Airful!








 * RPI Student Stories Spring 2015**







2014 stories

Tamarac stories 2013

Eco-Story Structures

=Airful! 2015=

Cap-N-Trade (Natalie + Brooke)

Acid Rain (Paul)

AQI (James)

Water-as-Air 2014 ?same as http://ecoed.wikispaces.com/2014+new+modules

Straws + Lungs (See Mark's curriculum review on air pollution, which reviews [|this curriculum.] and includes a link to this European Lung Association [|(ELF) workbook for kids] -- very good. Note that the curriculum Mark reviewed comes from an organization that looks very interesting -- [|Learning to Give.] which offers a wide array of [|lessons on air pollution] (among many other topics).

[|Link to EPA video for kid's on how ozone is formed]

=Before 2015=

Airful! Notes

Air-ful centers 2013

program participation This program will include four 90 minutes sessions, with the last dedicated to presentation of the 1st graders work at a "literature tea" the class will organize. Our group will include bout forty children. Their teachers are [|Ira Share]and [|Sanada Bailey.]

EcoEd step-up-to-solutions model

EcoEd's structure for creative eco-writing (needs to be updated

=** 2014 SESSIONS **=


 * Possible "homework" assignments to leave with students: **
 * Acid Rain **

__ Airful! Session 1 __


 * __ Airful! Session 2 __**

**see supporting material: **

Hellos and report on AQI and plants Get back in groups, with step-up-to-solutions model. Review the model and what is in it.
 * 10:45 Introduction **

1) Read Michael Bird Boy (to help us think  about air pollution  , and about writing stories that  help people  learn to solve problems).  2) Add content to the model. What caused the problem: a factory that made bad things and caused pollution. Solution:  green design   ! 3) Do a "story map" for Michael Bird Boy.
 * 11:00 Michael Bird Boy **

Causes of air pollution: consumption, bad energy, bad design Causes of cause of air pollution: factories, cars Impacts of air pollution: dead trees, asthma, polluted fish Fixing Air Pollution: Monitoring, the AQI, Ozone Laws Tricky problem: It can be hard to see air pollution. Air pollution travels!
 * 11:15 More air pollution content -- add to step-up-to-solutions model (adapt acid rain presentations) **


 * 11:30: Story building **


 * 11:45  Story Board    **


 * 12-12:15 Reserve! **

__ Session 3 __ Mentors - As students enter mentors will gather up their groups and find a place in the room to work and listen to directions. Direct your students to the front of the room.
 * 10:45 Introduction **

Lead Mentor - Introduce the mission for the day - Finish creating our air pollution story books. But first we need to know about the classes' experiments! Remind students what air pollution is. Ask students about their AQI findings and Acid Rain plants.

Remind students about Michael Bird Boy and their own story. Hold up materials (Story building guides  and book pages). Provide students with a brief overview of the activity: They need to teach others about air pollution with a complete narrative and illustrations. We will need to include causes and problems from our STEP-UP To Solutions model.


 * 11:00 Remind Students about their Work and Finish Story Building/Boarding **

In each mentors' group, students will revisit what they have done so far. Mentors, explain their story to them and provide possible directions for what should happen next.

If the story building worksheet is not complete, this is the time to do it.

Next move on to storyboarding! Mentors should help their team construct storyboards, drawing and writing for them if time is tight.


 * 11:20 - 12:10 Write and Illustrate story **

In small groups, students and mentors work together to write and illustrate their own stories. Students should be reminded that a good story has a set-up, with characters and a setting - a conflict that creates tension between characters - and a resolutions a way the conflict is resolved.

Divide the task up, have 2 students per page - writing and illustrating based on the storyboard

Mentors should use Michael Bird Boy as an example of a good story.


 * 12:10-12:15 Reflection **

At this point, if our story is complete, have students share out in their groups how they think their story can be mapped on to the step-up to solutions model

If the group has time map your story onto the step-up to solutions model.

__ Session 4. __
 * Presentations **