SYNOPSIS: In this lesson, students calculate their own carbon footprint using Peter Kalmus's methodology in his book Being the Change: Live Well and Spark a Climate Revolution.

SCIENTIST NOTES: This lesson shows basic techniques to calculate individual carbon footprint. There are no contradictions in the data source or methods for calculating carbon footprint as indicated in this lesson. All the examples shown are valid estimations. This lesson has passed our science review and is suitable for classroom.

POSITIVES:
-This lesson features many math skills: addition, subtraction, multiplication, and division by rational numbers; estimation; conversion between metric and imperial units; and logic and reasoning skills.
-Students manipulate data in a spreadsheet and create a pie chart using many different data points.
-Students engage with many different units, including CO2e, CCF, kWh, and therms.
-This lesson provides students with the opportunity to measure their own impact on the Earth. Students can reflect on their own impact and brainstorm ways to live a more sustainable lifestyle.

ADDITIONAL PREREQUISITES:
-You must be sensitive to your students if you choose to run this lesson. Be mindful of socioeconomic status in your classroom.
-Students will most likely ask their families for certain data points, like electricity or fossil gas usage. Be sensitive to your students' families. Some families may not want to share this information with their child's teacher.
-In most situations, it would be useful for students to have the option to share final numbers with the class. You do not have to make it mandatory.
-This lesson was adapted from "Leaving Fossil Fuel" Chapter 9 from Peter Kalmus's book Being the Change: Live Well and Spark a Climate Revolution.

DIFFERENTIATION:
-This lesson can be used as an extension, extra credit opportunity, or one option in a menu of choices.
-If everyone feels comfortable, students can collaborate as they figure out their respective carbon footprints.
-Students should use the glossary at the end of the Teacher Slideshow to help them understand new terms and concepts.
-Students can use the 2nd and 3rd tabs in their spreadsheets to see finished examples. This is author Dan Castrigano's carbon footprint data from 2019-2020.

SYNOPSIS: In this lesson, students learn about climate change, calculate their carbon footprint, and take steps to reduce their carbon footprint.

SCIENTIST NOTES: After introducing students to climate change, this lesson immediately makes the climate crisis personal, challenging them to analyze how their behavior affects the climate. Excellent video resources from National Geographic and Rutgers are presented that explain the climate crisis and how it impacts New Jersey and provide actionable steps to conserve energy and mitigate climate change. Individuals are tasked with calculating their climate footprint and then creating a weeklong journal that aids them in discovering ways to reduce carbon emissions. These journals provide students with practice constructing and then solving their own word problems before comparing their results with other students. Finally, groups create posters that demonstrate how they can affect change in their community. This lesson plan is well-sourced, offers multiple opportunities for collaborative learning, and is recommended for teaching.

POSITIVES:
-This lesson includes hands-on activities that relate to students’ daily lives and the real world.
-Materials are easily accessible for teachers without much planning.
-The lesson is intended for students to be reflective, creative, cooperative, and innovative.

ADDITIONAL PREREQUISITES:
-Teachers should have a basic understanding of climate change.
-Students should understand cooperative learning essentials, including how to be a good teammate and how to work in groups.

DIFFERENTIATION:
-Two carbon footprint calculator options are provided. Students can use one or both.
-Children’s literature can be used to support English Language Learners or provide supplements for enrichment. Possible books include:
-The Tantrum that Saved the World by Megan Herbert and Michael E. Mann
-Winston of Churchill: One Bear’s Battle Against Global Warming by Jean Davies Okimoto
-The Magic School Bus and the Climate Challenge by Joanna Cole
-What Is Climate Change? by Gail Herman
-It’s Your World: Get Informed, Get Inspired, & Get Going by Chelsea Clinton
-The Last Wild by Piers Torday
-Our House Is on Fire by Jeanette Winter
-Saving Earth Climate Change and the Fight for Our Future by Olugbemisola Rhuday-Perkovich
-Additional resources for enrichment can be found at NOAA.gov and EnergyStar.gov.

SYNOPSIS: In this lesson, students compare and contrast emissions from different modes of transportation and explore the concept of transportation planning.

SCIENTIST NOTES: This lesson asks students to investigate the amount of carbon emitted by different forms of transportation. The numbers used for the calculations are backed by peer-reviewed science, and the methodologies come from the Intergovernmental Panel on Climate Change. This lesson has passed our scientific review process.

POSITIVES:
-This lesson builds upon students' understanding of place in the world and the impact of individual lifestyle choices.
-It features relevant real-world math problems.
-It offers career path integration in the sector of transportation planning and transit.
-Students creatively brainstorm solutions for real-world issues and civil concerns.

ADDITIONAL PREREQUISITES:
-This is lesson 2 of 6 in our 3rd-5th grade Green Transportation unit.
-Students should have knowledge of reading a bar graph and a basic understanding of interpreting data.
-If students do not have background knowledge of their community's public transportation systems, they should be appropriately introduced to the basics of how buses, metros, and railways work.
-The graph in the Inquire section uses the unit CO2e to measure emissions from different modes of transportation. CO2e stands for carbon dioxide equivalent, which is the measure of the impact of all greenhouse gases in terms of the amount of CO2 that would create the same amount of warming. For the purpose of this lesson and the age of the learners, it is probably best to just use the terms “carbon dioxide” and “CO2.”

DIFFERENTIATION:
-There can be number-set choices for math problems available for different abilities and skill sets.
-Students can work in pairs or small groups.

This lesson unit is intended to help you assess how well students are able to manipulate and calculate with polynomials. In particular, it aims to identify and help students who have difficulties in: switching between visual and algebraic representations of polynomial expressions; and performing arithmetic operations on algebraic representations of polynomials, factorizing and expanding appropriately when it helps to make the operations easier.

In this seminar you will review the order of operations to ensure that you understand the importance of the order in which to complete addition, subtraction, multiplication, and division, as well as handling exponents and grouping symbols. You will apply techniques you have learned about each of these operations. You will then use the techniques learned in this seminar to verify solutions to various other types of problems and use these ideas in nearly all mathematical problems and formulas moving forward. When using order of operations, you will identify which operation must be completed first, which second, and so on, depending on the problem given.  You will also see how not using the Order of Operations can severely change an answer.StandardsCC.2.2.HS.D.2 Write expressions in equivalent forms to solve problems.

SYNOPSIS: This lesson features a comparison of different travel options from New York City to six other cities. Students compare walking, biking, driving, taking the bus, riding the train, and flying. Students conduct research and calculate the CO2e for each travel option.

SCIENTIST NOTES: The lesson explores emissions from the transportation system. Students would be able to learn how the society can decarbonize the transportation sector and compute the cost, time, and emissions from different transportation modes. There are no misconceptions in the data source and additional links. Thus, this lesson has passed our scientist review and is recommended for classroom use.

POSITIVES:
-This is a fun, imaginative, engaging lesson.
-This lesson features many math skills: addition, subtraction, multiplication, and division by rational numbers; estimation; logic and reasoning skills; problem-solving skills; and algebraic thinking.

ADDITIONAL PREREQUISITES:
-You will need to share the Student Slideshow with students and grant them editing rights before the lesson. Students will be writing in the Student Slideshow.
-Transportation is the largest sector of greenhouse gas emissions in the United States. We must decarbonize our transportation systems immediately to avoid the worst effects of climate change.
-Students use equations derived from Peter Kalmus’s book called Being the Change: Live Well and Spark a Climate Revolution.
-The Ford F-150 is used as the example vehicle because it is the best-selling vehicle in the United States. The unit CO2e is used for all travel options. CO2e is used because traveling by plane creates non-CO2 warming effects. You can read more about aviation’s non-CO2 warming effects at the Stay Grounded Website. So in order to best compare the pollution from these travel options, we must use the unit CO2e.
-CO2e is a metric measure used to compare the emissions from various greenhouse gases on the basis of their global warming potential (GWP), by converting amounts of other gases to the equivalent amount of carbon dioxide with the same global warming potential.
-There may not be an easy travel option for each route, so students might have to problem-solve.
-The "How is it viewed by society?" column in the data chart is meant for students to discuss society’s views of that method of transportation. Do people think it is crazy? Normal? Only for the rich? Is one method considered only for "poor people"? Is one considered trendy or cool? Is it comfortable to travel in that way? Is it easy or difficult? These are all good prompts to ask students.
-Encourage students to have an open mind when discussing low-carbon travel options, such as riding the bus or train. Some students may have never traveled long-distance by bus or train. These are low-carbon options that are significantly better for the planet than driving or flying.

DIFFERENTIATION:
-Students can use the provided glossary to better understand vocabulary.
-Students can answer the extension questions if they finish early.
-Students can help other groups complete their charts if they finish early.
-Students can check over other students’ answers if they finish early.