Review some of the new information that the class has learned over the past lesson by having students look back at their Smoke Notes Organizer and share some things they might include in their model with an elbow partner.
Ask for volunteers to share their ideas with the class.
[Slides 19] Reflect on the models: Ask students to look at their models and notice how they show a change in their understanding of smoke.
Invite students to articulate these different understandings by filling out the table under both models.
I used to think that smoke was…
Now I know that smoke is…
Conclude by asking students to reflect on how their ability to explain smoke to people will help them develop their educational campaigns.
Teacher Tip: Visible Thinking RoutinesAsking students to reflect on how their thinking has changed through the "I used to think… Now I think…" sentence stems comes from Project Zero’s Thinking Routines Toolbox. According to Harvard University’s Project Zero:Thinking routines are short, easy-to-learn mini-strategies that extend and deepen students' thinking and and reflection. They work to both cultivate students’ thinking skills and dispositions, but to also deepen content learning. In order to make them routines, versus mere strategies, they must be used over and over again in the classroom so that they become part of the fabric of classroom' culture. The routines were designed by Project Zero researchers at Harvard University to become one of the regular ways students go about the process of learning.As you use the routines, consider how you (or the students) will document students’ ideas and questions. Try to return to these ideas and questions at the end of the learning experience and in subsequent class sessions, so that you and the students can see how their thinking and understanding are developing.For more information on thinking routines or to explore other routines, visit Project Zero’s Thinking Routine Toolbox.
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Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.3: The Cause of All This Smoke
Teacher Guide
Lesson 1.3: The Cause of All This Smoke
Smoke & Haze: Hazardous Horizons
Lesson 1.3: The Cause of All This SmokeUnit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: What is smoke, and why are we seeing more of it these days? Learning Targets I can:
Purpose In this lesson, you will figure out the answer to the question "What’s the cause of all this smoke?" You will watch a video and use your reading skills to learn about the human and non-human causes of wildfires. You will use what you learn to create an informational poster to show the ways that people can help prevent wildfires from happening. At the end of the lesson, you will add to our collective knowledge on our Know & Need to Know chart. Lesson Steps
Explore More
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | ||
| ✓ SEP | Obtaining, Evaluating, and Communicating Information: Communicate scientific and/or technical information orally and/or in written formats, including various forms of media and may include tables, diagrams, and charts. | |
| ✓ CCSS | CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
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| Lesson Overview | |
| This lesson guides students to understand both the human and nonhuman causes of wildfires. They watch a video and read an article to learn about the causes and prevention of wildfires. Then, students create a poster to process the information and demonstrate their new learning. It will also give them the opportunity to draft visuals that they can choose to use in their final product. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Explore wildfire causes | (10 min) |
Purpose: In this step, students are introduced to the causes of wildfires.
You might say: In the last two lessons, we were introduced to the problem of wildfire smoke and learned about what is in wildfire smoke. Today we are going to work to understand what causes wildfires.
[Slide 2] Review the unit driving question.
[Slide 3] Share the learning targets with students.
[Slide 4] Think-Pair-Share:
Invite students to turn to their elbow partner and discuss some causes of wildfires.
Once students have shared with their small groups, invite them to share out to the class.
[Slide 5] Watch a video to learn what causes wildfires:
Before playing the video, inform students of their thinking task during the video:
What are the three things fire needs to occur?
What are natural vs. human causes of wildfire?
Play the National Geographic video "Wildfires 101" [3:12].
After playing the video, have students share what they noticed related to the thinking tasks.
[Slide 6] Add fuel to the Word Wall:
Note that one of the words discussed in the video is fuel, and define the term:
fuel: any material that can be combusted (burned)
Highlight combustion on the Word Wall (from the previous lesson) and explain that "combusted" is a verb form of the word
Ask students to consider what would actually burn in the photo.
Invite students to suggest what other things might serve as fuel for a wildfire.
[Slide 7] Continue defining vocabulary:
Explain that there are other things that are used as fuel or are highly combustible or flammable, such as charcoal in a barbeque or gasoline.
Referring to the image on the slide, ask students: Which of these are combustible? How do you know?
Also explain that most things that come from plants are combustible, such as paper, logs, dead leaves, pine needles, and pine cones.
| Step 2: Dive deeper | (20 min) |
Purpose: In this step, students use their reading skills to gain a more detailed understanding of the human and natural causes of wildfires.
You might say: We now know more about what causes wildfires, but we haven’t talked yet about how to prevent them. Remember, at the end of the lesson you are going to create a poster that teaches people how they can prevent wildfires, so this article will give us some of that information.
[Slide 8] Read the article "Wildfire Causes":
Before reading, inform students of their reading purpose, which is to learn more about what causes wildfires and how people can prevent them.
Read the article aloud to students.
Next, have students read the article to one another in pairs and annotate it by circling key words, underlining important points, adding question marks for points of confusion, and writing questions in the margins.
[Slide 9] Think-Pair-Share: Have students share with a partner one new thing they learned from the article. Then ask students to share their answers with the whole class.
[Slide 10] Summarize and clarify article:
For each cause shown on the slide, invite students to share out their understanding of what it is and ask any clarifying questions.
Use the images to help explain any points of confusion for students.
| Step 3: Create an informational poster | (25 min) |
Purpose: In this part of the lesson, students process what they learned from the article by creating visuals instructing people on how to prevent wildfires. Students choose four human causes of wildfires and use images and words to advise others how to prevent them.
You might say: Now we have the opportunity to show our artsy side! Remember, at the end of the unit, our goal is to educate our community members. Part of our final product includes telling our community how they can help prevent wildfire smoke. This is important, because without wildfires, we wouldn’t have wildfire smoke, which is the problem we are trying to prevent. This activity is an opportunity to think about how you might illustrate this information in your final product.
[Slide 11] Give instructions for creating the poster:
Determine in advance what colored pens, pencils, or markers students can use for this activity.
After passing out the Wildfire Prevention Poster handout, instruct students on how to complete the poster activity.
Remind students that they are creating a poster meant to educate people about what they can do to prevent wildfires. Each square in the poster should contain an image and words. Students should only draw human causes of wildfires.
If students need extra support, create an example on the board. One example could be a drawing of a person pouring water on a campfire, with the text "Always make sure campfires are properly put out before leaving them. Pour water until you don’t hear a sizzle."
Alternatively, you can give students the opportunity to create this poster on Canva. Canva is an optional
tool for their final product creation, so it will be helpful to students to get experience using this tool ahead
of time
| Step 4: Add to our collective knowledge | (5 min) |
Purpose: In this step of the lesson, students reflect on the knowledge that they’ve gained and how it applies to the unit driving question and final product.
[Slide 12] Remind students that today’s learning is part of the larger project purpose:
Invite students to share things they learned today that can be added to the Know & Need to Know chart:
What new information can we add to our "know" column?
What new questions can we add to our "need to know" column?
Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.4: Fighting Fire With Fire
Teacher Guide
Lesson 1.4: Fighting Fire With Fire
Smoke & Haze: Hazardous Horizons
Lesson 1.4: Fighting Fire With FireUnit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: What is smoke, and why are we seeing more of it these days? Learning Targets I can:
Purpose In this lesson, you will look at other factors that influence wildfires and their intensity. You will explore the ways in which our forests have been managed, and how those management practices have affected how forests respond to wildfires. Lesson Steps
Explore More
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | ||
| ✓ SEP | Engaging in Argument From Evidence: Construct and/or support an argument with evidence, data, and/or a model. | |
| ✓ WSSSS | C2.4.2: Describe how and why local, state, and tribal governments make, interpret, and carry out policies, rules, and laws.C3.4.1: Recognize that tribes have lived in North America since time immemorial. | |
| ✓ CCSS | CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-LITERACY.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
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| Lesson Overview | |
| In this lesson, students explore how different approaches to forest management have affected forest health and made forests more or less resistant to destructive wildfires. They are introduced to the Indigenous science of using fire to improve forest health, as well as the history of U.S. fire suppression policy, and the effects of these two approaches. They watch a video and read an article about the role of fire in maintaining healthy forests. At the end of the lesson, students answer the question "Is all fire bad?," using evidence from the text to support their claim. They then contribute their knowledge to a classwide Venn diagram and engage in a class discussion to share information with their classmates. At the end of the lesson, they use a visible thinking routine to reflect on how their understanding of human-caused wildfires has changed. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Learn about Indigenous science | (15 min) |
Purpose: In this part of the lesson, students are asked to reflect on their ideas or knowledge of forest management and consider whether fire is always "bad." They are introduced to the Indigenous practice of using fire as a land management tool.
[Slide 2] Review the unit driving question.
[Slide 3] Turn and Talk: Invite students to discuss the question: Is all fire bad?
You might say: In this project, we are examining the problem of wildfire smoke. We’ve learned the causes of wildfires, but today we are going to explore how humans have interacted with fires. Is all fire bad? Should we prevent all human-caused wildfires? We will try to understand what relationship fire has to forest health, and if it has a role at all in keeping less smoke from reaching us. In the end, you’ll write an argument answering the question "Is all fire bad?" and trace how your understanding has changed during this lesson.
[Slide 4] Share the learning targets with students.
[Slide 5] Add policy to the Word Wall:
policy: a deliberate system of guidelines, rules, or actions taken by an organization or individual; these might look like rules or practices
Bring students’ attention to the word "policy" in the learning target.
Define the word and discuss the examples given.
Ask students if they can think of any policies at school, at home, in their hobbies, etc.
[Slide 6] Think-Pair-Share: Activate prior knowledge about forest conservation policies.
Invite students to discuss with an elbow partner the following question: What do you know about policies that exist for taking care of forestlands?
Encourage students to consider common practices for taking care of the outdoors.
Invite students to share their answers with the class.
[Slide 7] Learn about Indigenous practices for using fire to prevent uncontrolled wildfires:
Before playing the video, provide context by connecting it to practices or policies for taking care of the land.
You might say: It sounds like some of us have ideas about how we need to be stewards and help take care of the land. Is it possible that different people have different ideas of what that looks like? We are going to watch a video that shows how Indigenous Peoples have taken care of their ancestral homeland for thousands of years.
Inform students of their thinking tasks before playing the video:
How do wildfires in California affect us in Washington?
How has the approach to fires changed for non-Indigenous land managers?
Play the Washington Post video "These Native American Women Want to Help Lead California’s Prescribed Burning" [3:28].
After playing the video, invite students to share what they learned. One idea that should come from the video is using fire as a tool vs. excluding or suppressing fire.
| Step 2: Dive deeper | (40 min) |
Purpose: In this step of the lesson, students get a more in-depth look at the practices of prescribed burns and fire suppression. They read an article and use the information in the upcoming Venn diagram activity.
[Slide 8] Add suppress to the Word Wall:
Before defining the vocabulary word, contextualize it by informing students that it is a word that will come up in the article, so they will know the word before they see it.
suppress: to put an end to something
After defining the term, build conceptual knowledge by inviting students to consider the question: What are fire extinguishers meant to suppress?
Ask students to provide other examples of suppressing something (e.g., suppress a smile in a serious situation, suppress weeds with wood chips, etc.)
[Slide 9] Add biodiversity to the Word Wall:
biodiversity: how many different species are in an area; a place with fewer species is less biodiverse, and a place with more species is more biodiverse
After defining the term, build conceptual knowledge by inviting students to consider the questions:
Which image is more biodiverse?
Are healthy ecosystems more or less biodiverse?
Listen for the following ideas in student responses and extend their thinking as needed:
Scientists look at biodiversity as an indicator of health. If an ecosystem is less biodiverse, it indicates lower health, where higher levels of biodiversity mean a stronger ecosystem because it’s able to sustain many different forms of life (source: "Biodiversity Critical to Maintaining Healthy Ecosystems" from U.S. Geological Survey).
[Slide 10] Read the article "Fire as a Tool for Maintaining a Healthy Forest":
Distribute both the article and the Fire Argumentation handout.
Before reading, inform students of their reading purpose, which is to learn how fire suppression and prescribed burns affect the health of the forest, so that they can write and support an answer to the question "Is all fire bad?"
Read the article aloud to students.
Prompt students to read the article independently and annotate the text as they move through it by circling key words, underlining important points, adding question marks for points of confusion, and writing questions in the margins.
Divide students into groups of 3–4 and invite them to share some of their learning from the text and what they think their claim will be.
[Slide 11] Construct an argument:
Review the instructions for the Fire Argumentation handout, providing an opportunity for students to clarify points of confusion.
If needed, provide an example of a claim using the following example question: Are peanut butter and jelly sandwiches a healthy meal for kids?
Claim 1: Peanut butter and jelly sandwiches are a healthy meal for kids because they contain protein and fats from peanuts and other nutrients from fruit.
Claim 2: Peanut butter and jelly sandwiches are an unhealthy meal for kids because they have lots of added sugar in jelly, and peanut butter can lead to health problems later in life.
Provide students with time to write their claims and evidence that supports their claim on the Fire Argumentation handout.
| Step 3: Reflect on your learning | (5 min) |
Purpose: In this part of the lesson, students reflect on how their thinking regarding human-caused wildfires has changed by using the visible thinking protocol "I used to think… Now I know…"
[Slide 12] Student reflection:
Have students turn to the back side of the Fire Argumentation handout.
Prompt students to engage in the following thinking routine to track how their understanding of human-caused wildfires has changed.
Invite students to share their thoughts with an elbow partner.
Then, invite students to share their ideas with the class.
Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.5: Why Are We Seeing More Smoke These Days?
Teacher Guide
Lesson 1.5: Why Are We Seeing More Smoke These Days?
Smoke & Haze: Hazardous Horizons
Lesson 1.5: Why Are We Seeing More Smoke These Days?Unit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: What is smoke, and why are we seeing more of it these days? Learning Targets I can:
Purpose Have you ever wondered "Why are wildfires such a big worry for people now? Have they always been an issue?" In this lesson, you will explore the different things happening in the environment at the same time as some of the worst wildfires in western states like Washington, California, and Oregon. You will work with your classmates to paint a picture by creating a timeline, and then step back and analyze what it tells us. Lesson Steps
Explore More
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 65 minutes |
| Standards | ||
| ✓ WSSSS | G1.4.2 Investigate the physical, political, and cultural characteristics of places, regions, and people in the Pacific Northwest, including the difference between cities, states, and countries. | |
| ✓ CCSS | CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
|
|
| Lesson Overview | |
| In this lesson, students work together to graph data on a timeline to gain an understanding of how temperature and drought have contributed to some of the worst wildfires in the modern history of the western states. Students plot data points on a class timeline and analyze that data to make connections. They conclude by answering the module driving question to practice conceptualizing information for their final product. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Build a fire timeline | (15 min) |
Purpose: In this step, students work collectively to build a timeline that displays data on wildfires, drought, and high temperature records in western states that they will analyze later in the lesson.
You might say: We are going to create a timeline to help us visualize some of the different factors affecting wildfires and analyze the data so that we can see what story it tells us.
[Slide 2] Remind students of the unit driving question.
[Slide 3] Share the learning targets with students.
[Slide 4] Turn and Talk: Have students discuss the following question: Why do you think wildfires are such a big problem in the western states?
[Slide 5] Introduce the timeline:
Inform students that they will work as a class to create a timeline that shows different environmental factors happening around the same time as some of the largest wildfires in the region.
Divide students into groups and distribute data points.
[Slide 6] Get acquainted with the data points: Invite students to read the data points assigned to their group aloud so that everyone is aware of the dates and events received.
[Slide 7] Create the timeline:
Review the key on the timeline and explain how each sticker represents a particular type of data point (fire event, drought, or one of the hottest years on record). Remind students that they need to pick the correct sticker for each of their data points. If they are representing one of the hottest years, they should write where that year falls on the record. For example, if they are representing the hottest year on record, that sticker gets a 1. If they are representing the second hottest year on record, that sticker gets a 2, and so on.
Invite students to bring up their data points and add them to the timeline, one group at a time.
| Step 2: Zoom out | (20 min) |
Purpose: In this step, students analyze and discuss the timeline they just created.
You might say: Now that we’ve created our timeline, let’s take some time to analyze it. As we look at the timeline, we want to take note of any patterns or trends that we notice and consider how this might connect to our issue of wildfire smoke and why it’s so important for us to educate our community.
[Slide 8] Think-Pair-Share: Invite students to observe the timeline they created and discuss what patterns they notice with their groups.
[Slide 9] Analyze the timeline:
Distribute the Analyzing Our Timeline handout and have students complete the questions in their small groups. Invite students to work in pairs to answer the questions.
Once students have filled out the handout, ask them to share the connections they made, and clarify as needed using the Analyzing Our Timeline teacher key.
[Slide 10] Facilitate whole-class discussion:
Invite students to share their observations of the timeline with the entire class.
| Step 3: Bring it back to the final product | (30 min) |
Purpose: In this step, students make connections between what they have learned and the unit driving question.
[Slide 11] Connect to our final product: Remind students that today’s learning is part of the unit’s larger purpose.
You might say: It’s time to think about what our observations mean to our communities and our final product. Our driving questions for this module of the unit are "What is smoke, and why are we seeing more of it these days?" This information will be important in helping our community members understand why smoke safety is important to understand now, and why it will be important in the future. Since our final product is all about educating community members, today we will practice communicating what smoke is and why we are seeing more of it, so that when we start our final product, we will already have language we can use.
Distribute the Module 1 Summary handout and read the instructions aloud to students.
Emphasize that student explanations do not have to be purely written; students can create models with labels to demonstrate their understanding and teach others.
Encourage students to review previous resources, such as the Know & Need to Know chart, the class wildfire timeline, and any handouts or articles.
Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Module 2: Smoke and the Body
Module Overview
Module 2: Smoke and the Body
Smoke & Haze: Hazardous Horizons
Unit Driving Question
How can we help keep our community safe from wildfire smoke?
Module Driving Question
How does smoke affect us?
Module Overview
In this module, students learn how wind patterns can bring smoke into their communities from far away and how smoky conditions affect the body. They read wind barb maps to predict where smoke will travel and explore the Air Quality Index as a way to stay informed. Students read about the respiratory system and how specific structures have functions that are natural defenses against pollution, and they create a model to demonstrate their understanding. Finally, students learn about the effects of wildfire smoke and research what people can do to stay safe.
| Lesson 2.1: When Wind Brings Haze (60 minutes) | |
Learning Targets: I can:
| In this lesson, students explore how wind moves smoke. They take on the role of meteorologist by reading wind barb maps and determining where to go to avoid smoky conditions. They learn about the Air Quality Index (AQI) and look at current and past data. The lesson ends with students reflecting on how the information learned in the lesson can be used to answer the unit driving question. |
| Lesson 2.2: Fighting Smoke From Within (90 minutes) | |
Learning Targets: I can:
| In this lesson, students explore smoke's effect on the body. They learn about the different structures of the respiratory system and the important functions of some of those structures that serve to defend against pollutants. Students work on a jigsaw activity in small groups, then create a model that shows how those structures respond to pollutants. |
| Lesson 2.3: Smoke Safety (60 minutes) | |
Learning Targets: I can:
| In this lesson, students explore ways that people can mitigate the effects of wildfire smoke during a smoke event. With a partner, they participate in a scavenger hunt that requires them to find information from EPA and CDC recommendations for staying safe when experiencing air pollution. Afterward, they use their knowledge to make recommendations on real-world scenarios for what people can do on a smoky day to stay healthy. |
| Module Assessments |
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| Vocabulary |
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Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.1: When Wind Brings Haze
Teacher Guide
Lesson 2.1: When Wind Brings Haze
Smoke & Haze: Hazardous Horizons
Lesson 2.1: When Wind Brings HazeUnit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: How does smoke affect us? Learning Targets I can:
Purpose Have you ever woken up, looked out of your window, and been surprised at a hazy sky? Maybe you’ve even wondered "Where did all this smoke come from?" In this lesson, we are going to learn about how smoke can travel and how we can read wind patterns to make an informed decision to avoid smoke. Later, we will look at a tool that our community can use to make decisions around smoke. Lesson Steps
Explore More
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | ||
| ✓ SEP | Analyzing and Interpreting Data: Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. | |
| ✓ CCSS | CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
|
| Lesson Overview | |
| In this lesson, students explore how wind moves smoke. They take on the role of meteorologist by reading wind barb maps and determining where to go to avoid smoky conditions. They learn about the Air Quality Index (AQI) and look at current and past data. The lesson ends with students reflecting on how the information learned in the lesson can be used to answer the unit driving question. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Explore wind patterns | (30 min) |
Purpose: In this step, students watch a video and practice reading a wind barb map to learn how wildfire smoke is moved by wind.
[Slide 2] Review the unit driving question with students.
[Slide 3] Share learning targets with students.
[Slide 4] Think-Pair-Share: Invite students to discuss this question with a partner:
Why do fires in California, Oregon, and Canada matter to us here in Washington?
[Slide 5] Introduce and play video:
You might say: As you all discussed, wildfires can have an effect on places far away from where the actual fire is located. Today we are learning about the ways in which wildfire smoke moves around. Let’s take a look at an example from the summer of 2023.
Play the Insider News video "New York City Covered in Orange Smoke From Canada's Wildfires" [1:49].
After the video, point out New York State on the map and how smoke from fire traveled from different parts of Canada, which are north of New York.
[Slide 6] Explain the photo:
Explain that smoke can travel hundreds or thousands of miles away, as seen in the photo on the slide that depicts smoke traveling from eastern to western Canada.
[Slide 7] Add meteorologist to the Word Wall:
Set the stage for this activity by explaining that students will be stepping into the role of meteorologists to predict smoke patterns.
Define vocabulary:
meteorologist: a weather scientist
Introduce what meteorologists do using the following talking points:
Meteorologists collect and analyze data from different parts of the earth, such as our atmosphere and oceans, to forecast weather and potential hazardous events like high winds or winter storms.
They can provide weather advice and guidance to federal, state, and local agencies.
You may have seen them on the news telling us what weather we can expect.
[Slide 8] Explain wind barbs to students using the following talking points:
Wind barbs are a symbol used on maps to describe how wind is moving. They show what direction wind is blowing, as well as what direction it’s coming from.
The arrow (or sometimes a dot) at the end shows the direction wind is going. Sometimes the barb doesn’t have an arrow or a dot, but we can differentiate it from the other end that has barbs or lines.
The other end shows the direction wind is coming from, and the barbs or lines on the end show how fast the wind is blowing. But we are going to focus on wind direction today, rather than the speed.
Also notice the compass, which we have seen in the maps we have looked at. We will use it to orient ourselves as we look at the wind barbs.
Now, let’s get some practice!
[Slides 9–10] Wind barb practice #1: Invite students to talk with an elbow partner to determine the direction the wind is blowing in the location designated by the red star.
Invite students to show their answer with their fingers, designating 1, 2, or 3.
Once all students have voted, explain that the answer is 1, because the barbed end is pointing northwest (NW) and the arrow end is pointing southeast (SE).
[Slides 11–12] Wind barb practice #2: Invite students to talk with an elbow partner to determine the direction the wind is blowing in the location designated by the red star.
Invite students to show their answer with their fingers, designating a 1, 2, or 3.
Once all students have voted, explain that the answer is 2, because the barbed end is pointing southwest (SW) and the arrow end is pointing northeast (NE).
[Slides 13–14] Wind barb practice #3: Invite students to talk with an elbow partner to determine the direction the wind is blowing in the location designated by the red star.
Invite students to show their answer with their fingers, designating a 1, 2, or 3.
Once all students have voted, explain that the answer is 2, because the barbed end is pointing south (S) and the arrow end is pointing north (N).
| Step 2: Predict smoke and AQI impacts | (30 min) |
Purpose: In this step, students apply their new skills to a real life scenario. They also learn about the Air Quality Index and how it can be a tool to help people make informed decisions to stay safe from smoke.
You might say: Now it’s time to put our new skills to the test. In our next activity, you will analyze a wind barb map to make an informed decision to try to stay safe from wildfire smoke.
[Slide 15] Introduce the Predicting Smoke and Exploring AQI handout to students:
Read the directions and scenario as a class, then invite students to work through the handout questions in pairs.
Explain how students should access the links (for example, through the learning management system your class uses).
[Slide 16] Add Air Quality Index (AQI) to the Word Wall:
After students have completed the handout, come back together as a class to examine AQI categories.
Define vocabulary:
Air Quality Index (AQI): a resource that shows the amount of particle pollution in the air in a given location
Ask students the following question:
What does the AQI tell us, and how can people use it as a tool?
Ideally, students will mention that people can use the AQI to check the air quality before deciding how to spend their day and whether they need to modify their activities. People should be mindful when the AQI is anything above moderate.
[Slide 17] Show an example of data:
You might say: Here is an example of the AQI data over the entire year of 2022, which we just saw in our activity. What was likely happening in July/August, September, and October of 2022?
If students ask why air quality is not as healthy (moderate) throughout the winter months, let them know that it is because colder air is denser and slower moving, so pollution like smog from cars or smoke from fireplaces lingers in the air longer. Learn more from the AccuWeather article "Why Air Pollution Is Worse in Winter."
[Slide 18] Pose a final scenario for students to apply what they have learned in the lesson:
Focus students on Part 4 in the Predicting Smoke and Exploring AQI handout.
Explain that they will need to draw on everything they have learned about forecasting smoke impacts and staying safe for this final scenario.
Think-Pair-Share: Organize students into pairs for the final scenario and provide time for partners to discuss. Encourage students to use evidence from the activity to support their thinking.
Conclude the activity by discussing the synthesis questions and the evidence students used to support their responses.
Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.2: Fighting Smoke From Within
Teacher Guide
Lesson 2.2: Fighting Smoke From Within
Smoke & Haze: Hazardous Horizons
Lesson 2.2: Fighting Smoke From WithinUnit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: How does smoke affect us? Learning Targets I can:
Purpose Have you ever been outside during a smoky day? Did you experience any symptoms like an itchy throat or a cough? If so, that was your respiratory system hard at work. In this lesson, you will read about the structures in your body that are responsible for getting oxygen in and carbon dioxide out. You will work with a partner to create a model showing how the body responds to pollutants and write an answer to the question "How do our bodies defend against air pollution like wildfire smoke?" Lesson Steps
Explore More
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 90 minutes |
| Standards | ||
| ✓ PE | 4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. | |
| ✓ DCI | LS1.A: Structure and Function: Plants and animals have both internal and externalstructures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1) | |
| ✓ SEP | Developing and Using Models: Develop and/or use models to describe and/or predict phenomena. | |
| ✓ CCC | Cause and Effect: Cause and effect relationships are routinely identified, tested, and used to explain change. | |
| ✓ CCSS | CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
|
| Lesson Overview | |
| In this lesson, students explore smoke's effect on the body. They learn about the different structures of the respiratory system and the important functions of some of those structures that serve to defend against pollutants. Students work on a jigsaw activity in small groups, then create a model that shows how those structures respond to pollutants. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Learn about structures and functions | (10 min) |
Purpose: In this part of the lesson, students are introduced to new vocabulary terms, structure and function, which they will revisit when creating and explaining their models in subsequent lesson steps.
[Slide 2] Review the unit driving question with students.
[Slide 3] Share learning targets with students.
[Slide 4] Think-Pair-Share: Invite students to discuss the following question with a partner:
Have you been outside during smoky weather? What did you experience?
[Slide 5] Introduce and play video:
Distribute the Respiratory System Note Organizer.
Provide students with their thinking tasks for the video:
What are some symptoms people might experience after breathing in smoky air?
Is everyone equally vulnerable to smoky air?
Remind students to record answers to these questions in Part 1 of their Respiratory System Note Organizer.
Play the Bay Area Air District video "Health Impacts of Wildfire Smoke" [1:27].
[Slide 6] Add structure and function to the Word Wall:
You might say: Today we are going to be examining some of the parts of our bodies that are affected by and work to protect us from smoke. We will be using some specific words to describe these parts and their jobs throughout this lesson.
Define vocabulary terms:
structure: a part of the body
We can describe a structure by identifying what it looks like, what it’s made of, and any other characteristics.
function: a job or purpose
Structures are designed to perform a function.
Think-Pair-Share: Refer to the photo of the hummingbird on the slide and invite students to consider the following question with a partner:
What structure does the hummingbird have that helps it survive?
[Slide 7] Access prior knowledge:
Think-Pair-Share: Ask students to consider the following question with a partner:
Do our bodies have any natural defenses against air pollution like wildfire smoke?
| Step 2: Dive into the respiratory system | (20 min) |
Purpose: In this step, students learn about the structures and functions of the respiratory system and record notes in their notes organizer. Students use the jigsaw method to learn information and share it with their peers.
[Slide 8] Read the article "The Respiratory System":
Review the reading purpose with students, which is to identify the functions of different structures in the respiratory system.
Read the first paragraph of the article aloud to the whole class.
Review Part 2 of the Respiratory System Notes Organizer with students and encourage them to fill in the table and diagram with information about the different structures that they read about. These terms will be in bold.
Provide time for students to read their assigned portion of the article with partners.
Encourage them to annotate the article by circling key words, underlining important points, adding question marks for points of confusion, and writing questions in the margins.
[Slide 9] Review structures and functions with student input
Use the human model to clarify which structures are which and ask students to share important functions of these structures so that all students are working with the same information.
| Step 3: Model smoke in our system | (30 min) |
Purpose: In this step of the lesson, students use the information that they gathered from the article and notes organizer to create a model that shows how a person’s airway would be affected by a smoke event. By doing this, students answer the question posed at the start of the lesson: "How do our bodies defend against air pollution like wildfire smoke?"
[Slide 10] Introduce the next task:
You might say: At the start of the lesson we asked "How do our bodies defend against air pollution like wildfire smoke?" Now you’ve learned about the different structures and functions of our respiratory system. Next, we will demonstrate that knowledge by modeling what happens in our lungs during a wildfire smoke event. This will be important to work through and understand so that we can explain it to community members as part of our final product.
[Slide 11] Review the definition of a model in preparation for the upcoming modeling activity.
[Slide 12] Describe the task to students:
Students work in pairs to create models on large sheets of butcher paper with markers.
Remind students to refer to the article and notes organizer from earlier in the lesson.
Let students know that they will use their models in the next part of the lesson to help them write their explanation.
Have students look at the model of healthy bronchus (bronchi is plural, bronchus is a single tube) on the slide and point out the illustrated structures. Then, invite student pairs to recreate their own version of a model of healthy bronchus.
Provide time for students to work with their partner to create a model that shows what the bronchus looks like when experiencing a smoke event, making sure to include at least two important structures and their functions in action.
Inform students that their models should include colors, illustrations, labels, and short descriptions of functions.
| Step 4: Explain your model | (30 min) |
Purpose: In this step, students use the model they created with a partner to independently answer the question "How do our bodies defend against air pollution like wildfire smoke?"
[Slide 13] Review the task with students:
You might say: The next part of our task is to fully explain whether our bodies have defenses against wildfire smoke pollution. You’ve created a model to show this; now use your model to help you answer this question by describing examples of what your model shows to support your answer.
Have students compose their answers independently on a sheet of binder paper. Review sentence stems students can use to form their explanation and express their ideas:
The respiratory system does/does not have natural defenses…
One important structure that helps defend against smoke is… It has the function of…
As you can see on the model…
Another important defense that is in the respiratory system is… It has the function of…
Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.3: Smoke Safety
Teacher Guide
Lesson 2.3: Smoke Safety
Smoke & Haze: Hazardous Horizons
Lesson 2.3: Smoke SafetyUnit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: How does smoke affect us? Learning Targets I can:
Purpose You look out the window and notice smoky skies; do you know what to do to stay safe from the haze? In this lesson, you will learn about the different steps and precautions people can take during smoke events. You’ll work with a partner to complete a scavenger hunt to make your way through safety recommendations from the Environmental Protection Agency. Then, you’ll use your new knowledge to review real-life scenarios and make recommendations on how people can stay safe from smoke. Lesson Steps
Explore More
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | ||
| ✓ CCSS | CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-LITERACY.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
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| Lesson Overview | |
| In this lesson, students explore ways that people can mitigate the effects of wildfire smoke during a smoke event. With a partner, they participate in a scavenger hunt that requires them to find information from EPA and CDC recommendations for staying safe when experiencing air pollution. Afterward, they use their knowledge to make recommendations on real-world scenarios for what people can do on a smoky day to stay healthy. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Participate in a scavenger hunt | (30 min) |
Purpose: In this step, students explore recommendations for how to stay healthy during a smoke event.
[Slide 2] Review the unit driving question with students.
[Slide 3] Share learning targets with students.
[Slide 4] Contextualize the learning for this lesson:
You might say: In the last lesson, we learned about the effects that wildfire smoke has on our bodies and the structures and functions of the respiratory system. We know that smoke poses a risk to people, and in the last lesson, we learned about some of the natural defenses our bodies have to smoke and air pollution.
Today we are going to learn about what we can do as individuals to protect ourselves from the harmful effects of wildfire smoke by looking at information from two government agencies who aim to keep people healthy and safe. So let’s find out how we can respond when wildfire smoke arrives to stay as healthy as possible.
[Slide 5] Share information about the roles of the EPA and the CDC:
Explain to students that the Environmental Protection Agency (EPA) and the Centers for Disease Control and Prevention (CDC) are two government organizations that are responsible for keeping us healthy and safe. Share their missions:
EPA mission: Protect human health and the environment.
CDC mission: Protect America from health, safety and security threats, both foreign and in the U.S.
Ask students if they see any connections between the missions of the EPA and CDC and the goals for this unit’s final product. Invite students to share their answers.
Inform students that in today’s lesson, they will explore information provided by these two organizations.
[Slide 6] Facilitate the scavenger hunt:
Organize students into pairs and provide directions for completing the scavenger hunt (with either digital or physical materials).
Provide each student with a Smoke Safety Scavenger Hunt handout. Although students will work in pairs, it will be helpful for each student to have their own copy for future reference.
Review the reading purpose:
Identify how people and pets can stay healthy during wildfire smoke events.
Check that students understand that each flyer will provide some information for the scavenger hunt.
After most pairs have completed the scavenger hunt, come back together as a class and invite students to share answers; students who may be missing some answers can fill them in at this point.
| Step 2: Apply learning to real-world scenarios | (25 min) |
Purpose: In this step, students apply some of the knowledge from the scavenger to real-life scenarios.
[Slide 7] Add sensitive groups to the Word Wall:
Define the phrase:
sensitive groups: people who have characteristics that cause them to be at greater risk for health effects from smoke
Ask students: What are some health conditions that could make people more sensitive to smoke?
[Slide 8] Give examples of sensitive groups using the following talking points from the CDC:
Children under 18 are considered sensitive groups because they tend to do more vigorous activity and be outside more than adults. Younger children especially take more breaths per minute than adults, and as a result inhale more pollution.
The elderly tend to have more diseases and conditions that affect the heart and the lungs. The older human body also tends to have weaker defenses.
Pregnant people tend to have changes to their body such as higher breathing rates and increases in blood and plasma volumes, which increases the amount of pollution they’re exposed to. Additionally, exposure to wildfire smoke may harm the developing fetus.
People with health conditions such as asthma or other chronic lung diseases have their breathing conditions made worse by particle pollution. Pollution can also lead to increased risk of heart problems such as heart failure for people with conditions like heart disease.
[Slide 9] Introduce the Smoky Scenarios activity:
You might say: We have learned some things that people can do to stay healthy, but sometimes making decisions in the real world about what to do can feel complicated. In this activity, you are going to use your newly learned information to make recommendations for how different people can make healthy choices during a smoke event.
Divide students into groups of three or four.
Instruct students to work in their small groups to read through the scenarios and discuss the recommendations they would make for each situation.
After students have made recommendations for each scenario, invite students to share their answers with the whole class and discuss their answers.
| Step 3: Revisit the Know & Need to Know chart | (5 min) |
Purpose: This part of the lesson serves to refocus students on the unit driving question and consider how what they learned in this lesson can be applied to answer the question.
You might say: Let’s revisit the Know & Need to Know chart to see how our knowledge has changed. What can we add to the "know" part of our chart that would be helpful for our community to know about keeping safe during smoky conditions? What else do we "need to know" before sharing information with people in our community?
[Slide 10] Invite students to discuss what they’ve learned and how their thinking has changed. Use the following prompts to elicit student ideas and update the Know & Need to Know chart using a different colored marker to indicate new thinking from what was recorded last time.
What do we know now that we didn’t know before?
What questions have we answered?
What new questions do we have now?
Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Module 3: Educating Our Community
Module Overview
Module 3: Educating Our Community
Smoke & Haze: Hazardous Horizons
Unit Driving Question
How can we help keep our community safe from wildfire smoke?
Module Driving Question
How can we inform our community?
Module Overview
In this module, students work in their public service announcement (PSA) teams to design and present their final product. They explore the qualities of effective PSAs and use their observations to co-create the final product rubric. Each student team identifies an audience for their PSA and chooses a format (video, brochure, or infographic) that aligns with their team members’ skills and caters to their audience. Students engage in the revision process after creating draft PSAs and receiving feedback from other PSA teams. Finally, teams present their PSAs to their audience, analyze audience feedback, and reflect on what they have learned throughout the unit.
| Lesson 3.1: What Makes a Good PSA? (35 minutes) | |
Learning Targets: I can:
| The purpose of this lesson is to provide students with opportunities to conceptualize their final product. Students observe and evaluate examples of PSAs with the intent of identifying strengths and weaknesses. This activity informs their understanding of the final product and guides them to identify aspects of the final product that should be assessed by a rubric. At the end of the lesson, students co-create the rubric by giving input on important, assessable components. |
| Lesson 3.2: Designing Our PSAs (180 minutes) | |
Learning Targets: I can:
| In this lesson, students design their final products. After forming PSA teams, they use a graphic organizer to help them conceptualize the information they want to share and determine their audience. PSA teams view the initial drafts of another team’s PSA and give feedback. PSA teams then reflect on the feedback they receive and revise their PSAs. |
| Lesson 3.3: Community Exhibition (60 minutes) | |
Learning Targets: I can:
| In this lesson, student PSA teams showcase their understanding of wildfire smoke safety to community members in an exhibition. After the exhibition, they reflect on all they have accomplished to help keep the community safe from wildfire smoke. This lesson is a time to celebrate the accomplishments of the students! |
| Module Assessments |
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| Vocabulary |
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Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.1: What Makes a Good PSA?
Teacher Guide
Lesson 3.1: What Makes a Good PSA?
Smoke & Haze: Hazardous Horizons
Lesson 3.1: What Makes a Good PSA?Unit Driving Question: How can we help to keep our community safe from the effects of smoke?
Module Driving Question: How can we inform our community about wildfire prevention and smoke safety?
Learning Targets I can:
Purpose In this lesson, you will prepare to create your final product by evaluating examples of public service announcements (PSAs) designed to share important information with communities. You will identify the strengths and weaknesses of each piece and consider what makes them effective. You and your classmates will use this research to outline some assessment criteria for the PSAs you will create in the next lesson. Lesson Steps
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 35 minutes |
| Standards | ||
| ✓ CCSS | CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
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| Lesson Overview | |
| The purpose of this lesson is to provide students with opportunities to conceptualize their final product. Students observe and evaluate examples of PSAs with the intent of identifying strengths and weaknesses. This activity informs their understanding of the final product and guides them to identify aspects of the final product that should be assessed by a rubric. At the end of the lesson, students co-create the rubric by giving input on important, assessable components. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Review the final product parameters | (10 min) |
Purpose: In this step, students learn about the parameters of their final product and how they will be assessed. They are introduced to the concept of a PSA to gain an understanding of the final product they will create.
[Slide 2] Review the unit driving question with the students.
[Slide 3] Share learning targets with students.
You might say: Today we are going to prepare to create our final products: public service announcements (PSAs). We are going to look at the rubric that will be used to assess your work so that we all understand the parameters and expectations. We will look at some examples of PSAs and identify their strengths and weaknesses. This will help us get a good understanding of what expectations we can set together for our PSAs that we can add to our rubric.
[Slide 4] Review the Project Challenge (Lesson 1.1) with students.
[Slide 5] Introduce the concept of a PSA to students:
You might say: Our goal at the end of this project is to help keep people safe by giving our community information so they can make educated decisions during a smoke event. One way that the people who are responsible for our health, like hospitals or government organizations like the CDC or EPA, work to keep people safe is by sharing important information through public service announcements (PSAs).
Define vocabulary term:
public service announcement (PSA): a form of communication meant to educate the public around an issue or problem
[Slide 6] Distribute and review the Final Product Rubric:
Invite students to look at the rubric and consider the following questions:
What are some things you notice about how your PSA will be assessed?
What questions do you have about how your PSA will be assessed?
Is anything missing?
Invite students to share observations and questions they have about the rubric.
| Step 2: Evaluate public service announcements | (15 min) |
Purpose: In this step, students evaluate examples of PSAs so that they can conceptualize what makes an effective, accessible PSA and co-create the rubric.
[Slide 7] Distribute PSA Exploration and review the directions.
[Slide 8] Introduce example #1:
Invite students to view the brochure "Heat Safety for You and Your Family" from the National Weather Service.
Give students 3 minutes to independently work through the material and analyze what things make it easy or hard to engage with. Remind students that they are acting as a consumer of information.
After 3 minutes of independent observation, invite students to share their observations with a partner.
Invite students to discuss the PSA as a class.
[Slide 9] Introduce example #2:
Invite students to view the infographic "Beat the Heat: Extreme Heat" from the CDC.
Give students 3 minutes to independently work through the material and analyze what things make it easy or hard to engage with.
After 3 minutes of independent observation, invite students to share their observations with a partner.
Invite students to discuss the PSA as a class.
[Slide 10] Introduce example #3:
Remind students to take notes on the handout while the video plays.
Play video "How to Stay Cool in Extreme Heat" [1:13] from the CDC.
Invite students to share their observations with a partner.
Invite students to discuss the PSA as a class.
| Step 3: Co-create the rubric | (10 min) |
Purpose: In this step of the lesson, students identify and advocate for characteristics that make a strong PSA for the rubric.
[Slide 11] Think-Pair-Share:
Invite students to discuss the following question with a partner:
What characteristics should we add to our final product rubric?
Invite students to share their ideas and facilitate a discussion around what additional criteria should be added to the rubric. You might prompt students to consider how suggestions align with the goals of the final product or whether similar suggestions can be consolidated.
Have students add the agreed-upon characteristics to the "Effective, Engaging PSA" row of their rubric.
[Slide 12] Review next steps:
In closing, inform students of the next steps in the upcoming lesson and ask them to think ahead about the audience and format for their final product.
Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.2: Designing Our PSAs
Teacher Guide
Lesson 3.2: Designing Our PSAs
Smoke & Haze: Hazardous Horizons
Lesson 3.2: Designing Our PSAsUnit Driving Question: How can we help to keep our community safe from the effects of smoke?
Module Driving Question: How can we inform our community about wildfire prevention and smoke safety? Learning Targets I can:
Purpose In this lesson, you will form a team with your peers to work on your PSA. You’ll determine the information you want to share with your community and determine team member roles. Your PSA team will identify which format is right for your skills and interests, and you will begin creating the PSA. Then, you will help another team strengthen their PSA by giving helpful feedback, and you’ll also receive feedback on your team’s PSA. Finally, you’ll consider how to revise your PSA based on feedback. Lesson Steps
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 180 minutes |
| Standards | ||
| ✓ SEP | Obtaining, Evaluating, and Communicating Information: Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. | |
| ✓ CCSS | CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
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| Lesson Overview | |
| In this lesson, students design their final products. After forming PSA teams, they use a graphic organizer to help them conceptualize the information they want to share and determine their audience. PSA teams view the initial drafts of another team’s PSA and give feedback. PSA teams then reflect on the feedback they receive and revise their PSAs. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1A: Design your final product: audience and format | (30 min) |
Purpose: In this step of the lesson, teams conceptualize and draft their PSA in preparation for creating the final version.
[Slide 2] Review the unit driving question with students.
[Slide 3] Share learning targets with students.
[Slide 4] Review the project challenge with students.
[Slide 5] Provide time for students to get into their PSA teams.
[Slide 6] Explore how audience influences content by analyzing two NASA websites:
Ask students to observe the screenshots of the two websites silently, then invite students to discuss the following questions in their PSA teams:
Who were these websites designed for? How can you tell?
Invite students to share their answers. Listen for students to describe how they know for what audience NASA designed each website because they will need to bring the same intentionality to their PSAs.
Student responses are likely to identify choices made between photographs vs. graphic images, the amount of text, and the overall complexity or simplicity of information.
Explain that it’s important to cater work to your audience to keep them engaged and interested and ensure accessibility. You can use the example of the NASA websites and ask students which one children would be more drawn to, both visually and topically.
[Slide 7] Identify audience:
Distribute one copy of the Final Product Planner to each team to complete collaboratively.
Provide examples of potential audiences for the PSA:
young children
your peers
older adolescents
adults
sensitive groups
Invite students to discuss in their PSA teams what audience they want to make their final product for and how they might modify their content accordingly.
Students should record this information in their handout.
[Slide 8] Choose format:
Review PSA format options with students.
Invite students to read through the table on their handout and discuss with their PSA teams which option fits best with their skills and interests.
Students should record this information in their handout.
| Step 1B: Design your final product: hook, recommendations, and model | (30 min) |
Purpose: Teams continue the process of drafting their PSA in preparation for creating the final version.
[Slide 9] Explain the hook:
Define a hook for students: The hook is what pulls your audience into your work and keeps them engaged. It usually includes why whatever you have to say is important.
[Slide 10] Review hook example #1:
Play the first 40 seconds of the What If video "What if You Stopped Brushing Your Teeth?"
Invite students to discuss the following question:
What does this video do to grab the audience’s attention?
Possible response:
Emotion is attention-grabbing; in this case, the emotion is probably worry or disgust.
[Slide 11] Review hook example #2:
Read text from the screenshot of the website "Healthy Pets, Healthy People" from the CDC.
Invite students to discuss the following question:
What does this website do to grab the audience’s attention?
Possible response:
Sharing an interesting or relatable fact can hook people in.
[Slide 12] Review hook example #3:
Read text from the screenshot of the website "Child Passenger Safety" from the CDC.
Invite students to discuss the following question:
What does this website do to grab the audience’s attention?
Possible responses:
Sharing an interesting or relatable fact can hook people in.
This PSA appeals to people’s emotions, worries, and fears.
[Slide 13] Students write their hook
Invite students to discuss what information they want to include in their hook and record that information in their handout.
Encourage students to refer back to previous assignments as needed.
[Slide 14] Make recommendations:
Invite students to work with their PSA team members to identify the recommendations they will give in their PSA. They should include both of the following:
Recommend one way that people can prevent wildfires. You can choose to talk about land management policies or personal choices/actions.
Recommend one way that people can protect themselves in smoky conditions. You can choose to discuss ways that people can adjust their behavior or prepare their homes/spaces.
Invite students to discuss their recommendations as a team and record that information in their handout.
Encourage students to refer back to previous assignments as needed.
[Slide 15] Design the model:
Invite students to discuss in their PSA teams what they think would be an effective way to show how smoke affects people or pets. Have them consider the following questions:
What respiratory system structures will you show?
What are important details to include so that your audience will understand how smoke impacts people or pets?
Provide time for students to draft an idea of what that model could look like.
| Step 2: Work time (over multiple days) | (60 min) |
Purpose: In this step of the lesson, student teams create their PSAs; they will receive feedback in the next lesson step.
[Slide 16] Work time:
Provide PSA teams with final product resources, such as relevant links from the Project Challenge Guide.
Review the deliverables with students and invite them to discuss what roles each team member will take. Review the possibilities and encourage students to identify other relevant roles. Students who have chosen to do videos should be encouraged to write a script.
Review the rubric with students.
Provide time for students to work in their PSA teams.
| Step 3: Workshop and revise | (60 mins) |
Purpose: In this step of the lesson, students give feedback to another PSA team’s final product and use the feedback they receive to make revisions.
[Slide 17] Revisit the learning targets related to feedback and revision:
Provide students with presentation details (who will they be presenting to and when?).
[Slide 18] Facilitate feedback process:
Pair each PSA team with another PSA team to be feedback partners.
Review the purpose of giving feedback: to help peers make their products stronger and more effective.
Review the different types of feedback students might give, including kudos, suggestions, and questions for clarification. Ask what other feedback they might give. Remind students to be kind, be specific, and be helpful (see Teacher Tip below).
Provide students with time to engage with the PSA created by their partner team and provide feedback on a copy of the Final Product Rubric.
[Slide 19] Students exchange feedback:
Invite the partnered PSA teams to come together.
Provide time for each PSA team to share their feedback for their partner team’s PSA.
Encourage the PSA team being evaluated to ask clarifying questions to make sure that they understand the feedback.
[Slide 20] Revise PSAs:
Provide PSA teams with time to review and consider feedback. Let students know that they aren’t required to incorporate all of the feedback they get, but they should consider it.
Teacher Tip: Use Protocols to Give Meaningful FeedbackStudents often need modeling and guidance on how to provide meaningful feedback to their peers. A peer critique protocol by EL Education is a resource that can support students in their critique. The protocol centers and defines the norms of be kind, be specific, and be helpful in order to help peers create their best work. Students then take turns presenting their work and use the success criteria/rubric to give one another feedback. To learn more, read "Peer Critique" by EL Education.
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Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.3: Community Exhibition
Teacher Guide
Lesson 3.3: Community Exhibition
Smoke & Haze: Hazardous Horizons
Lesson 3.3: Community ExhibitionUnit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: How can we inform our community about wildfire prevention and smoke safety? Learning Targets I can:
Purpose Let’s celebrate! In this lesson, you and your PSA team will showcase your understanding of wildfire smoke safety to community members in an exhibition. After the exhibition, you will reflect on all you have accomplished to help keep your community safe from wildfire smoke. Lesson Steps
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | ||
| ✓ SEP | Obtaining, Evaluating, and Communicating Information: Communicate scientific and/or technical information orally and/or in written formats, including various forms of media, and may include tables, diagrams, and charts. | |
| ✓ WSSSS | SSS4.4.3: Identify relevant evidence that draws information from multiple sources in response to compelling questions. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
| Optional feedback forms:
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| Lesson Overview | |
| In this lesson, student PSA teams showcase their understanding of wildfire smoke safety to community members in an exhibition. After the exhibition, they reflect on all they have accomplished to help keep the community safe from wildfire smoke. This lesson is a time to celebrate the accomplishments of the students! |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Share with the community | (30 min) |
Purpose: In this step, students celebrate the learning and hard work of their PSA teams with the community by presenting their PSAs and sharing what they have learned about making the community safer for people.
[Slide 2] Facilitate the delivery of student PSAs to their intended audience:
Involve teams in deciding how to invite feedback from their audience. Some options include a half-sheet of paper with feedback questions (provide some options) or the pre- and post-survey forms provided under Lesson Resources that can be made available via QR code.
Wrap up the exhibition:
Ask and provide time for audience members to provide feedback to students.
Thank all of the attendees for coming and hearing all of the teams’ presentations.
| Step 2: Reflect on your learning | (30 min) |
Purpose: In this step, students reflect on their work and what they have learned throughout this unit. They revisit the Know & Need to Know chart for a final time to reflect on which questions they have been able to answer and what they’ve learned. Self-reflection is a very powerful tool in learning, especially with skill development, so if this is new to some of your students, you may want to model by sharing your personal reflections on the project as well.
[Slide 3] Reflect on progress: Invite students to discuss what they have learned and how their thinking has changed. Use the following prompts to elicit student ideas and update the Know & Need to Know chart using a different colored marker to indicate new thinking from what was recorded last time.
What do we know now that we didn’t know before?
What questions have we answered?
What new questions do we have now?
[Slide 4] Provide teams with presentation feedback:
Share the results from the feedback forms with PSA teams. If you use Google Forms, you can print the spreadsheet of responses from the form, sort the spreadsheet by student group, and cut out and distribute the responses for each student group.
Provide students with time to analyze the feedback and determine if any trends are present. Students may consider:
How did the answers for each question change from before the presentation to after the presentation?
Based on these answers, were you successful in informing the community about wildfire smoke? How do you know?
[Slide 5] Facilitate reflection on the unit:
Distribute the Unit Self-Reflection handout and share the reasons we reflect and the different things we can reflect on (content, process, new skills, what you learned about yourself, etc.).
Another important use for reflection is to provide feedback to the teacher to make the project even better for next year’s students.
Provide time for students to reflect on the project process independently.
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