6th grade science unit 1: setting things in motion pop-out ......6th grade science unit 1: setting...

StanfordNGSSIntegratedCurriculum6thGradeScienceUnit1:SettingThingsinMotion

Pop-Out1:EngineeringforEquity

TeacherVersion StanfordNGSSIntegratedCurriculum2018 1

Pop-OutEssentialQuestion:Howcanweuseengineeringtoprovidemoreaccessforpeoplewithdisabilities?IntroductionThePop-OutsaredesignedtoprovideatwotothreedayPop-Outlessonthatallowsstudentstoapplywhat

they’velearnedintheunittodelvedeeperintolargerscientificconsiderationsarounddiversity,equity,cultural

responsiveness,andjustice.Suchconsiderationstouchonconceptsliketheuseofengineeringtopromoteequity

andjustice,issuesofrepresentationintheengineeringfield,unequalaccesstogenetictesting,andequityin

climatechangepolicy.Theymaybeusedatanypointthroughouttheunitasthecontentisintertwinedwith,yet

independentof,theunitconcepts;howeverweofferatimingrecommendationforeachPop-Out.

Throughoutthisunit,studentsexplorehowtheirbodiesareabletomakeobjectsmove.InthisPop-Out,they

thinkaboutpeoplewithdisabilitieswhosebodiesmightnotallowthemtomakeobjectsmoveintheseways.

Afterresearchingexamplesinwhichengineershaveimprovedthelivesofthoselivingwithdisabilities,itistheir

jobtoconsiderhowtheymightmaketheirprojectactivitymoreaccessibletopeoplewithdisabilities.Byalso

exploringthenewconceptofUniversalDesign,studentswillconsiderhowengineeringcanbeusednotonlyto

promoteequitybutalsojustice.

ThisPop-Outcanbeusedatanypointintheunitafterstudentshavedecidedontheiractivityattheendofthe

Lift-OffTask.

AlignmentTable

Content● Engineeringcanbeusedtoimprovethelivesofallpeople,especiallypeoplewithdisabilities.

● Engineeringcanbeusedtopromoteequityandjusticeinsociety.

UnderstandingsabouttheNatureofScience(fromNGSSAppendixH)• Scienceisawayofknowingusedbymanypeople,notjustscientists.

• Scientistsandengineersrelyonhumanqualitiessuchaspersistence,precision,reasoning,logic,

imagination,andcreativity.

• Scientistsandengineersareguidedbyhabitsofmindsuchasintellectualhonesty,toleranceof

ambiguity,skepticismandopennesstonewideas.

• Advancesintechnologyinfluencetheprogressofscienceandsciencehasinfluencedadvancesin

technology.

Science,Technology,Society,andtheEnvironment(fromNGSSAppendixJ)• Engineeringadvanceshaveledtoimportantdiscoveriesinvirtuallyeveryfieldofscienceandscientific

discoverieshaveledtothedevelopmentofentireindustriesandengineeredsystems.

• Scienceandtechnologydriveeachotherforward.• Theusesoftechnologiesaredrivenbypeople'sneeds,desiresandvalues;bythefindingsofscientific

research;andbydifferencesinfactorssuchasclimate,naturalresources,andeconomicconditions.EquityandGroupwork

● Worktogethertoresearchexamplesofsolutionsthatengineershavedesignedtoimprovethelivesof

peoplewithdisabilities.

● Worktogethertobrainstormandpresentatechnologythatwouldallowmorepeopletodotheir




projectactivity.

Language● Engagewithavarietyofwrittenandvisualresources.

● Orallycommunicateinformationtotheclass.

● Reflectonthedifferencebetweenthevocabularyterms“equality”,“equity”and“justice”.

LearningGoalsInthisPop-Out,studentswillconsiderhowengineeringcanpromoteequitybyprovidingmoreaccesstopeople

withdisabilities.Morespecifically,thepurposeisto:

● Considerhowtheirprojectactivitymightbedifficultorimpossibleforsomepeople.

● Researchexamplesofsolutionsthatengineershavedesignedtoimprovethelivesofpeoplewith

disabilitiesandbrainstormapotentialsolutiontomaketheirownprojectactivitymoreaccessible.

● Createapresentationtosharetheirsolutionwiththeclass.

● LearnaboutanewapproachtoengineeringcalledUniversalDesign.

● Reflectonthedifferencebetweenequityandequalityandjusticeandconsiderhowengineeringcanhelp

topromoteequityandjusticeinsociety.

ContentBackgroundforTeachersInthisPop-Out,studentsareaskedtograpplewiththerealitythatnoteveryone’sbodiesworkinthesameway.

Asignificantportionoftheglobalpopulationexperiencesadisabilityatsomepoint.Peoplewithdisabilitiesoften

faceuniquebarriersintheirdailylives.However,engineeringcanandhasplayedalargeroleinbreakingdown

someofthesebarriers.Forexample,theinventionofwheelchairshasimprovedsomepeople’smobilityandthe

inventionofhand-operatedcontrolshaveallowedthosewithreducedmotorcontrolintheirlegstorideabikeor

driveacar.Thus,engineeringhasplayedalargeroleinpromotingequitybyprovidingmoreaccesstopeoplewith

disabilities.

UniversalDesignisaconceptthattakesthisevenastepfurther.Itreferstothedesignofaproductor

environmentsothatitcanbeaccessedandusedtothegreatestextentpossiblebyallpeople,withouttheneed

foradaptationorspecializeddesign.Underthisconcept,allpeople’sneedsaremet,includingthosewith

disabilities.Onefamiliarexampleisthedroppedcurbyoucannowfindatmoststreetcornerswherepedestrian

activityisexpected.Adroppedcurbreferstothe

rampgradeddownfromthetopsurfaceofa

sidewalktothesurfaceofanadjoiningstreet.

Almostanypedestriancanusethiskindofcurb.

Attheendofthistask,studentsaregiventhe

languageof“equality”,“equity”,and“justice”in

ordertoreflectonengineeringthroughalensof

socialjustice.Thediagramtotheright,whichis

providedtostudentsintheEvaluate,isagreatresourcetopromptadiscussionwithyour

studentsabouttheseconcepts.

http://agentsofgood.org/wp-content/uploads/2017/04/Equality-vs-Equity-Illustration3.jpg




Vocabulary● Engineering

● Technologies

● Disability

● Accessibility

● UniversalDesign

● Equity

● Equality

TimeNeeded(Basedon45-MinutePeriods)3Days

● Engage:0.5period

● Explore:1period

● Explain:0.5period

● Elaborate:0.5period

● EvaluateandReflection:0.5period

Materials

● Unit1,Pop-OutStudentVersion

Engage

● ProjectorandSpeakerforVideo

Explore

● ComputerswithInternetAccessforResearchExplain

● AnySupplementalPresentationMaterials

Elaborate

● ProjectorandSpeakerforVideo

InstructionsEngage

1. TointroducethePop-Out,werecommendreadingtheintroductionintheStudentGuidealoudtothe

class.Thishelpsthemtoseetheconnectiontotheunitaswellasorientthemtowhattheywillbedoing

inthistask.

o Note:youmayhavetoexplicitlydefinesomeacademictermsiftheyarenewforstudents,such

as“engineer”,“technologies”,“disability”,and“accessible”.

2. Toengagestudents,projectthefollowingvideototheclass,whichshowshowagroupofstudents

engineeredasolutionforachildwithadisability:https://www.youtube.com/watch?v=TwCL0BEUXjs.

o QuestionsareprovidedintheStudentGuidetoguidetheirpartnerdiscussion.Werecommend

sharingoutafewimpressionsinaclass-widediscussion,usingequitystickstopromotemore

equitableparticipation(See“HowToUseThisCurriculum”formoredetails).




3. Inthevideo,thestudentswereabletoengineerasolutionthatallowedthechildtodoarangeof

differentactivities.Nowstudentswillusethisasinspirationtoconsidertheactivitytheypickedfortheir

culminatingproject.Heretheyaskthemselves:Whataboutpeoplewhoaren’tabletodomyactivity

becauseofadisability?

o Toguidetheirinitialthoughtprocess,havegroupsofstudentsdiscussandrespondtothetwo

promptsintheirStudentGuide:Inwhatwaysmightyouractivitybedifficultorimpossiblefor

somepeopletodo?Brainstormsomeinitialideasofwhatyoucouldengineer(design)sothat

morepeoplecoulddothisactivity.

o Thesepromptsaremeanttoprimestudentsfortheupcomingtaskandaccesspriorknowledge.

Emphasizetostudentsthattherearenorightanswersatthispoint.Theywillhaveplentyoftime

todosomeresearchandbrainstormmoreideasthroughoutthetask.

Explore

1. Studentssawoneexampleofhowstudents(justafewyearsolderthanthem)wereabletoengineera

solutionthathelpedachildwithadisabilitydoactivitiesthatrequiremovement.However,thereare

hundredsofotherexamples.Engineershavebeenworkingforyearstodesignsolutionsthatmakeit

easierforpeoplewithdisabilitiestodoeverydayactivities,includingthosethatinvolvemovingobjects.

2. InthisExplore,studentswillresearchexamplesofsolutionsthatengineershavedesignedtogivepeople

withdisabilitiesmoreaccesstodifferentactivities.

o Asstudentsresearch,theyshouldrecordtheirnotesinthetableintheirStudentGuide.

Encouragestudentstorecordatleastfourexamples.Iftheyfindmore,theymaywanttofocus

ontheexamplesthatmostcloselyrelatetotheirculminatingprojectactivity.Theywillhopefully

usesomeoftheseideasasinspirationtocomeupwithawaytomaketheirownprojectactivity

moreaccessibletopeoplewithdisabilities.

o Studentresearchwillvarygreatlydependingonwhattheysearchfor.Someexamplestheymight

findare:handbrakesincars,handpedalsforbikes,wheelchairs,wheelchairsoperatedbyfacial

movementsratherthanhands,amovingballthatmakesnoiseasitaccelerates,acomputerthat

useseyetrackinginsteadofamouse,amaterialtoholdjarsinplacesotheycanopenthemwith

onehand,etc.

o Ifstudentsarestrugglingtofindanyexamples,providethemwithsomesearchtermstochoose

from.Forexample:“productsthathelppeoplewithdisabilities”,“technologiesthathelppeople

withmovementdisabilities”,“sportsequipmentforpeoplewithdisabilities”,etc.

o ThefollowingTedEdplaylistmayalsobeagoodresourceforstudents:

https://www.ted.com/playlists/372/designing_for_disability.

3. Oncestudentshaveresearchedandtakennotesonafewrelevantsolutions,theycanusethisas

inspirationtobrainstormapotentialsolutiontomaketheirCulminatingProjectactivitymoreaccessible

tosomeonewithadisability.

o StudentsshouldbrainstormintheirteamsanddescribetheirsolutionintheirStudentGuides.

o Thesedonothavetobecompletelyrealisticsolutions.Thegoalisjustforthemtobeconsidering

howactivitiescanbemademoreaccessibletomorepeople.




4. Sincestudentswillbeworkingingroupstodotheirresearchandbrainstormasolution,werecommend

assigninggrouproles.Youmayusewhateverrolesyouprefer,butwerecommendtheuseofthe

Facilitator,MaterialsManager,Harmonizer,andRecorder.

o AsktheFacilitatortoreadthedirections,makesureeveryoneunderstandsthetask,andfacilitate

theresearchandbrainstormprocesses.

o AsktheMaterialsManagertohandleanyresourcesneededtocompletethetask,including

computersandassociatedcomputerapplications(ie.internetbrowser).

o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoice

isheard.

o AsktheRecordertomakesurethegroupisrecordingtheirresearchandideasintheirStudent

Guide.

Explain

1. InthisExplain,studentgroupshaveanopportunitytosharetheirsolutionwiththeirclassmates.

2. Givestudentgroupstime(approx.10minutes)toprepareacasual1-2-minutepresentation,usingthe

criteriaintheirStudentGuide.a. Theycanconveytheirideasinanumberofdifferentways(video,slides,poster,etc.),butwe

recommendnotspendingalotoftimeondevelopingthesepresentations.

3. Afterstudentspresent,werecommenddebriefingthepresentationsasaclassbydiscussinghowsomeof

thesesolutionsmightbeusedformanyofthedifferentactivities.

Elaborate1. Thusfar,manyofthesolutionsstudentsresearchedandpresentedwerelikelyengineeredtomakean

existingactivitymoreaccessibletopeoplewithdisabilities.Inthissectionofthetask,studentsthink

aboutanewapproachtoengineeringcalledUniversalDesign,inwhichthegoalistoengineerproducts

andenvironmentstobeusablebyallpeoplefromtheverybeginning.

2. Asaclass,projectthefollowingvideothatdescribesUniversalDesign:

https://www.youtube.com/watch?v=bVdPNWMGyZY.Youmaychoosetoshowtheentirevideo;

however,ifyouareshortontime,werecommendshowingthevideofrom5:05to10:10.

3. Inpartners,havestudentsdiscussthequestionsintheirStudentGuide.Werecommenddebriefingthese

inaclass-widediscussion,usingequitystickstopromotemoreequitableparticipation(See“HowToUse

ThisCurriculum”formoredetails).

o OtherexamplesofUniversalDesignthattheymaycomeupwithare:bumpsnearentrancesto

largestoreslikeSafewayorTargettoindicateapproachinganentrance/exit,videogameswithin-

gametutorialsor“novice”earlylevelsratherthaninstructionbooklets,droppedsidewalkcurbs

atstreetcorners.




Evaluate1. Overthecourseofthistask,studentshaveseenexamplesofhowengineeringhasthecapacitytonot

onlypromoteequitybutalsojustice.ThisEvaluategivesstudentsthelanguageof“equality”,“equity”,and“justice”inordertoreflectonwhattheyhavelearnedinthistaskthroughthisparticularlens.

2. StudentsindependentlyworktoanswerthereflectionquestionsintheirStudentGuide.

o Ifstudentsarestrugglingtointerprettheimagesforequality,equity,andjustice,youmaychoose

todothefirstquestiontogetheringroupsorasaclass.However,wedoencouragestudentsto

completeatleastthelasttwoquestionsindividuallysotheyhaveachancetoindividuallyreflect.

3. Bringthewholeclasstogetherforagroupdiscussion,usingequitystickstopromotemoreequitable

participation(See“HowToUseThisCurriculum”formoredetails).UsethequestionsintheStudent

Guidetoguidethediscussion.

o Thereareno“correct”answers.Thegoalofthisdiscussionisforstudentstobegintoconsider

theworldfromasocialjusticeperspective,inthiscaseusingengineeringasamechanism.We

hopestudentsmayseetheadaptivetechnologyexamplesasengineeringthatpromotesequity

andtheUniversalDesignexamplesasengineeringthatpromotesjustice.

Assessment

1. Youmaycollectthestudentguidehandoutandassessusing:

o Criteriaofyourchoice.WerecommendfocusingonthereflectionquestionsfromtheEvaluatesectiontoprovideasenseofhowstudentsareconsideringengineeringthroughasocialjustice

perspective.

o Thiscanbeaformativetooltolookfortrendsinstudentdemonstrationsofskillsandpractices.

Youcanthenusethisformativedatatoinformfutureinstruction.

StanfordNGSSIntegratedCurriculum6thGradeScienceUnit2:ExtremeLiving

Pop-Out2:EquityinSTEM


Pop-OutEssentialQuestion:IstherediversityinSTEMandwhydoesitmatter?IntroductionInUnit2,studentsdesignaproductthatmakesitmorecomfortableforpeopletoliveinregionswithextreme

climates.Indoingso,theyareengagingintheworkofengineers.InPop-Out1,studentsthoughtabouthow

engineeringcanbeusedasatoolforequityandjustice.However,withinthefieldofengineeringitself,thereare

someseriousequityissues.

InthisPop-Out,studentsexplorethelackofracialandgenderdiversityinSTEMfieldslikeengineering.Theybegin

thetaskbythinkingaboutwhydiversityisimportantandbeneficialforSTEMfields.Theythenexaminedatathat

showsthatdespitethesebenefits,thereisawoefulunderrepresentationofwomenandminoritiesinSTEM

majorsandjobs.Studentsthenreadanarticlethatposessomereasonsforthislackofdiversitysotheyareableto

brainstormsomestrategiestoaddresstheissue.

ThisPop-OutcanbeusedatanypointintheunitafterstudentshavebeenintroducedtotheirCulminatingProject

attheendoftheLift-OffTask.

AlignmentTable

Content● DiversityintheSTEMworkforceisimportantforbetterproblem-solvinginthefield,technological

advancementforoursociety,andmoreequitableincomesacrossraceandgenderlines.

● ThereisalackofdiversityintheSTEMfield,specificallyintermsofgenderandrace.

● Byidentifyingspecificpotentialcauses,targetedstrategiescanbeusedtoaddressthelackofdiversity

inSTEM.

UnderstandingsabouttheNatureofScience(fromNGSSAppendixH)● Scienceknowledgeiscumulativeandmanypeople,frommanygenerationsandnations,have

contributedtoscienceknowledge.

● Menandwomenfromdifferentsocial,cultural,andethnicbackgroundsworkasscientistsand

engineers.

● Scientistsandengineersrelyonhumanqualitiessuchaspersistence,precision,reasoning,logic,

imagination,andcreativity.

● Scientistsandengineersareguidedbyhabitsofmindsuchasintellectualhonesty,toleranceof

ambiguity,skepticism,andopennesstonewideas.

● Scientificknowledgeisconstrainedbyhumancapacity,technology,andmaterials.

Science,Technology,Society,andtheEnvironment(FromNGSSAppendixJ)● Theusesoftechnologiesaredrivenbypeople'sneeds,desiresandvalues;bythefindingsofscientific

research;andbydifferencesinfactorssuchasclimate,naturalresources,andeconomicconditions.

EquityandGroupwork● Worktogethertoanalyzeandinterpretdiversitydataandbrainstormstrategiestoaddressalackof

diversity.




● Respectfullydiscussvaryingopinionsandideaswithpeers.

● Considermultipleperspectiveswhendiscussingissuesofequityanddiversity.

Language● Communicateideasverballyinclassdiscussionsandsmallgroups.

● Useacademicvocabularyinwritingandoraldiscussions,suchasSTEM,diversity,minorities,gender,

andrace.

LearningGoalsInthisPop-Out,studentswillexaminedatashowingdiversityinSTEMfieldsandconsiderpotentialcausesand

solutions.Morespecifically,thepurposeisto:

● ConsiderwhydiversitymightbebeneficialtotheworkdoneinSTEMfields.

● ExaminedataongenderandracialdiversityinSTEMmajorsandjobs.

● DescribethelackofdiversityinSTEM,usingdataasevidence.

● Identifypotentialcausesforalackofdiversityandusecausestobrainstormsolutions.

● ReflectonwhydiversityinSTEMisanimportantissueandthebestideastoaddressthelackofdiversity.

ContentBackgroundforTeachersDiversityinSTEMfieldshasthecapacitytocreateamoreequitablesocietyandincreaseinnovationbybringingin

morediverseperspectives.However,atpresentweseefarfewerwomenandunderrepresentedminorities(URM)

atboththecollegeandcareerlevel.Womenandunderrepresentedminoritiesfacehurdlesthathavenothingto

dowiththeirabilities.Becauseofbiasesinourculture,somemaybelesslikelytoseethemselvesinSTEMfields

andareoftennotencouragedtopursuethesefields.Dauntingentrybarriersandalackofacademicsupport

preventthosewithoutaspecificeducationbackgroundfrompursuingaSTEMdegree.Evenonceinthefield,

womenandunderrepresentedminoritiesfaceharshchallenges,suchasculturalstereotypes,discrimination,and

harassment.Tolearnmore,consulttheExploreResearchCardsandExplainArticle,aswellasthesourceslistedbelow,whichwereusedintheconstructionofthistask.

o https://www.pewsocialtrends.org/2018/01/09/diversity-in-the-stem-workforce-varies-widely-across-

jobs/

o https://inside.collegefactual.com/stories/women-vs-men-in-stem-degrees

o https://www.sciencegenderequity.org.au/gender-equity-in-stem/

o https://blackengineeringphd.org/

o https://www.nae.edu/69743/Engineering-Diversity-Fixing-the-Educational-System-to-Promote-Equity

o https://www.nature.com/articles/d41586-018-02175-y

AcademicVocabulary

● Diversity

● STEM

● UnderrepresentedMinorities

● Gender

● Bias

● Harassment

● Representation




● Access

● Discrimination

TimeNeeded(Basedon45-MinutePeriods)3.5Days

● Engage:0.5period

● Explore:1.0period

● Explain:0.5period

● Elaborate:1.0period

● EvaluateandReflection:0.5period

Materials

● Unit2,Pop-OutStudentVersion

Explore

● 4ResearchCards(1SetPerGroupor2-3PerStation)

Elaborate

● Article,“WhyAreWeSeeingaLackofDiversityinSTEM?”(1perstudent)

● PosterandMarkersorWhiteboardSpace

InstructionsEngage

1. TointroducethePop-Out,werecommendreadingtheintroductionintheStudentGuidealoudtothe

class.Thishelpsthemtoseetheconnectiontotheunitaswellasorientthemtowhattheywillbedoing

inthistask.

o HerestudentsareintroducedtothetermSTEM—Science,Technology,Engineering,andMath—

whichtheyhavelikelyheardbefore.Makesurestudentsunderstandwhatthistermmeans

beforemovingforwardsinceitisusedfrequentlythroughoutthetask.

o ThisintroductionalsoincludesdataaboutSTEMjobgrowth(up79%inlast30years)andsalary

comparisontonon-STEMjobs.Thegoalisforstudentstoseewhymanypeoplemightwantto

workinSTEMprofessions.Youmaywanttocontinuetoreturntothispointthroughoutthetask

asstudentslearnwhichgroupsofpeoplearenotaccessingthesejobsandthesehighsalaries.

o Source:https://www.pewsocialtrends.org/2018/01/09/diversity-in-the-stem-workforce-

varies-widely-across-jobs/

2. Beforestudentslookatanydata,wewantthemtothinkaboutwhydiversitymightbeimportantfor

STEMjobslikeengineeringinthefirstplace.Todothis,weengagetheirpriorknowledgeoftheir

experiencesasengineers.

o Havestudentsindividuallythinkabouttheirexperiencewhentheyhaveactedasanengineerthat

isdesigningasolutiontoaproblem.Toguidetheirreflection,theyfilloutthetwoquestionsin

theirStudentGuide.

o ThenhavestudentsdiscussinpartnerswhethertheythinkdiversityisimportantinSTEMand

why.




o Werecommendsharingoutopinionsinaclass-widediscussion,usingequitystickstopromote

moreequitableparticipation(See“HowToUseThisCurriculum”formoredetails).Whilethere

arenocorrectanswers,wehopethatmanystudentswillreflectthatworkingwithadiversegroup

ofpeopleoftencreatesbetterproductsinthedesignprocess.

3. Ifyouarelookingformorebackgroundinformationtoprepareyouforthisclassdiscussion,youmight

considerthefollowingthreesources.Allsourcesdiscusshowtheadvancementofoursocietydependson

adiverseSTEMworkforcebecausethisbringsmoretalentandmoreperspectivesforbetterproblem-

solvingandproducts.

o https://www.wired.com/brandlab/2015/05/5-numbers-explain-stem-diversity-matters-us/

o https://blogs.scientificamerican.com/voices/diversity-in-stem-what-it-is-and-why-it-matters/

o https://www.talentlyft.com/en/blog/article/244/top-10-benefits-of-diversity-in-the-workplace-

infographic-included

Explore

1. NowthatstudentshavediscussedwaysinwhichdiversityisgoodforSTEM,theycanexplorehowdiverse

STEMfieldsactuallyare.

2. StudentswillneedaccesstothefourResearchCardsforthissectionofthetask.Youmaychooseto

provideeachgroupofstudentswithasetofResearchCardsoryoucouldsetupresearchstationsforeachResearchCardforstudentstomovebetween.Ifyoudochoosetodoresearchstations,werecommend

providing1-2copiesofeachResearchCardatastationanddependingonyourclasssize,makingmultiple

stationsforthesameResearchCard.

3. Ingroups,studentswillanalyzeeachResearchCard.EachResearchCardhasagraphofdatathatshowsgenderorracialrepresentationinSTEMmajorsorjobs.

o OneachResearchCard,wehaveprovidedgraphanalysisquestions.Encouragestudentstodiscussthesetohelpthemunderstandthegraphs.

o Asstudentsanalyzethegraphs,theyshouldrecordtheirnotesinthetableintheirStudentGuide.

Theyshouldbedescribingwhattheythinkeachgraphisaboutaswellasansweringafew

discussionquestionsthathelpthempulloutthekeyconclusionsfromeachgraph.

o YoumaywanttomodelthisgraphanalysisprocessusingResearchCard1.o Optional:Conductaclass-widediscussiontosharekeytakeawaysfromeachResearchCard,using

equitystickstopromotemoreequitableparticipation(See“HowToUseThisCurriculum”for

moredetails).

4. Sincestudentswillbeworkingingroups,werecommendassigninggrouproles.Youmayusewhatever

rolesyouprefer,butwerecommendtheuseoftheFacilitator,MaterialsManager,Harmonizer,and

Recorder.

o AsktheFacilitatortoreadthedirectionsandmakesureeveryoneunderstandsthetask.

o AsktheMaterialsManagertohandleanyresourcesneededtocompletethetask,including

ResearchCards.o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoice

isheard.




o AsktheRecordertomakesurethegroupisrecordingtheirnotesintheirStudentGuide.

Explain

1. InthisExplain,studentsaretaskedwithindividuallyexplainingtheamountofdiversityinSTEMtoanother

person.Toscaffoldthisexplanation,agraphicorganizerisprovidedintheirStudentGuides.Thisgraphic

organizerasksthemtomakeaclaimandsupporttheirclaimwithevidenceofgenderdiversity(Graphs1

and2)andevidenceofracialdiversity(Graphs3and4).Encouragestudentstolookbackattheirgraphic

organizerintheExploreasaresourcefortherowsofevidence.

2. Astudentsampleexplanationisprovidedbelow:

ClaimAbout

Diversityin

STEM

Accordingtodata,thereisalackofbothgenderandracialdiversityinSTEM.

Evidenceof

Gender

Diversity

(Describewhat

yousawin

Graphs1and2)

ResearchCards1and2showthatthereisnotmuchgenderdiversityinSTEM.InResearchCard1,Ilearnedthattherearemanymoremen(63%)thanwomen(37%)withaSTEMcollegemajor.Thisisunlikenon-STEMmajorswheretherearemorewomenthanmen.InResearchCard2,IlearnedthatacrossalleducationlevelsinSTEM,therearemoremalesthanfemales.ThegapgetsbiggerathigherlevelsofSTEM,likeLevelE,whichis87%maleand13%female.

Evidenceof

RacialDiversity

(Describewhat

yousawin

Graphs3and4)

ResearchCards3and4showthatthereisnotmuchracialdiversityinSTEM.ResearchCard3showedthat69%ofSTEMjobsareheldbywhitepeopleandthatacrossallSTEMjobs,BlacksandHispanicsareunderrepresented.ResearchCard4showedthatinEngineering,thereisahighpercentageofwhiteprofessorsandaverylowpercentageofAfrican-AmericanandHispanicprofessors.ThisgetsworseasyougoupinProfessorRank.

3. Optional:providesentenceframestohelpstudentsconstructtheirexplanation.Forexample:

o Accordingtodata,thereis____ofdiversityinSTEM.

o ResearchCards__and__showthatthereis________(alot/notalot–pickone)ofgender

diversityinSTEMfields.

o ResearchCards__and__showthatthereis________(alot/notalot–pickone)ofracialdiversity

inSTEMfields.

o InResearchCard__,Ilearnedthat

o ResearchCard___showedthat

o Thisiscomparedto…

o Thedifferencegetslarger…

4. WerecommendconductingaquickclassdebriefbeforemovingontotheElaboratetomakesure

everyonehascometothesameconclusionaboutgenderandracialdiversityinSTEM.Again,useequity

stickstopromotemoreequitableparticipation(See“HowToUseThisCurriculum”formoredetails).




Elaborate1. StudentscannowseethatdiversityinSTEMisanissue,butinordertothinkaboutstrategiestoaddress

this,theyneedtobetterunderstandsomeofthefactorsthatmaybecausingthisphenomenon.

2. Passoutthearticle,“WhyAreWeSeeingaLackofDiversityinSTEM?”.Studentsshouldreadand

annotatethisarticleusingwhateverstrategyyoutypicallyuseinyourclassroom.

3. Withapartner,studentsfilloutthetableintheirStudentGuideinwhichtheydescribethethreepossible

reasonsforthelackofdiversityidentifiedinthearticle.Theythenbrainstormatleastonestrategyto

addresseachofthesefactors.Astudentsamplechartisprovidedbelow.Thesearejustsomeexample

strategiesstudentsmaycomeupwith,buttherearemanymore.

ReasonsForthe

LackofGenderand

RacialDiversityin

STEM

Notseeingthemselvesasscientistsandengineersbecauseofmessagesandexamplestheygetgrowingup.

NotaccessingthenecessarycoursesinhighschooltoqualifyforaSTEMmajorincollege.

DiscriminationinSTEMworkplaces.

StrategiestoBring

MoreWomenand

Underrepresented

Minoritiesintothe

STEMField

-ProvidingmoreexamplesoffemalesandpeopleofcolorinSTEM-ProgramsforgirlsandchildrenofcolortoparticipateinSTEMactivities(ie.STEMclubs,scienceandengineeringcamps).-STEMtoysthatappealtofemales

-CounselorstrainedtoencouragegirlsandstudentsofcolortotakecoursesthatpreparethemforSTEMmajors-MathandsciencetutoringorsupportclassesinK-12andcollegeforfemalesandstudentsofcolor-HighschoolinfosessionsonSTEMpathway-Summercollegeprepcamps

-ActivelyrecruitingmorefemalesandpeopleofcolorforSTEMmajorsandSTEMfacultypositions-Clearcompanypoliciesondiscriminationandharassment-Biggerconsequencesforharassmentanddiscrimination-PeersupportgroupsforwomenandpeopleofcolorinSTEM

4. Shareideasoutasaclass,usingequitystickstopromotemoreequitableparticipation(See“HowToUse

ThisCurriculum”formoredetails).Createaposterofpotentialstrategiestheycomeupwithtoaddress

thisissue.

5. Ifstudentswanttoknowmoreaboutstrategiesthatareactuallybeingused,herearesomeresources:

o https://engineering.stanford.edu/students-academics/equity-and-inclusion-initiatives/about-

equity-and-inclusion-initiatives

o https://engineering.berkeley.edu/about/equity-and-inclusion/

o https://www.nae.edu/69743/Engineering-Diversity-Fixing-the-Educational-System-to-Promote-

Equity




o https://www.theatlantic.com/ideas/archive/2019/11/how-umbc-got-minority-students-stick-

stem/602635/

EvaluateandReflect1. Overthecourseofthistask,studentshaveexploredthelackofdiversityinSTEM.ThisEvaluategives

studentsachancetoreflectonwhythismatters,whatshouldbedoneaboutit,andhowthismight

personallyaffectthem.



participation(See“HowToUseThisCurriculum”formoredetails).UsethequestionsintheStudentGuide

toguidethediscussion.

o Thereareno“correct”answers.However,wehopethatstudentsseewhyalackofdiversityin

STEMisaproblemforbothequityandthesuccessofthefield.Byendingwithquestionsabout

potentialstrategiestoaddresstheissueandthesupporttheymightpersonallyneed,weaimto

leavethistaskwithasolutions-orientedmindset.

Assessment

1. YoumaycollecttheStudentGuidehandoutandassessusing:

o Criteriaofyourchoice.WerecommendfocusingontheExplaingraphicorganizer,theElaboratetable,ortheEvaluateandReflectquestionstounderstandhowstudentsaremakingsenseofthe

significanceofthelackofdiversityinSTEM,includingcausesandpotentialstrategiestoaddressit.

o Thiscanbeaformativetooltolookfortrendsinstudentdemonstrationsofskillsandpractices.

Youcanthenusethisformativedatatoinformfutureinstruction.

Pop-Out2ResearchCard1:WomenandMenWithaCollegeMajorinSTEMvs.Non-STEMFields

GraphAnalysisQuestions:

1. Inthegraph:whatcolorrepresentswomen?Whatcolorrepresentsmen?2. Comparethepercentagesoftheblueandredsections:Isthereahigherfemale-to-maleratioin

non-STEMorSTEMfields?3. IntheSTEMbar,comparetheblueandredsections:Aretheremorewomenormenmajoringin

STEMfields?Source:https://inside.collegefactual.com/stories/women-vs-men-in-stem-degrees

Pop-Out2

ResearchCard2:FemalesandMalesatDifferentLevelsinSTEMEducation

GenderdistributionofstudentcompletionsandacademicstaffinSTEMfields(excludingMedicalSciencesandHealth).BachelorPassandBachelorHons=UndergraduateDegreesandPhD=DoctorateDegree.LevelA=JuniorAcademicandLevelE=SeniorProfessorwithagradientoflevelsinbetween(LevelsB–D).

GraphAnalysisQuestions:

1. Inthisgraph:whatisthelowestlevelofSTEMeducationonthex-axis?WhatisthehighestlevelofSTEMeducationonthex-axis?

2. Inthisgraph:whatcolorlinerepresentsfemales?Whatcolorlinerepresentsmales?3. Comparetheyellowandorangelinesacrossalleducationlevels:Aretheremorefemalesor

malesineachSTEMeducationlevel?4. Lookatwheretheyellowlineisatthelowestpercentageandtheorangelineisatthehighest

percentage:AtwhatlevelofSTEMeducationistherethemostdifferencebetweenthepercentageoffemalesandmales?

Source:https://www.sciencegenderequity.org.au/gender-equity-in-stem/

Pop-Out2

ResearchCard3:RaceRepresentationinSTEMProfessions

GraphAnalysisQuestions:1. Inthisgraph:whatcolorbarrepresentseachracialgroup?2. Lookatthe“STEMjobs”bar:

a. WhichracialgroupholdsthelargestpercentageofSTEMjobs?b. WhichracialgroupholdsthelowestpercentageofSTEMjobs?c. Isitabigdifference?

3. LookatthebarsthatrelatetospecificSTEMjobs:a. WhichSTEMfieldhasthemostWhitepeople?b. WhichSTEMfieldhasthefewestunderrepresentedminorities(BlackandHispanic

people)?Source:https://www.pewsocialtrends.org/2018/01/09/diversity-in-the-stem-workforce-varies-widely-across-jobs/

Pop-Out2

ResearchCard4:RaceRepresentationofEngineeringProfessorRanks

DescriptionofProfessorRanks:AssistantProfessor=entry-levelandoftentemporaryposition;AssociateProfessor=mid-level,permanentposition;FullProfessor=highest-level,permanentpositionathighestlevelofpromotionGraphAnalysisQuestions:

1. Inthisgraph:whatisthelowestlevelofProfessorRankonthey-axis?WhatisthehighestlevelofProfessorRankonthey-axis?

2. Inthisgraph:whatcolorbarrepresentseachracialgroup?3. LookatthesizeofeachcolorbarateachProfessorRanklevel:

a. Whichracialgroupismostrepresented(largestbar)ateachlevel?b. Whichracialgroupisleastrepresented(smallestbar)ateachlevel?c. Isthereabigdifference?

4. Lookatwherethepinkbaristhelargestandtheothercolorbarsarethesmallest:AtwhichProfessorRankistherethemostdifferencebetweenwhiterepresentationandrepresentationofotherraces?

Source:https://blackengineeringphd.org/

Pop-Out2

Article:WhyAreWeSeeingaLackofDiversityinSTEM?

ThedatamakesitclearthatthemajorityofpeoplestudyingSTEMmajorsincollegeandpursuingSTEMjobsarewhiteandmale.WhyisthereaseriousunderrepresentationofwomenandminoritiesinSTEM?Representation:First,weneedtothinkaboutwhoislikelytoseethemselvesasascientistorengineer.Canyouimagineanadultsayingthatbuildingarobotorbuildingacarare“boy’sactivities”?Howoftendoyouseerobottoysnexttodollsinthegirl’stoyaisleatTarget?Younggirlsgetthesekindsofmessagesallthetime,somanyhaveahardtimepicturingthemselvesdoingSTEMjobsliketheselaterinlife.Also,ifchildrengrowuprarelyseeingexamplesoffemale,black,orHispanicscientistsandengineers,itisharderforthemtoenvisionitasafutureforthemselves.ThismayleadtomorewhiteandmalechildrenandfewerfemaleandminoritychildrenbeinginterestedinpursuingSTEMcareers.Access:ThesecondanswertothisquestionliesinthepathwaytoenteringtheSTEMfield,whichstartsinschoolsjustlikeyours.MostSTEMmajorsrequirerigorousmathandsciencecoursesinhighschool.Unfortunatelyfemalesandunderrepresentedminoritiesarelesslikelytotakethesecourses.Thismaybebecauseabiasagainsttheirraceorgenderkeepsadultsfromencouragingstudentstotakethesecourses.Someschoolsdon’tevenofferthesecourses.Ifthesefemaleandminoritystudentsdonotgettotaketheseclasses,theyhavefeweropportunitiestobecomeaSTEMmajorincollege.ThisleadstofewerwomenandminoritieswithSTEMjobsinthefuture.Discrimination:EvenforthosethatdomakeitintoaSTEMmajororaSTEMjob,womenandminoritiescanstillfacesomemajorchallenges.ManywomenandminoritiesinSTEMexperiencediscriminationbecauseoftheirgenderorrace.Theymightearnalowersalary,getpassedoverforajoborpromotion,orbetreatedasiftheyarelesscompetentorcapable.Addedtothat,womenalsooftenexperiencesexualharassment.Allthesefactorsoftendiscouragesomepeoplefromenteringorstayinginthefield.NowthatwehavethreepotentialreasonsforthelackofgenderandracialdiversityinSTEM,whatcanwedoaboutit?

AdaptedFromtheFollowingSources:

o https://www.nae.edu/69743/Engineering-Diversity-Fixing-the-Educational-System-to-Promote-Equity

o https://www.nature.com/articles/d41586-018-02175-y

StanfordNGSSIntegratedCurriculum6thGradeScienceUnit3:NatureViaNurture

Pop-Out3:GeneticTesting–AccessDenied


Pop-OutEssentialQuestion:Howisgenetictestingimportantforourhealthandwhohasaccesstoit?IntroductionInTask3,studentscollectevidencerelatedtothenaturevs.nurturedebate,allowingthemtodiscoverthatitisnotaneither-orquestion.Bothgeneticsandenvironmentareoftenatplay.Intheunitproject,studentsareapplyingthisconcepttoalgae.However,thisideaisrelevanttohumanstoo.Toexplorethegeneticvariationsthatleadtodifferenttraitsanddiseases,scientistsandmedicalprofessionalsusegenetictesting.InthisPop-Out,studentsexploretheprocessofgenetictesting,whichhasbeenaroundfordecadesbuthasbeenontheriseinrecentyears.First,studentsobservecasestudiesofvariouspatientstoseewhatgenetictestingcandoandwhyitisimportantforhealthoutcomes.Oncetheyunderstandtheimportanceofgenetictesting,theythenlearnthatdespitethebenefits,therearesomepopulationsthatarelesslikelytoreceivegenetictesting.Indoingso,theyareabletoconsiderhowthismightfurthercontributetowideninghealthdisparitiesinoursociety.WerecommendintroducingthisPop-OutafterstudentshavecompletedTask3ofthisunitsinceitbuildsontheirunderstandingofgeneticandenvironmentalinfluences.AlignmentTable

Content● Genetictestingisimportantforhealthoutcomesbyhelpingdoctorstoprevent,diagnose,andtreat

morediseases.● Minorityandlow-incomepopulationsaremuchlesslikelytoreceivegenetictesting.● Genetictestingthreatenstoincreasehealthdisparitiesasaccesstotheseexpensivetestsfurther

widensthegap.

UnderstandingsabouttheNatureofScience(fromNGSSAppendixH)● Advancesintechnologyinfluencetheprogressofscienceandsciencehasinfluencedadvancesin

technology.● Scienceknowledgecandescribeconsequencesofactionsbutisnotresponsibleforsociety’sdecisions.

Science,Technology,Society,andtheEnvironment(FromNGSSAppendixJ)● Engineeringadvanceshaveledtoimportantdiscoveriesinvirtuallyeveryfieldofscienceandscientific

discoverieshaveledtothedevelopmentofentireindustriesandengineeredsystems.● Scienceandtechnologydriveeachotherforward.● Theusesoftechnologiesaredrivenbypeople'sneeds,desiresandvalues;bythefindingsofscientific

research;andbydifferencesinfactorssuchasclimate,naturalresources,andeconomicconditions.

EquityandGroupwork● Worktogethertoanalyzepatientstoriesandcreateapresentation.● Respectfullydiscussvaryingopinionsandideaswithpeers.● Considermultipleperspectivesasyoudiscussissuesofequity.




Language● Pulloutrelevantinformationfromavideopatientstory.● Communicateideasorallyinapresentation,classdiscussions,andsmallgroups.● Readandannotateanarticle.● Usenewacademicvocabularyinwritingandoraldiscussions,suchasgenetictesting,access,health

disparities,low-income,andminority.

LearningGoalsInthisPop-Out,studentswillexploretheimportanceofgenetictestingforhealthoutcomesandexaminehowitthreatenstowidenhealthdisparities.Morespecifically,thepurposeisto:

● Engagewiththeexampleofperfectpitchtothinkaboutwhyknowingone’sgeneticmakeupmightbehelpful.

● Explorepatientstoriestolearnmoreaboutwhatgenetictestingcandoforhealthoutcomes.● Presentpatientstoriestoshareandlearnaboutthedifferentbenefitsofgenetictesting.● Learnaboutwhohasaccesstogenetictestingandconsiderwhatthismeansforhealthdisparities.● Reflectonhowgenetictestingcanbebeneficialbutcanalsoresultinincreasedhealthdisparities.

ContentBackgroundforTeachersGenetictestinghasbeenontheriseinrecentyears,helpingmedicalprofessionalstoprevent,diagnose,andtreatcertaindiseases.However,researchhasshownthatphysiciansarelesslikelytoprovidegenetictestingforlow-incomeandminoritygroups.Why?Researchershavefoundthatthereareseveralcontributingfactorstothisphenomenon.Genetictestingisanextremelyexpensivetestandevenprivateinsurancecompaniesrequirepatientstomeetveryspecificcriteriatoprovideanycoverage.Thisrestrictsaccesstoalargenumberoflow-incomeandminorityindividuals.Regardlessofcost,researchalsoshowsthatminorityandlow-incomegroupsarelesslikelytoreceiveinformationaboutgenetictestingfromtheirphysiciansorbereferredforgenetictesting.Thereisalsooftenamuchhigherdistrustinthemedicalsystemthatpreventsmanyfromusinggenetictesting.Thisdecreasedaccesstogenetictestingthreatenstowidenthealreadylargehealthdisparitiesthatcurrentlyexist.Tolearnmore,consultthepatientstoriesintheExploreandthearticleintheExplain,aswellasthesourceslistedbelow,whichwereusedintheconstructionofthistask.

• https://www.nature.com/articles/gim200997• https://www.healthcaredive.com/news/genetic-testing-threatens-to-widen-health-disparities/424144/

AcademicVocabulary

● GeneticTesting● HealthOutcomes● Minority● Low-Income● Access● HealthDisparities




TimeNeeded(Basedon45-MinutePeriods)3Days

● Engage:0.5period● Explore:0.5period● Explain:1.0period● Elaborate:0.5period● EvaluateandReflection:0.5period

Materials

● Unit3,Pop-OutStudentVersionExplore

● ComputersorTabletsw/AudioExplain

● OptionalPresentationMaterialsInstructionsEngage

1. TointroducethePop-Out,werecommendreadingtheintroductionintheStudentGuidealoudtotheclass.Thishelpsthemtoseetheconnectiontotheunitaswellasorientthemtowhattheywillbedoinginthistask.

2. Beforestudentsexploremoreseriouscasestudiesthatshowcasethebenefitsofgenetictesting,wewant

toengagethemwithalighterscenario–thehereditaryandenvironmentalinfluencesonperfectpitch.o IntroducestudentstothisphenomenonbyreadingthefirsttwoparagraphsoftheEngageintheir

StudentGuides.

3. HavestudentsdiscussandrespondtothequestionsintheirStudentGuideinpairs.o Thefirstquestionallowsthemtoconnecttotheirpriorknowledgefromtheunitbyidentifying

thisasanaturevianurtureexample.o Thesecondquestionbeginstogetthemthinkingabouthowthisexampleshowsamotivationto

knowmoreaboutyourgeneticmakeup(ie.Wouldn’titbegreattoknowyourchildhasthisgenevariationsotheycouldmakesuretheygetearlymusicaltrainingtoreachtheirfullpotential?).

o Thethirdquestionintroducesthemtogenetictestingasatestthatissoexpensive,onlysomepeoplemayhaveaccess.Thisisanimportantideatheywillreturntothroughoutthetask.

o Werecommendsharingouttheseideasinaclass-widediscussion,usingequitystickstopromotemoreequitableparticipation(See“HowToUseThisCurriculum”formoredetails).

4. Sources:

o https://www.ucsf.edu/news/5879/genetically-set-perfect-pitch-you-might-be-without-early-training-d

o https://www.pbs.org/wgbh/nova/genome/debate.html




Explore1. Whileknowingwhetheryouhavethegeneticvariationforperfectpitchmaynotseemlikethebiggest

priority,therearemanyotherscenariosinwhichknowingyourgeneticmakeupcanbeveryimportantforhealthoutcomes.Tofindoutaboutourgeneticmakeup,weusegenetictesting.

o Asaclass,reviewthedefinitionforgenetictestingintheirStudentGuides:GenetictestingisamedicaltestthatlooksforanydifferencesinyourDNAcodethatcancauseyoutodevelopand/orpassoncertaindiseases.

2. Ingroups,studentswillpickfromthelistoffivepatientsintheirStudentGuidesandwatchthevideoto

learnmoreaboutwhatgenetictestingcando.Thegoalofthisexerciseisforstudentstoseetheimportanceofgenetictestingforhealthoutcomes.

o Distributeacomputerortablettoeachgroup.o Asstudentswatchtheirvideo,theyshouldtakenotesintheboxintheirStudentGuide.Theywill

usethesenotestoprepareapresentationthattheywillsharewiththeclass.Youmaywanttoreviewtherequirementsfortheirpresentationsostudentsknowwhattolookforintheirvideos.

3. Sincestudentswillbeworkingingroups,werecommendassigninggrouproles.Youmayusewhatever

rolesyouprefer,butwerecommendtheuseoftheFacilitator,MaterialsManager,Harmonizer,andRecorder.

o AsktheFacilitatortoreadthedirectionsandmakesureeveryoneunderstandsthetask.o AsktheMaterialsManagertohandleanyresourcesneededtocompletethetask,includingthe

computer/tablet.o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoice

isheard.o AsktheRecordertomakesurethegroupisrecordingtheirnotesintheirStudentGuide.

Explain

1. Genetictestingisimportantformanydifferentpurposes.Sincegroupsanalyzeddifferentpatientstories,theycanlearnaboutsomeofthesedifferentpurposesfromeachother.

2. Asaclass,reviewthepresentationrequirementsfortheirpatientstorypresentations.Thengivestudents

timetopreparetheirpresentation.Keepinmindtheseshouldbebriefandinformal.Youmayprovideanyparametersforpresentationformatandmaterialsthatyouprefer.

o Sincestudentswillbeworkingingroupsagain,werecommendassigninggrouprolesandchangingupassignmentsfromtheExplore.

3. Youmayhaveeachgrouppresentorselectfivegroupsthatcovertherangeofall5patientstories.

4. Afterhearingpresentationsonallthepatients’stories,conductadiscussionusingthefollowing

facilitatingquestions:Whatarethedifferentbenefitsofgenetictesting?Whyisgenetictestingimportantforhealthoutcomes?

o Werecommendfirstgivingtimeforstudentstodiscussasagroupandthenusingequitystickstoshareoutinaclass-widediscussion(See“HowToUseThisCurriculum”formoredetails).




o Studentsshoulddiscussthattherearemanybenefitstogenetictesting,suchasdiagnosingdiseases,informingtreatmentdecisions,tailoringprescriptionregimensthatworkbest,andidentifyingrisktoeitherpreventormitigatedisease.

Elaborate

1. Studentshaveseenthatgenetictestingcanplayanimportantroleinpeople’shealth.Thissectionofthetasklooksatgenetictestingthroughanequitylens.Sincegenetictestingissobeneficial,itseemslikegenetictestingshouldbeavailabletoeveryone.Butisitinpractice?

2. HavestudentsindividualreadandannotatethearticleintheirStudentGuides,“WhoHasAccessto

GeneticTesting?”.Studentsshouldannotatethisarticleusingwhateverstrategyyoutypicallyuseinyourclassroom.

3. Withapartner,studentsthendiscussthearticleandanswerthequestionsintheirStudentGuide.

4. Shareideasoutasaclass,usingequitystickstopromotemoreequitableparticipation(See“HowToUse

ThisCurriculum”formoredetails).YoumayusethequestionsintheirStudentGuidetofacilitatethisdiscussion.

o Fromthearticle,studentsshouldbeabletopullouttheinformationthatminorityandlow-incomegroupsarelesslikelytoreceivegenetictestingduetoafewcontributingfactors.Wehopethatthediscussionquestionshelpthemtomaketheconnectionthatifcertaingroupsarenotaccessinggenetictesting,thiscanleadtoworsehealthoutcomesforthosegroups,whichisaseriousequityissue.

EvaluateandReflect

1. Overthecourseofthistask,studentshaveexploredbenefitsofgenetictestingandwhohasaccesstothesebenefits.ThisEvaluategivesstudentsachancetoreflectonhowgenetictestinghasthepotentialtohaveapositiveandalsonegativeimpactonoursociety.



participation(See“HowToUseThisCurriculum”formoredetails).UsethequestionsintheStudentGuidetoguidethediscussion.

o Thereareno“correct”answers.However,wehopethatstudentsseethatwhilegenetictestinghasgreatbenefitsforhealthoutcomes,thedifferenceinaccessfordifferentgroupshasthepotentialtoincreasealreadylargehealthdisparitiesinoursociety.

4. Thelastquestionasksstudentstoendwithamoresolutionsmindsetbybeginningtoconsiderhow

genetictestingcanbeusedinamorefairway.Ifyouwouldlikestudentstoleavethistaskwithsomeconcretesolutions,werecommendreadingandadaptingthefollowingarticle:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5100696/.




Assessment1. YoumaycollecttheStudentGuidehandoutandassessusing:

o Criteriaofyourchoice.WerecommendfocusingontheElaborateclassdiscussionortheEvaluateandReflectquestionstounderstandhowstudentsaremakingsenseofthepotentialforgenetictestingtowidenhealthdisparities.

o Thiscanbeaformativetooltolookfortrendsinstudentdemonstrationsofskillsandpractices.Youcanthenusethisformativedatatoinformfutureinstruction.

StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld

Pop-Out4:ACallforEquityinClimateAction


Pop-OutEssentialQuestion:WhydoesGretaThunbergcallforequityinclimateaction?

Introduction

Inthisunit,studentsareexploringwhatcausesglobalwarmingandwhatitmeansforthewayshumansareimpactingenvironmentsandorganismsaroundtheglobe.ThisPop-Outasksstudentstoconsiderthebroadercategoryofclimatechange,includingwhothelargestcontributorsare,whoarethemostvulnerabletotheimpacts,andhowthesefactorsshouldaffecthowwemoveforwardwithclimateaction.InthisPop-Out,studentsareintroducedtoayoungenvironmentalactivisttheyhavelikelyheardofbefore—GretaThunberg.GretaThunbergmentionsequityalmosteverytimeshespeaksaboutclimateaction.Inthistask,itisyourstudents’jobtoexaminedataintheformofaninteractivemaptodecideforthemselveswhethertheythinkequityshouldbeakeycomponenttoclimateactionandwhy.Theythenlearnthatcountriesaroundtheworldattemptedtocollaborateonclimateactioninthe2015ParisClimateAgreement,buttheUShassincemadeplanstowithdrawfromtheagreement.Inresponse,theyconsiderwhethertheyagreewiththisdecisionandwhattheymightincludeintheirownclimateagreementtomakesureitisfairandequitable.WerecommendintroducingthisPop-OutafterstudentshavecompletedTask3sincethisPop-Outbuildsonstudents’knowledgeofboththecausesandimpactsofglobalwarming.

AlignmentTable

Content

● Climateactionisamassiveundertakingthatwillrequirethesupportandcooperationofallcountriesaroundtheworld.

● Equityshouldbeconsideredinanyclimateactionplantoaccountforhistoricalresponsibilityandcurrentcapacity.

UnderstandingsabouttheNatureofScience(fromNGSSAppendixH)

● Scienceknowledgecandescribeconsequencesofactionsbutisnotresponsibleforsociety’sdecisions.

Science,Technology,Society,andtheEnvironment(FromNGSSAppendixJ)

● Allhumanactivitydrawsonnaturalresourcesandhasbothshortandlong-termconsequences,positiveaswellasnegative,forthehealthofpeopleandthenaturalenvironment.

● Theusesoftechnologiesaredrivenbypeople'sneeds,desiresandvalues;bythefindingsofscientificresearch;andbydifferencesinfactorssuchasclimate,naturalresources,andeconomicconditions.

● Technologyusevariesovertimeandfromregiontoregion.

EquityandGroupwork

● Worktogethertoanalyzedataanddrawconclusionsfromaninteractivemap.● Respectfullydiscussvaryingopinionsandideaswithpeers.● Considermultipleperspectivesasyoudiscussissuesofequity.

Language● UsepriorknowledgefromotherPop-Outstocometoconsensusonadefinitionfor“equity”.




● Pulloutrelevantinformationfrommultipleformats(audio,visual,etc.).● Usedataandreasoningtosupportandcommunicateclaims.● Readandannotateanarticle(Optional).● Communicateideasorallyinpartners,classdiscussions,andsmallgroups.● Usenewacademicvocabularyinwritingandoraldiscussions,suchasclimateaction,equity,emissions,

consumption,atrisk,vulnerable,andresponsibility.

LearningGoals

InthisPop-Out,studentswillexaminedatatodeterminewhythereisacallforequityinclimateactionandwhatthismeans.Morespecifically,thepurposeisto:

● Engageinterestintheclimatecrisisandintroduceclimatejusticeusingaspeechbyyouthactivist,GretaThunberg.

● Exploreaninteractivemaptodiscoverwhoismostresponsibleforclimatechangeandwhoismostvulnerabletotheimpacts.

● Voteonwhetherequityshouldbeconsideredinclimateaction.● LearnabouttheParisClimateAgreementandwhatUSwithdrawalmeansforglobalclimateaction.● Reflectonwhetherequityshouldbeconsideredinclimateaction,beststrategies,andwhatastudent’s

personalrolecanbe.

ContentBackgroundforTeachers

Climatechangeisthedefiningcrisisofourtimeandinrecentyearshasbeenrecognizedasthebiggestpolicyissueourworldfaces.Becauseitishappeningatsucharapidrate,actionneedstobeswiftandrigorous,andthisrequireshugelevelsofcooperationamongstglobalpowers.Inclimatenegotiations,onetopicthathasarisenistheissueofequity—whatexactlydoesthismeanwhenitisappliedtoaddressingclimatechange?Climatejusticeadvocatesarguethatresponsibilityshouldbeassignedinafairwaybetweenrichandpoorcountriesandbetweentherichandpoorinthosecountries.Inotherwords,thosethatcausedmostoftheclimateproblemmustdothemosttofixitandprovidethemostsupporttothosemostimpactedbyit.SomecountriesintheUnitedFrameworkConventiononClimateChange(UNFCC)thinkequityshouldfocusmoreoncapabilities,orthecapacitycountriesnowhavetodealwithclimatechange.ThisisanuancedissuemadeevenmorecomplicatedwhenoneconsiderstheargumentthatcountriesoftheGlobalNorthoweaclimatedebttocountriesoftheGlobalSouthfromthecenturiesofeconomicexploitationthatallowedthemtodevelop.Tolearnmore,consultthemapinteractiveintheExplore,theoptionalarticleintheExplain,aswellasthesourceslistedbelow,whichwereusedintheconstructionofthistask.

• https://www.climatechangenews.com/2019/10/02/greta-thunbergs-call-equity-mean/• https://www.wri.org/blog/2012/12/what-equity-context-climate-negotiations

AcademicVocabulary● ClimateAction● EquityorClimateJustice● Emissions● Consumption● AtRisk● Vulnerability




TimeNeeded(Basedon45-MinutePeriods)

3Days● Engage:0.5period● Explore:1period● Explain:0.5period(add0.5periodifusingoptionalarticle)● Elaborate:0.5period● EvaluateandReflection:0.5period

Materials● Unit4,Pop-OutStudentVersion

Engage● ProjectorandSpeaker

Explore● ComputersorTabletsw/Audio(makesureinteractivemapworksontablets)

Explain● Optional:Article,WhatDoesGretaThunberg’sCallforEquityMean?

Elaborate● ProjectorandSpeaker

Instructions

Engage

1. TointroducethePop-Out,werecommendreadingtheintroductionintheStudentGuidealoudtotheclass.Thishelpsstudentstoseetheconnectiontotheunitaswellasorientthemtowhattheywillbedoinginthistask.

2. StudentshavelikelyheardthenameGretaThunbergbeforeinthenewsorsocialmedia.Sheoffersa

greatwaytoengagestudentswiththistopicsincesheisnotonlyaknowledgeableenvironmentalactivist,butsheisalsonotmucholderthanyourstudents.

3. ShowstudentsavideoofoneofGreta’sspeeches:

https://www.ted.com/talks/greta_thunberg_the_disarming_case_to_act_right_now_on_climate_changeo Wehighlyrecommendshowingtheentirevideooncewithoutstudentstakinganynotes,sothey

haveachancetosimplyabsorbtheinformationinthevideo.Afterthisfirstshowing,youmaywantthemtoanswerthefirstdiscussionquestionintheirStudentGuidesastheyreflectontheirfirstimpressions.

o Thenshowthevideoasecondtime.YoucanpausethevideoatstrategicpointssostudentsareabletodiscussandrespondtothequestionsintheirStudentGuides.Forexample,pauseat3:10forstudentstodiscussQuestion2b,pauseat5:30forstudentstodiscussQuestion2c,andpauseat7:20forstudentstodiscussQuestion2d.

o Atranscriptisalsoavailableonthewebsiteasanoptionalscaffold.o Studentsshoulddiscussthesequestionsfirstinpartnersandthenasaclass.Whensharingout

theseideasinaclass-widediscussion,useequitystickstopromotemoreequitableparticipation(See“HowToUseThisCurriculum”formoredetails).




Explore

1. InGretaThunberg’sspeech,shetalkedaboutaneedforequityorclimatejusticeinorderforclimateactiontoworkonaglobalscale.Manyclimateactivistssayequityisthekeytoclimateaction.Inthisactivity,itisstudents’jobtousedatafromaninteractivemaptofigureoutwhy.

2. Beforestudentsengagewiththeinteractivemap,youwillwanttomakesuretheyhaveacommon

understandingoftheterm“equity”.StudentshavebeenusingthistermthroughoutthepreviousthreePop-Outs,sotoleveragethatpriorknowledge,havegroupsofstudentsreflectonwhattheylearnedinthesePop-Outsanddiscusswhattheythinkequitymeans.TheycanrecordideasoracommondefinitionintheboxintheirStudentGuide.

o Atthispoint,youmaywanttobringtheclasstogethertoshareideasandcometoconsensusonadefinitionforequity.Thereisnoperfectdefinitionbutwehopethatstudentswillsharethatequityisn’tnecessarilyaboutequaltreatmentbutaboutdifferentiatedtreatmenttoachievefairoutcomes.Inotherwords,somewillgetmoreorless,beresponsibleformoreorless,sothateveryonehastheopportunitytogettoasimilarplace.Tofacilitatethisdiscussion,youmaywanttobringupexamplesfrompriorPop-Outstoprompttheirthinking.

3. Ingroups,studentswilluseanonlineinteractiveCarbonMaptohelpthemdecideforthemselveswhat

mightbefairinaclimateactionplan.o Distributeacomputerortablettoeachgroup.

4. Studentsshouldtypecarbonmap.orgintotheirwebbrowsertoaccesstheinteractivemap.Theyfirst

watchandlistentoabriefintroductionvideothatdescribeshowtheinteractiveworksandthensummarizewhattheylearnfromtheintroductionintheirStudentGuide.Youmaywanttodothisasaclasssostudentsareabletodiscussideasandquestionsbeforedoingtheirownexplorationingroups.

5. Inthenextstep,studentsstarttoengagewiththeothermapsintheinteractivebylookingatthe

“Population”Mapandthe“Wealth”Map.ThisisapivotalmomentinthePop-Outasstudentsfirstwrestlewiththisissueofinequalitywhentheyseethatpopulationsizedoesnotalignwithwealth.Thiswillbethebasisforthemunderstandingwhysomeoftheothermapsarethewaytheyare.

o WehighlyrecommenddoingthissteptogetherinaThink-Pair-Shareformatsoyoureallytakethetimetoestablishthisfoundationwithstudents.

o Tosupportthisdiscussion,youmayconsiderusingthefollowingfacilitatingprompts:§ “LookatthePopulationmap.Wheredoesitgrowbiggest?Whatpartsoftheworld,which

continentsorcountries,seemtogrowbiggerthantherest?Whydoyouthinkthismightbe?”

§ “NowswitchtotheWealthmap.Whichplacesbecomelargernow?Howcoulditbethatthepartsoftheworldwiththemostpeoplearen’talsotheplaceswiththemostwealthormoney?Iftherearemorepeople,shouldn’ttherebemoremoney?Whydoyouthinkthisisn’ttrue?”

§ “InotherPop-Outs,you’vetalkedalotaboutthisword‘equity’…doesthewealthmapshowequityorinequityinthewaywealthisdistributedaroundtheworld?Whenone




placeorgroupofpeoplehasmorewealththanexpectedorthanaverage,wesaytheyhaveadisproportionateamountofwealth.Doyouthinkthisisfair?”

6. TherestoftheMapswillhelpstudentsdeterminewhichcontinentsaremostresponsibleforclimate

changeandwhicharemostvulnerabletotheimpacts.Ingroups,studentsfollowthedirectionsintheirStudentGuidetoanalyzetheinteractivemap.TheyshouldrecorddataanddiscusstheQuestionstoConsiderinthegraphicorganizer.

o Optional:youmaywanttomodeltheprocessusingthefirstmaptype,sostudentscanseehowtheyshouldbecomparingeachmaptothe“Population”map,usingthe“ThisMap”boxforadditionalinformation,discussingtheQuestiontoConsider,andfillingouttheirgraphicorganizer.

7. Sincestudentswillbeworkingingroups,werecommendassigninggrouproles.Youmayusewhateverrolesyouprefer,butwerecommendtheuseoftheFacilitator,MaterialsManager,Harmonizer,andRecorder.

o AsktheFacilitatortoreadthedirections,makesureeveryoneunderstandsthetask,andfacilitateusingtheQuestionstoConsider.

o AsktheMaterialsManagertohandleanyresourcesneededtocompletethetask,includingtheinteractivemaponthetablet/computer.

o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoiceisheard.

o AsktheRecordertomakesurethegroupisrecordingtheirnotesintheirStudentGuide.

8. Belowisasamplestudenttableforreference:Responsibility

Map

TypeWhichcontinentsare

largerthantheir

“Population”mapsize?

Whichcontinentsare

smallerthantheir

“Population”mapsize?

QuestionstoConsider

Emissions NorthAmerica,Europe SouthAmerica,Africa,

OceaniaComparedtotheirpopulationsize,whichcontinentscontributemoretocarbonemissionsthanyouwouldexpect?NorthAmericaandEurope

Consumption NorthAmerica,Europe SouthAmerica,Africa,

Oceania,AsiaComparedtotheirpopulationsize,whichcontinentscontributemoretocarbonemissionsfromconsumptionthanyouwouldexpect?NorthAmericaandEurope

Historical NorthAmerica,Europe SouthAmerica,Africa,

OceaniaWhichtwocontinentshavecontributedthemostcarbonemissionsinthepast?NorthAmericaandEurope




VulnerabilityPeopleAt

Risk

Asia NorthAmerica,Europe,

SouthAmerica,Africa,

Oceania

Whichcontinenthasthemostpeopleatriskoffeelingtheeffectsofclimatechangeinthefuture?Asia

SeaLevel Asia NorthAmerica,Europe,

SouthAmerica,Africa,

Oceania

Whichcontinentismostindangerofsealevelrise(aresultofclimatechange)?Asia

Poverty Africa,Asia NorthAmerica,Europe,

SouthAmerica,OceaniaWhichcontinentsaremostvulnerabletotheimpactsofclimatechangebecauseofpoverty?AfricaandAsia

Explain

1. NowthattheyhaveseenthedataforthemselvesanddiscussedusingtheQuestionstoConsidertoguidethem,studentsshouldbereadytotakeastance:dotheythinkweneedequityinclimateaction?Shouldeveryonehaveequalresponsibilityindealingwithclimatechangeorshouldsomecountrieshavemoreresponsibility?

2. Asagroup,studentswillprepareforaclassdiscussioninwhichtheywilla)voteonwhethertheythinkequityshouldbeconsideredinclimateaction,b)usemapdatatojustifywhytheythinkequityshouldorshouldn’tbeanessentialpieceofclimateaction,andc)explainwhattheythinkitwouldmeantohaveequityinclimateaction

o Emphasizetostudentsthateverypersonintheirgroupshouldbepreparedtoshareinthisdiscussion.

3. Whenfacilitatingthisclassdiscussion,wehighlyrecommendusingequitystickstocallonstudentssoyou

haveequitableparticipation(See“HowToUseThisCurriculum”formoredetails).o Belowaresomebasicpromptsyoumightusetofacilitateinitialdiscussion:

o Let’svote:Doyouthinkequityshouldbeconsideredinclimateaction?o Whydoyouthinkequityshouldbeconsideredinclimateaction?ORWhydon’tyouthink

equityshouldbeconsideredinclimateaction?o Whatdatafromthemaphelpedyoucometoyourdecision?o Whatdoyouthinkitwouldmeantohaveequityinclimateaction?Whatwouldmore

responsibilityandlessresponsibilityactuallylooklikeinclimateaction?o Ifstudentsneedalittlemoresupportthanthesebasicprompts,herearesomeotherfacilitating

questionsyoumightuse:o Accordingtothemap,whichcontinentshavethemostwealthandcouldaffordtopayfor

alotoftheplanstoreducecarbonemissions?o Whichcontinentsaremostresponsibleforcarbonemissions,bothnowandinthepast?

Shouldthesecontinentsberequiredtotakegreaterclimateaction?




o Whichcontinentsarethemostvulnerabletoclimatechangeimpacts?Arethesethesamecountriesthatcausedmostofclimatechange?Ifnot,whatwouldbeafairrouteforward?o Eveniftheywereresponsiblefortheimpactstheywillsuffer,isitethicaltoleave

themtodealwithalltheseimpactsthemselves?

4. Ifyou’dliketogivestudentsmoredetailonwhythereneedstobeequityinclimateaction,whatithaslookedlikesofar,andwhatitcouldlooklikeinthefuture,youmaychoosetohavestudentsreadandannotatetheoptionalarticleattheendofthisTeacherVersion:WhatDoesGretaThunberg’sCallforEquityMean?ThisgreatarticlebyNathanThankihasbeenheavilyadaptedtomakeitmoreaccessiblefor6th-gradersandtokeepitrelevanttothistask.Fortheoriginalversion,visit:https://www.climatechangenews.com/2019/10/02/greta-thunbergs-call-equity-mean/

Elaborate

1. Ifclimateactionisgoingtobetrulyequitable,thisisgoingtorequirealotofglobalcooperation.InthisElaborate,studentsareintroducedtotheParisClimateAgreement,whichaimedtoestablishthissortofcooperationin2015.

2. TolearnmoreaboutwheretheUSstandswiththeParisClimateAgreementnow,showstudentsthe

followingclip:https://www.nytimes.com/2017/06/01/climate/us-paris-accord-what-happens-next.htmlorhttps://www.youtube.com/watch?v=MRCRiMNg_kM

3. ThenconductaclassdiscussionusingthequestionsintheirStudentGuide,aswellasequitysticksto

promotemoreequitableparticipation(See“HowToUseThisCurriculum”formoredetails).ThesequestionshelpstudentsanalyzethevideobythinkingaboutthegoalsoftheParisClimateAgreementandwhatitmeansthatPresidentTrumphaspulledoutoftheagreement.Theycanthendiscusstheiropinionsaboutthisdecision.

4. Lastly,havestudentsdiscusstheseparatequestionintheirStudentGuide.Herestudentsbringthefocus

backtoequitybythinkingaboutwhattheywouldincludeintheirownclimateagreementtomakesureitisfairandequitable.Werecommendstudentsshareingroupsandthenasaclass.

EvaluateandReflect

1. Overthecourseofthistask,studentshaveexamineddatatodecideforthemselveswhetherequityshouldbeakeyfocusinclimateaction.ThisEvaluategivesstudentsachancetoreflectonwhyequityissoimportantasweaddressclimatechangeandwhatthebestwaysmightbetoachieveit.



participation(See“HowToUseThisCurriculum”formoredetails).UsethequestionsintheStudentGuidetoguidethediscussion.




o Thereareno“correct”answers.However,wehopethatstudentsseethatequityinclimateactionisessentialnotonlyforthesuccessofclimateactionoverallbutalsotoholdcertaincountriesaccountablefortheircontributions.

4. Thelastquestionasksstudentstoendbythinkingaboutwhattheycanpersonallydo.Wehopethatby

usingtheexampleofsuchasuccessfulyoungactivistlikeGreta,studentswillalsoseetheirpotentialtobeagentsofchangedespitetheirage.

Assessment1. YoumaycollecttheStudentGuidehandoutandassessusing:

o Criteriaofyourchoice.WerecommendfocusingontheExplainandElaborateclassdiscussionsortheEvaluateandReflectquestionstounderstandhowstudentsaremakingsenseoftheneedforequityinclimateaction.

o Thiscanbeaformativetooltolookfortrendsinstudentdemonstrationsofskillsandpractices.Youcanthenusethisformativedatatoinformfutureinstruction.

Pop-Out4

WhatDoesGretaThunberg’sCallForEquityMean?byNathanThanki,2/10/2019

GretaThunberghassomememorablequotesthatnowadornthousandsofprotestplacardsand

Instagramposts.However,onewordthatshehasmentionedconsistentlyinherspeecheshasbeen

givenlittletonoattention,despitebeingthekeytoclimateaction.Thatword?Equity.Toputitas

simplyaspossible,equityisaboutfairness.

WhoIsResponsibleForMostoftheCarbonEmissions?

Youmayhaveheardthat100companiesareresponsiblefor71%ofemissions.Anotherwayoflooking

atitisthattheworld’srichest10%hold52%oftheworld’swealthandareresponsiblefor50%of

emissions;thepoorest50%haveonly8%oftheworld’swealthandareresponsiblefor10%of

emissions.

EventhoughtheUSonlymakesup4%oftheworldpopulation,itisstillresponsibleforaround15%of

allcurrentemissions.Broadlyspeaking,thecountriesoftheGlobalNorth(thehigh-incomecountriesin

EuropeandNorthAmerica)haveacombined20%oftheglobalpopulation,butareresponsiblefor

around80%ofallemissions,ever.

Summary:

WhyisEquityNecessaryinClimateAction?

ThesecountriesoftheGlobalNorthhavegrownrichandpowerfulbecausetheyhavetakenadvantage

oforstolenfromtheGlobalSouth(thelowandmiddle-incomecountriesinAsia,Africa,LatinAmerica,

andtheCaribbean)overcenturies.Thishasbeenaccomplishedthroughslaveryandotherkindsof

economicexploitation,inwhichcountriesoftheGlobalNorthhavecontrolledandusedcountriesofthe

GlobalSouthunfairlytomakeaprofit.

Thisimmense“historicalresponsibility”isthebasisforwhatclimatejusticemovementshavecometo

call“climatedebt”.TheNortherncountriesowemoneytotheseSoutherncountriesfordenyingthem

developmentopportunitiesandfortheunfairimpactstheysufferasaresultofthewarmingcausedby

Northerncountries.

Summary:

Pop-Out4

HasThereBeenEquityinClimateAction?

Now,asGretaoftenremindsus,weneedtogetasclosetozeroemissionsaspossible,assoonas

possible.

Ourquestionofcourseishowtodothis?Climatejusticemovementshavelongtalkedaboutwhatafair

responsetothecrisislookslike,andhavemaintainedthatresponsibilityshouldbeassignedinafairway

betweenrichandpoorcountries,andbetweenrichandpoorpeoplewithincountries.Ifwewanttobe

fair,wecouldsaythatthewealthiestpeople(andcompanies)inthewealthiestcountrieshavecaused

mostoftheclimateproblemandthereforemustdothemosttofixit.Thosewhohavedonetheleast,

butwhowillbemostaffectedbyit,mustbegivenmorehelp.

TheUnitedNationsFrameworkConventiononClimateChange(UNFCCC)alsomakesclearthatall

countriesmustcontributetoclimateactionbasedonboththeirhistoricalresponsibilityandwhatthey

cancurrentlyafford.Thesearewhatwerefertoasequityprinciples.But,theUnitedStateswasnever

veryexcitedaboutthisagreementandbeganignoringitsresponsibilitysincetheConventionbeganin

1994.GeorgeBushSr.bestexpressedthisattitudewhenhesaid,“theAmericanwayoflifeisnotupfor

negotiation”.

WhennegotiationsbeganfortheParisClimateAgreementin2015,evenObama’sspecialclimate

diplomat,ToddStern,wasalsoveryclear—hesaid,“ifequityisin,we’reout”.Thus,whilethe

Agreementdoesmentionequity,itlacksaclearsystemtodeterminewhatisfairandequitablebetween

richandpoorcountries—insteadleavingeachtodecideontheirown.Theresultintermsofclimateis

thatwe’reontrackfor3–4degreesCelsiusofmorewarming.

Summary:

WhatCouldEquityinClimateActionLookLike?

Itispossibletodeterminewhatafairassignmentofresponsibilitywouldbe.Abroadcoalitionhas

developeda“fairshares”methodologybasedonequityprinciples.Thereisahelpfulonline

calculatordevelopedbytheClimateEquityReferenceProject,whichallowstheusertomeasureeach

country’shistoricalresponsibilityaswellastheircapacitytoreducetheemissionsitwillputintothe

atmospherefromnowon.Thisisdonebyconsideringincomesacrossthepopulation;incomesofpeople

whocanonlycoverbasicneedsarenotcounted,sothisaccountsforalargepartofthepopulationsin

poorcountries.

Whenyourunthenumbersitquicklybecomesapparentthatafairassignmentofemissionsreductions

globallyrequireshigh-incomecountriesto1)reducetheiremissionstoasnearaspossibletorealzeroas

quicklyaspossible,and2)tosimultaneouslymakeitpossibleforpoorcountriestoavoidemissionswhile

theydevelop(e.g.buildrenewableenergysystems,hospitals,schools,environmentallyfriendly

industriesetc.).

Pop-Out4

Whenwetalkaboutequity,we’retalkingabouttherighttoadignifiedlife.Arighttofood,water,land,

energy,decentworkindecentconditions.Thesearebasicrights.Ifwe’renotinsistentonanequitable

approachtoclimateaction,weareessentiallytellingmillionsofpeoplethattheirlivesdon’tmatteras

muchasourlifestyles.

Gretaputsitevenmoreclearlywhenshecondemnedasysteminwhich“thesufferingofthemanypays

fortheluxuryofthefew.”

Summary:

AdaptedFrom:https://www.climatechangenews.com/2019/10/02/greta-thunbergs-call-equity-mean/

6th grade science unit 1: setting things in motion pop-out ......6th grade science unit 1: setting...

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