Going Green: Boston's Youth Revolution!

8th Grade

Project
2 weeks

Going Green: Boston's Youth Revolution!

Dave Kramer

MP.4

MP.3

8.EE.A.3

8.SP.A.1

MP.1

+ 92 more

Purpose

The purpose of this project is to immerse 8th-grade students in a dynamic exploration of Boston's Green New Deal, connecting historical New Deal concepts to modern environmental and social challenges. Students will actively engage in research, data analysis, and collaborative decision-making to develop proposals that prioritize sustainable and equitable solutions for Boston's future. Virtual field trip options will be incorporated to ensure accessibility and broaden perspectives, allowing students to explore historical sites and modern initiatives even if physical visits are not possible.

Learning goals

Students will explore the historical context and principles of the New Deal and apply them to envision a sustainable future for Boston through the Green New Deal. They will engage in collaborative research and data analysis to understand the environmental and economic impacts of the Green New Deal initiatives, with options for virtual field trips if in-person visits are not feasible. By developing mathematical models and persuasive communication strategies, students will present their proposals to local leaders, advocating for youth-inclusive decision-making that addresses the needs of diverse communities. Through this project, students will enhance their problem-solving skills, deepen their understanding of civic engagement, and learn to navigate power dynamics in community advocacy. To encourage active participation and positive behavior, students can earn rewards for demonstrating effective collaboration, innovative thinking, and impactful presentations during the project activities.

Standards

MP.4 - Model with mathematics.
MP.3 - Construct viable arguments and critique the reasoning of others.
8.EE.A.3 - Use numbers expressed in the form of a single digit multiplied by an integer power of 10 to estimate very large or very small quantities, and express how many times as much one is than the other.
8.SP.A.1 - Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
MP.1 - Make sense of problems and persevere in solving them.
MP.2 - Reason abstractly and quantitatively.
MP.3 - Construct viable arguments and critique the reasoning of others.
MP.4 - Model with mathematics.
8.EE.A.3 - Use numbers expressed in the form of a single digit multiplied by an integer power of 10 to estimate very large or very small quantities, and express how many times as much one is than the other.
8.SP.A.1 - Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
MP.1 - Make sense of problems and persevere in solving them.
MP.2 - Reason abstractly and quantitatively.
6-8.RCA-H.1 - Cite specific textual evidence to support analysis of primary and secondary sources, quoting or paraphrasing as appropriate.
6-8.RCA-H.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
8.T7.6 - Analyze the point of view and evaluate the claims of an editorial, editorial cartoon, or op-ed commentary on a public policy issue at the local, state, or national level (e.g., a mayoral or school committee decision, an action by a state legislature or Governor, a vote in Congress or an action by the President).
8.T4.8 - Explain the importance of individuals working cooperatively with their elected leaders.
8.T4.7 - Apply knowledge of the meaning of leadership and the qualities of good leaders to evaluate political leaders at the community, the state and national levels.
8.T4.5 - Describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups.
8.T4.12 - Examine the role of political protest in a democracy.
6-8.SLCA.5 - Integrate multimedia components and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
8.EE.A.3 - Use numbers expressed in the form of a single digit multiplied by an integer power of 10 to estimate very large or very small quantities, and express how many times as much one is than the other.
8.SP.A.1 - Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
MP.1 - Make sense of problems and persevere in solving them.
MP.2 - Reason abstractly and quantitatively.
MP.3 - Construct viable arguments and critique the reasoning of others.
MP.4 - Model with mathematics.
6-8.RCA-H.1 - Cite specific textual evidence to support analysis of primary and secondary sources, quoting or paraphrasing as appropriate.
6-8.RCA-H.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
8.T7.6 - Analyze the point of view and evaluate the claims of an editorial, editorial cartoon, or op-ed commentary on a public policy issue at the local, state, or national level (e.g., a mayoral or school committee decision, an action by a state legislature or Governor, a vote in Congress or an action by the President).
8.T4.8 - Explain the importance of individuals working cooperatively with their elected leaders.
8.T4.7 - Apply knowledge of the meaning of leadership and the qualities of good leaders to evaluate political leaders at the community, the state and national levels.
8.T4.5 - Describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups.
8.T4.12 - Examine the role of political protest in a democracy.
6-8.SLCA.5 - Integrate multimedia components and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
RCA-H.6-8.7 - Integrate visual information (e.g., charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
W.8.1 - Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims with clear reasons and relevant evidence.
W.8.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
WCA.6-8.9 - Draw evidence from informational texts to support analysis, interpretation, reflection, and research.
8.EE.A.3 - Use numbers expressed in the form of a single digit multiplied by an integer power of 10 to estimate very large or very small quantities, and express how many times as much one is than the other.
8.SP.A.1 - Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
MP.1 - Make sense of problems and persevere in solving them.
MP.2 - Reason abstractly and quantitatively.
MP.3 - Construct viable arguments and critique the reasoning of others.
MP.4 - Model with mathematics.
6-8.RCA-H.1 - Cite specific textual evidence to support analysis of primary and secondary sources, quoting or paraphrasing as appropriate.
6-8.RCA-H.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
8.T7.6 - Analyze the point of view and evaluate the claims of an editorial, editorial cartoon, or op-ed commentary on a public policy issue at the local, state, or national level (e.g., a mayoral or school committee decision, an action by a state legislature or Governor, a vote in Congress or an action by the President).
8.T4.8 - Explain the importance of individuals working cooperatively with their elected leaders.
8.T4.7 - Apply knowledge of the meaning of leadership and the qualities of good leaders to evaluate political leaders at the community, the state and national levels.
8.T4.5 - Describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups.
8.T4.12 - Examine the role of political protest in a democracy.
6-8.SLCA.5 - Integrate multimedia components and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
RCA-H.6-8.7 - Integrate visual information (e.g., charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
W.8.1 - Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims with clear reasons and relevant evidence.
W.8.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
WCA.6-8.9 - Draw evidence from informational texts to support analysis, interpretation, reflection, and research.
7-8.V.Co.11 - Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify visual ideas from a variety of cultures connected to different historical populations
7-8.V.P.04 - Select, analyze and interpret artistic work for presentation. Curate a theme-based exhibition.
8.EE.A.3 - Use numbers expressed in the form of a single digit multiplied by an integer power of 10 to estimate very large or very small quantities, and express how many times as much one is than the other.
8.SP.A.1 - Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
MP.1 - Make sense of problems and persevere in solving them.
MP.2 - Reason abstractly and quantitatively.
MP.3 - Construct viable arguments and critique the reasoning of others.
MP.4 - Model with mathematics.
6-8.RCA-H.1 - Cite specific textual evidence to support analysis of primary and secondary sources, quoting or paraphrasing as appropriate.
6-8.RCA-H.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
8.T7.6 - Analyze the point of view and evaluate the claims of an editorial, editorial cartoon, or op-ed commentary on a public policy issue at the local, state, or national level (e.g., a mayoral or school committee decision, an action by a state legislature or Governor, a vote in Congress or an action by the President).
8.T4.8 - Explain the importance of individuals working cooperatively with their elected leaders.
8.T4.7 - Apply knowledge of the meaning of leadership and the qualities of good leaders to evaluate political leaders at the community, the state and national levels.
8.T4.5 - Describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups.
8.T4.12 - Examine the role of political protest in a democracy.
6-8.SLCA.5 - Integrate multimedia components and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
RCA-H.6-8.7 - Integrate visual information (e.g., charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
W.8.1 - Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims with clear reasons and relevant evidence.
W.8.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
WCA.6-8.9 - Draw evidence from informational texts to support analysis, interpretation, reflection, and research.
7-8.V.Co.11 - Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify visual ideas from a variety of cultures connected to different historical populations
7-8.V.P.04 - Select, analyze and interpret artistic work for presentation. Curate a theme-based exhibition.
8.MS-ESS3-5 - Examine and interpret data to describe the role that human activities have played in causing the rise in global temperatures over the past century.

Competencies

Masters of All Fundamental Literacies - Persuasive Communication - Knowing my audience (FL.ID.2.a)
Masters of All Fundamental Literacies - Persuasive Communication - Knowing my audience (FL.ID.2.a)
Holders of Foundational Knowledge - Artistic Expression - Art and community (FK.AC.1.c)
Masters of All Fundamental Literacies - Persuasive Communication - Knowing my audience (FL.ID.2.a)
Holders of Foundational Knowledge - Artistic Expression - Art and community (FK.AC.1.c)
Original Thinkers for an Uncertain World - Problem Solving - Creating solutions (OT.PS.2.a)
Original Thinkers for an Uncertain World - Problem Solving - Proposing improvements (OT.PS.2.e)
Masters of All Fundamental Literacies - Persuasive Communication - Knowing my audience (FL.ID.2.a)
Holders of Foundational Knowledge - Artistic Expression - Art and community (FK.AC.1.c)
Original Thinkers for an Uncertain World - Problem Solving - Creating solutions (OT.PS.2.a)
Original Thinkers for an Uncertain World - Problem Solving - Proposing improvements (OT.PS.2.e)
Generous Collaborators for Tough Problems - Navigating Power - Holders of power (GC.SA.2.a)
Masters of All Fundamental Literacies - Persuasive Communication - Knowing my audience (FL.ID.2.a)
Holders of Foundational Knowledge - Artistic Expression - Art and community (FK.AC.1.c)
Original Thinkers for an Uncertain World - Problem Solving - Creating solutions (OT.PS.2.a)
Original Thinkers for an Uncertain World - Problem Solving - Proposing improvements (OT.PS.2.e)
Generous Collaborators for Tough Problems - Navigating Power - Holders of power (GC.SA.2.a)
Generous Collaborators for Tough Problems - Community Advocacy - Power dynamics (GC.SAg.1.a)

Products

Students will collaboratively design and present a proposal for Boston's Green New Deal that includes a comprehensive plan for sustainable development and equitable community engagement. They will create detailed mathematical models and data visualizations to illustrate the environmental and economic impacts of their proposed initiatives. Additionally, students will produce multimedia presentations that integrate visual displays and persuasive communication techniques to effectively convey their ideas to city officials and community stakeholders. In case walking tours and field trips are not feasible, students will participate in virtual field trips to explore New Deal sites and current Green New Deal initiatives, ensuring accessibility and inclusivity in their learning experience.

Launch

To kick off the project, students will embark on a virtual field trip exploring Boston's historical New Deal sites, such as the Jamaicaway Bridge, using digital resources and interactive maps. This will be complemented by a virtual session with Boston's City Hall representatives and the Green New Deal Director, where students will discuss current initiatives and the role of youth in shaping the city's future. To encourage engagement and positive behavior, students can earn rewards for active participation and insightful questions during these activities, such as recognition certificates or opportunities to lead parts of the final exhibition. Students will then participate in a hands-on workshop, using Boston's Green New Deal data dashboard to analyze real-time environmental data, fostering an understanding of the impact and potential of sustainable policies.

Exhibition

Students will curate a dynamic exhibition showcasing their proposed priorities for Boston's Green New Deal, with opportunities to earn recognition for creativity and impactful ideas. The exhibition will include multimedia presentations, data visualizations, and artistic interpretations that highlight their research findings and innovative solutions. Students will present their work to Mayor Wu, Oliver Sellers-Garcia, and other stakeholders, facilitating a dialogue that integrates youth perspectives into Boston's sustainability efforts. Additionally, students will engage in interactive sessions where they can discuss their ideas with community members, fostering a collaborative environment for future initiatives. Virtual field trip options will be available to explore historical New Deal sites and current Green New Deal initiatives, ensuring accessibility for all students.

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Introduction to the New Deal - Students will review digital resources and participate in a virtual field trip to Boston's historical New Deal sites, exploring the context and impact of the New Deal, and discussing its relevance to modern challenges (60 min) Understanding the Green New Deal - Collaborate in groups to analyze Boston's Green New Deal data dashboard, examining current initiatives and their impact on local neighborhoods, followed by a class discussion on sustainability and equity (90 min) Researching the Historical Sites - Conduct research using online tools to gather information about New Deal sites in Boston and create a digital map showcasing their significance and historical context (90 min)	Exploring Mayor Wu's Vision - Read and analyze articles and speeches by Mayor Wu, identifying key themes and priorities for Boston's Green New Deal, and discuss how these align with New Deal principles (60 min) Mathematical Modeling Workshop - Participate in a hands-on session to construct mathematical models using data from Boston's Green New Deal initiatives, focusing on estimating environmental impacts (90 min) Data Visualization Project - Begin creating scatter plots and charts to visualize the data collected, interpreting patterns and associations within the context of Boston's environmental challenges (90 min)	Community Partner Collaboration - Engage with ACE Roxbury and Boston Food Forest Coalition representatives via virtual meeting to discuss local environmental challenges and brainstorm solutions (60 min) Virtual Field Trip: Green New Deal Dashboard - Explore Boston's data dashboard virtually, analyzing real-time data and identifying trends related to carbon emissions and building impacts (90 min) Artistic Expression Session - Create visual artworks inspired by data analysis to represent the impact of Boston's Green New Deal on the community, integrating historical and modern perspectives (90 min)	Leadership and Civic Engagement - Examine the qualities of good leaders and the role of youth in civic processes, evaluating how students can contribute to Boston's Green New Deal (60 min) Developing Proposals - Work collaboratively to draft initial proposals for Boston's Green New Deal, outlining priorities and strategies to address community needs and sustainability goals (90 min) Peer Review and Feedback - Share proposals with classmates for peer review, offering constructive critiques and suggestions for refinement and improvement (90 min)	Preparing for the Future Leaders Summit - Integrate multimedia components into presentations, focusing on clarity, evidence, and persuasive communication strategies to strengthen proposals (60 min) Reflective Learning Journals - Document insights and personal growth in reflective journals, connecting learning experiences to project outcomes and civic engagement (90 min) Curating Exhibition Ideas - Plan the theme and structure for the upcoming exhibition, designing interactive elements to showcase proposals and engage with community stakeholders (90 min)
Deliverables	1. Research Report: Students submit a report summarizing their findings on Boston's Green New Deal, including data analysis and historical comparisons. 2. Visual Display: Students create a visual display that integrates data models, multimedia components, and visual information to communicate the impact of the Green New Deal initiatives.
Preparation	1. Secure access to Boston's Green New Deal data dashboard for students. 2. Arrange virtual field trip resources and interactive maps for exploring New Deal sites if physical visits are not possible. 3. Coordinate a guest speaker session with representatives from the Mayor's Office. 4. Prepare materials for data analysis and visualization workshops, including access to tools for creating scatter plots and graphs. 5. Gather multimedia resources and digital research tools for students to use in their comparative analysis.

Week 2	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Proposal Refinement Workshop - Collaborate in groups to refine Green New Deal proposals with input from peers and community partners, focusing on sustainability and equity solutions (60 min) Data Analysis Session - Use Boston's Green New Deal data dashboard to analyze real-time environmental data and model the impact of proposed initiatives (60 min) Virtual Field Trip: New Deal Sites - Explore historical New Deal sites in Boston through virtual tours, connecting past initiatives to current Green New Deal efforts (60 min) Feedback Session - Present refined proposals to community partners for feedback, focusing on clarity and impact (60 min)	Multimedia Presentation Development - Create visual displays and integrate multimedia components to effectively communicate proposal ideas (60 min) Mathematical Modeling - Develop detailed mathematical models illustrating the environmental and economic impacts of Green New Deal initiatives (60 min) Virtual Q&A with Green New Deal Director - Engage in a virtual discussion with Oliver Sellers-Garcia to gain insights and feedback on proposals (60 min) Peer Review and Reflection - Conduct peer reviews to critique and improve multimedia presentations, documenting personal growth and learning (60 min)	Final Proposal Preparation - Finalize proposals incorporating feedback from peers, community partners, and city officials (60 min) Rehearsal for Exhibition - Practice presenting proposals effectively using persuasive communication techniques and visual aids (60 min) Interactive Session with Community Leaders - Host a virtual or in-person session with local leaders to discuss proposal integration into policy-making (60 min) Reflective Learning Journal - Document insights and personal growth throughout the project, preparing for exhibition presentation (60 min)	Exhibition Setup - Organize exhibition space and set up interactive booths showcasing proposals and data models (60 min) Presentation Finalization - Ensure all multimedia components and visual displays are ready for the exhibition (60 min) Virtual 'Future Leaders Summit' - Host an online summit where students present proposals to Mayor Wu and stakeholders, engaging in a Q&A session (60 min) Community Engagement Preparation - Prepare for interactive sessions with community members to discuss proposals and gather input (60 min)	Green Future Fair - Host an exhibition where students present their proposals to local leaders, community members, and environmental organizations (120 min) Interactive Booth Sessions - Facilitate discussions at student booths, inviting feedback and collaborations from attendees (60 min) Exhibition Reflection - Reflect on exhibition experiences and document feedback received for future improvements (60 min)
Deliverables	1. Refined proposal for Boston's Green New Deal including priorities of focus. 2. Mathematical models and data visualizations illustrating impacts of proposals. 3. Multimedia presentations prepared for the 'Future Leaders Summit'.
Preparation	1. Set up virtual field trip resources, including interactive maps and digital archives for exploring New Deal sites. 2. Coordinate with Boston's City Hall representatives and Green New Deal Director for participation in the summit. 3. Prepare and test technological equipment needed for multimedia presentations and virtual field trip activities. 4. Provide access to Boston's Green New Deal data dashboard for real-time data analysis. 5. Organize materials for creating visual displays, including chart paper, markers, and digital tools.