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Air Quality and Environmental Justice

Elementary, Middle

Description

"Air Quality and Environmental Justice" provides an introduction to the meaning of environmental justice.  This resource scaffolds the learning with prior knowledge before introducing the explanation of the concept. At the end of the lesson students should be able to answer the following questions:

  • What is environmental justice?
  • Is my community healthy?
  • What would an environmentally just world look like?

If previous lessons in the series were completed students begin by reviewing their notecards and journal entries.  However, this step is not necessary.

Using the Venn diagram provided, students write down words they associate with "environment" and words they associate with "justice". Then they work on the intersection of the two terms to create a definition of environmental justice. Afterwards the teacher will share two definitions of the term followed by the viewing of a supporting video.

Next the students explore the EPA's Environmental Justice Screening and Mapping Tool making notes of what they notice.  The students will then complete a journal entry reflecting on one of the following:

1. Do you think your community is healthy/unhealthy?  Why?

2. Write the definition of environmental justice and draw/write your understanding of the meaning of each word.

3. Write a letter to the future describing what an environmentally just world looks like.

General Assessment

What skills does this resource explicitly teach?

While the goal of this resource is to develop an understanding of the concept of environmental justice, it does introduce students to mapping tools and how they are used.

Strengths

  • engaging resource with all materials available for the teacher
  • student choice of journal entries
  • easy to follow lesson plan

Weaknesses

  • no assessment tools provided
  • video may be advanced for some elementary classes

Recommendation of how and where to use it

This resource is best suited for the upper elementary classroom dealing with outcomes in Social Studies based around the ideas of citizenship and social justice.  It also fits well as an introduction in the Science classroom to the concept of environmental justice with links to human impact on the environment.

Relevant Curriculum Units

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        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
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        • Global Indigenous Peoples:Indigenous societies throughout the world value the well-being of the self, the land, spirits, and ancestors
    • Grade 4
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      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment
    • Grade 5
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      • Social Studies
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        • Canadian Issues and Governance: Canada’s policies and treatment of minority peoples have negative and positive legacies
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.
        • Global Issues and Governance: Economic self-interest can be a significant cause of conflict among peoples and governments.
        • Global Issues and Governance: Systems of government vary in their respect for human rights and freedoms.

Themes Addressed

Air, Atmosphere & Climate (1)

  • Air Pollution

Human Health & Environment (2)

  • Environmental Contaminants & Health Hazards
  • Quality of Life

Human Rights (1)

  • Environmental Racism/Justice

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The resource works to develop an understanding of the meaning of the term "environmental justice". Through class discussions and the viewing of a video, the students arrive at and express their own understanding of the concept.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Very Good

The resource does a very good job in highlighting all three dimensions in the context of environmental justice. The video in particular explains them thoroughly.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

The resource does a good job of respecting the complexity of the issue by providing the students with time to reflect and develop their understanding of the concept.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

The goal of the resource is to develop an understanding of the concept and does not include an action plan.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

By developing an understanding of the concept of environmental justice, students are able to express their own beliefs related to the topic.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Very Good

The resource highlights the need for empathy and respect for a diverse group of people who are affected by environmental injustices.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Good

The resource develops an awareness of the concept of environmental justice which lends itself to developing a concern for the natural world.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

Asking the students to answer the question "Is my  community healthy?" provides a local focus and helps to make the learning relevant to the lives of the learners.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

The video helps provide a sense of the past and present by clearly explaining the actions that have led to the current reality in different parts of the US.  The idea of the future will have to be explored by the teacher by explaining how creating an awareness of environmental injustices can lead to safer neighborhoods and communities for all.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

The resource allows for the students to explore and consider the meaning of environmental justice prior to presenting other widely held understandings. The video also explains the concept and related issues in an open manner.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
  • Social Studies
  • Science
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Poor/Not considered

The resource is structured in a manner to develop awareness and an understanding of the concepts of environmental justice rather than solving problems or challenges.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

The resource is heavy on writing activities.  It does allow for discussions and the viewing of a video as well as a choice of journal entry but it does not address all learning styles.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Poor/Not considered

Other than providing an introduction to a mapping tool, the resource is not structured in this manner.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

There are no tools provided for the assessment of learning.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Poor/Not considered

Peer teaching opportunities are not included.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Satisfactory

The exploration of the EPA's Environmental Justice Screening and Mapping tool could be considered as a case study due to its use of real situations and current data.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Satisfactory

There is some choice for students in terms of journal entries.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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