Session+1

10:45-12:14

10:45-11:00 group introduction (Kelley leads + all)

11:00-11:15 in small groups to introduce model and topic (script for introducing Step Up To Solutions model and topic) + water-as-air demonstration

11:15-12:00 centers: AQI 2014 Acid Rain 2014 Ozone Limits 2014

12:00-12:15 Michael Bird Boy and wrap up (add final layer to model with details from Michael Bird Boy -- need another color for this?)

__for the teachers__
 * Ask teachers to put at least one of the models on a bulletin board, and to try to keep it in the kids minds in the days before we return. We can leave them resources to help with this. Like //[|Why is Coco Orange]// (and other resources on this site)?
 * Teachers also need clear instructions on how to take care of the acid rain plants, and the AQI board. We should compile all teacher resources into a single packet.

__assessment piece + linking center/content to creative writing component__
 * When we return to these classes, we can do a fresh "step up to solutions" on air pollution with the kids to see what they are remembering/ retaining -- which will be useful recap for the students, give us feedback and can be used as part of our assessment documentation, compared to the very first layer of response we got before the air pollution centers. We can do a third version (a fresh "step up to solutions" focused on air pollution) after the creative writing component. It would be nice to be able to demonstrate that the creative/literary component of the curriculum deepens and helps sustains understanding. This is most likely to happen if we use the time with the kids writing as a time to talk expansively about what could go in a story about air pollution -- i.e. recapping an array of causes and solution.