Magnet+Standards

GREEN MAGNET STANDARDS

 * SCAITS; Sustainability, Careers, Activism, Inquiry, Technology, Sense of Place

Proposed Revised Green Magnet standards
 * ESSENTIAL Question: How can reading, writing, speaking, listening, thinking and expressing help me envision, describe and create a sustainable life? **

** Inquiry ** Students explore and make meaning by
 * closely observing
 * formulating questions
 * making connections and analyzing systems
 * synthesizing …
 * evaluating / critiquing …
 * drawing conclusions
 * envisioning the future

** Sense of Place ** Students make connections to their every day environments by participating in authentic projects in their natural, cultural and social worlds. • **English Language Arts**: Students explore how authors use setting and landscape, how a landscape can shape the imagination, and how imaginations can shape a landscape. Students develop figurative, connotative, denotative, symbolic, literal, and interpretive language to understand and express understandings, knowledge and beliefs. • **Social Studies**: Students explore how geography shapes cultures and societies. Students explore how place determines a society’s and its individuals’ life paths. • **Math**: Students use mathematics to study and evaluate data relating to the sustainability of our society. • **Science**: Students investigate how natural laws and processes shape ecosystems and biomes. • **Art**: Students create and share culture: music, dance, visual arts, digital arts, theater, and literature, understanding that culture transmits meaning, and preserves and transforms societies.

** Sustainability: Environment – Society – Economics – Personal Development **
 * Students explore how nature sustains life on earth.
 * Students explore ways to balance our personal development, culture, and human needs and wants with nature’s systems.
 * Students investigate how to create comfortable lifestyles, so we sustain resources and culture for future generations.
 * In school, students learn to use mathematics, science, language, social studies, and art to describe nature’s and society’s systems, to envision a future, and to devise sustainable paths.

** Activism ** // "Think Globally, Act Locally" // ** Careers ** • Students connect classroomstudies with future careers. • Students investigate new, evolving careers. ** Technology ** • Students use technology to achieve academic, green living and career goals. • Students use digital media to communicate individually and work collaboratively. • Students investigate technology and what we trade-off when we use technology.
 * Students research issues and determine actions that can make a difference.
 * Students take actions that affect their local and global communities.

Version 1

• Students explore and make meaning by
 * ESSENTIAL Question: How can reading, thinking, listening, and expressing help me envision, describe and create a sustainable life? **
 * Inquiry **
 * closely observing
 * formulating questions
 * making connections and analyzing systems
 * drawing conclusions
 * envisioning the future

Students develop connections to their every day environments by participating in authentic projects in their natural, cultural and social worlds. • **English Language Arts**: Students explore how authors use landscape, how a landscape can shape the imagination, and how imaginations can shape a landscape. Students explore language, and develop skills to use all forms of language to understand and express understandings, knowledge and beliefs. • **Social Studies**: Students explore how geography shapes cultures and societies. Students explore how place determines a society’s and its individuals’ life paths. • **Math**: Students use mathematics to study and evaluate data relating to the sustainability of our society. • **Science**: Students investigate how natural laws and processes shape ecosystems and biomes. • **Art**: Students create and share culture: music, dance, visual arts, digital arts, theater, and literature,  understanding that culture transmits meaning, and preserves and transforms societies.
 * Sense of Place **


 * Sustainability **
 * Environment – Society – Economics – Personal Development **
 * Students explore how nature sustains life on earth.
 * Students explore ways to balance our personal development, culture, and human needs and wants with nature’s systems.
 * Students investigate how to create comfortable lifestyles, so we sustain resources and culture for future generations.
 * In school, students learn to use mathematics, science, language, social studies, and art to describe nature’s and society’s systems, to envision a future, and to devise sustainable paths.

// "Think Globally, Act Locally" //
 * Activism **
 * Students research issues and determine actions that can make a difference.
 * Students take actions that affect their local and global communities.

• Students connect classroomstudies with future careers. • Students investigate new, evolving careers. • Students use technology to achieve academic, green living and career goals. • Students use digital media to communicate individually and work collaboratively. • Students investigate technology and what we trade-off when we use technology.
 * Careers **
 * Technology **

From 2011 //Examples of Products and Skills for Sustainability// • Science: Environmental Advocacy Campaign-Testing soil for acid rain • Social Studies: Ideal city – Exit Project – Social Studies 6th Grade • Literacy. Identify conflicts between human needs and nature in media. • Math. Use the Real World Math book. Use math to illustrate the impact of man on nature. Tons of paper we throw out as a school - Number of trees destroyed

//Examples of Products for Activism// • Philanthropy Club – Penny Harvest • Recycling Initiative • Green Team • Can Collection Initiative – Food Drive through City Harvest • Advocacy/Education Campaigns on water, food, climate change, etc.

//Sample of Products for Careers// o Students contact organizations and professionals, plan and implement a green career fair. o Invent a green career o Explore an existing career and imagine it in a sustainable world o Create a project that includes career skills

//Examples of Products - Science// Science Grade 7. Unit 1-Geology: Topographer/Geologist. Students identify deposits of natural resources and how they have changed over time – geological or human span of time. Students analyze the resources they consume on an average day, locate their geographical sources and create a map highlighting the distances the resources traveled, areas affected, and the impact of bringing the resources to them. o Science Grade 7. Unit 1. Living Environment. Ecosystem Manager. Propose an ecosystem management plan and write up an environmental impact statement (EIS). The report describes and analyzes an existing environment, proposes changes, and predicts expected outcome of changes. Examples: Water testing, soil testing o Science Grade 7. Unit 1. Living Environment. Environmental Scientist. Investigate the environmental services provided by an organism, an organism community, or a natural resource and create a presentation on how those services were altered by a changing environment.

Science Grade 7. Unit 2. Interactions Between Matter and Energy. How do the properties and interactions of matter and energy explain physical and chemical change? Chemists. Explore the ingredients of a common product. Research the effects of the ingredients and offer substitutes. Engineer. Energy. Students explore renewable and non-renewable sources of energy, how they are converted into electricity, their efficiency and other pros and cons. Based on their research the students create an optimal energy source profile to power their environment. Alternative Project: Students use the information on renewable and non-renewable sources of energy to create a superhero.

//Examples of Products - SOCIAL STUDIES// • The following products can be presented through various media, including: powerpoints, iMoviea, written reports, websites, podcasts. CONTENT 7th Grade Unit 1. Early Encounters Native Americans and Europeans. EQ. What was the impact of European exploration on the Americas’ land and people? Bureau of Land Management (BLM) Researcher or Urban/Agricultural Planner. Students will compare and contrast the land management techniques used by American Indians and European Colonists and create a presentation comparing crops, resources used. SKILLS: To Be Developed

Anthropologist. Students study European colonists as vectors of invasive aliens. Students will study the Columbia Exchange and how the customs of Indians changed with the influx of European flora, fauna, technology, ideas, and diseases. SKILLS: To Be Developed

7th Grade Unit 2. Colonial America and the American Revolution. EQ. How did the development of the colonies lead to rebellion? CONTENT. • Students will investigate how environmental, economic, political, and technological factors contributed to the migration of Europeans to the Americas. • Students will investigate how various environmental factors contributed to the growth of the original thirteen colonies (geographic, population, demographic, agricultural, technological and industrial).

SKILLS. To Be Developed.

7th Grade Unit 4. A Nation Grows. EQ. What were the causes and effects of national growth? CONTENT Historian. Students will investigate the relationship between one resource and the nation’s growth. Students develop a presentation exploring the links between this resource and the nation’s economic, geographical, or population growth. (Background: Dawn of Industrial Revolution. New fuels, resources are becoming available and needed. Northern colonies that have access to iron and coal have the finances to expand and exert control. The southern colonies still have slaves and their economic power rests on the crops that they grow: Industrial North and Agrarian South. SKILLS: TO BE DEVELOPED

CONTENT Political Scientist/Politician/Lawyer. Students investigate how Manifest Destiny/the Monroe Doctrine and new technologies affected government policies and public opinion of land, resources, and wildlife management.

//Products for Technology// • Students plan and implement distance learning opportunities with other schools, communities, and institutions • Students create websites for education and fundraising to support sustainability. • Students create educative PSAs, podcasts, powerpoints, digital documentaries, and voice threads to promote sustainable practices. • Compare the industrial revolution with the ideal city. • Timeline in energy use. Coal – oil – today? • Inventions – How inventions changed use of resources. • Progressive Movement – Government Regulation – Health Reform – write news report on current reforms and how relate to progressive era • Travelog national parks on computer Skills • Determine reliable/non-reliable on-line resources and information • Select appropriate information sources and digital tools • Plan and organize sources and data o Plan and organize presentations using a variety of sources