Select Page
March 16, 2021 all-day

Join us to learn how to frame an upcoming science unit around an interesting problem of environmental justice. Participants attending this series will receive the information and support to take an existing unit of student and modify to engage students in relevant and current issues of environmental justice important to them. During our month-long series, teachers will:

  • Work with students to identify environmental justice problems that are of interest to students and connected to content in a second semester unit
  • Craft a unit frame that
    • Launches the unit with an exploration of the environmental justice problem
    • Uses student-generated questions about the problem to build a unit storyline
    • Use the UDL framework to make decisions regarding student exploration and student demonstration of understanding.


  • $480 stipend available upon completion of class assignments and unit showcase (Stipend prorated for incomplete projects)
  • 12.5 STEM clock hours available for purchase (CH application pending approval)

Course Meeting Schedule (12.5 clock hours available for purchase)

Prework – 1 hour Canvas Course

Choose your own adventure and define environmental justice for the secondary classroom

  • Choose from a list of resources
  • Record initial reflection on what environmental justice means for secondary students in class Canvas course

Wednesday – March 17
4:00 – 5:30

Course overview:

  • Goals, schedule, logistics

Guest speaker: Yasmine Shakoor Asadi, middle school teacher, Clover Park

  • Triangle, square, circle reflection
  • Discussion breakout
  • Preview student voice in phenomenon decision-making

1 hour Canvas Course

  • Research and create a list of potential environmental justice phenomena related to an upcoming PE bundle/unit
  • Record initial thinking in class Canvas course

Wednesday – March 24
4:00 – 5:30

  • Welcome back
  • Homework review
    • Small group breakout – Peer feedback on environmental problems list
  • Explore issues of student voice in the secondary classroom
    • Small group breakout – How will you gather student input as you make decisions about your unit

0.5 hour Canvas Course

  • Collect student input on potential justice problems and demonstration projects
  • Analyze data to choose a unit environmental justice problem

Saturday – March 27
9:00 – 11:00

  • Welcome back
  • Homework review
  • Small group breakouts – Share student data on potential just problems and final decision on environmental justice problem that will focus the unit
  • Review the Universal Design for Learning (UDL) Framework and consider application to unit of focus
  • Grade level breakout groups – Receive support to consider framing the unit using UDL
    • How will your Unit Launch activity reflect UDL’s Multiple Means of Engagement?
    • How will students use UDL’s Multiple Means of Representation and/or Multiple Means of Action & Expression to demonstrate understanding at the end of the unit?

0.5 hours Canvas Course

  • Finalize and submit Unit Launch and Unit Demonstration of Learning unit plans in the Canvas course

Wednesday -March 31
4:00 – 5:30

  • Welcome back
  • Learn about the strategy of unit storylining.
  • Small group breakout – Consider issues on unit storylining using current science materials and receive feedback from colleagues

1.0 hours Canvas Course

  • Draft a high level unit storyline – at the activity title level … no details
  • Submit at least three activities connected to the unit launch and leading to the unit demonstration of learning

Wednesday – April 14
4:00 – 5:30

  • Welcome back
  • Home work review work session
    • In grade level breakout groups, share unit outlines including launch, learning activities and student demonstration of understanding using the UDL framework
    • Receive feedback on unit plan
    • Course feedback, clock hour and stipend review

Teach unit

Thursday – May 20
4:00 – 5:00

  • Welcome back
    • Grade level breakouts – Share experience of teaching the unit. Include the following:
    • Analysis of levels of student engagement
    • STEM careers embedded in the unit
    • Success of the demonstration of learning activities