Through this lesson, students in 3rd-5th grade will understand how the human history of a local creek (Whatcom Creek in this example) affects the health of salmon populations. This lesson is an active way to engage students in graphing through the use of models and uses critical thinking to understand implications of human actions in the past and in the future.

Solar energy in the form of light is available to organisms on Earth in abundance. In this storyline, students explore cultural connections with the sun, learn about light and discover how light interacts with other materials through hands-on activities, literacy integration and engineering.

Trees grow all around us. Sometimes they are in large forests and sometimes they are single trees along the road or in our schoolyards. In this storyline, students explore cultural connections with trees, learn about the characteristics of trees, and discover what trees need to grow through handson activities, art, and literacy integration.

Erosion is a natural hazard that causes major damage and can cause homes to collapse. In this storyline, students are introduced to weathering and erosion. Students will gain an understanding of coastal erosion by experimenting with different types of erosion control practices, including seawalls and riprap.

A change in climate over time has contributed to a significant increase of wildfires in our state. In this storyline, students will make the connection between changes in ecosystems and the interconnectedness of all things. Students will gain an understanding of combustion (fire triangle), and observe through data that certain conditions (humidity, temperature, fuel load, etc.) contribute to forest fires (fire environment triangle). 

Un cambio en el clima a lo largo del tiempo ha contribuido a un aumento significativo de los incendios forestales en nuestro estado. En este caso, los estudiantes harán la conexión entre los cambios en los ecosistemas y la interconexión de todas las cosas. Los estudiantes aprenderán sobre la combustión (triángulo de fuego) y observarán a través de los datos, que ciertas condiciones (humedad, temperatura, carga de combustible, etc.) contribuyen a los incendios forestales (triángulo del ambiente de fuego).

What we see on Earth’s surface is a complex and dynamic set of interconnected systems that include the geosphere, hydrosphere, atmosphere, cryosphere and biosphere. Earth’s processes are the result of energy flow and matter cycling within and among these systems. Understanding Earth’s systems is important for many decisions made in communities today such as where to build a road, where a salmon can successfully build a redd to lay eggs, and how to ensure air quality. Erosion involves all five spheres giving students an excellent example of the interconnectedness of these large systems.  Students may begin the storyline by hearing a story about the relationship between the land and plants from an Indigenous perspective, a local tribe elder or expert if possible. This perspective can be woven throughout the storyline while students explore different types of erosion: wind, water and ice in sand and soil. For real life experiences, students visit their schoolyard or nearby area to find examples of erosion. They may find examples from very small to larger examples of places where soil has eroded. They may find places where human foot traffic has made pathways through a previously planted area.  

Lo que vemos en la superficie de la Tierra es un conjunto complejo y dinámico de sistemas interconectados que incluyen la geósfera, la hidrósfera, la atmósfera, la criósfera y la biósfera. Los procesos de la Tierra son el resultado del flujo de energía y el ciclo de la materia que está dentro y entre estos sistemas. Comprender los sistemas de la Tierra es importante para muchas decisiones que se toman hoy en las comunidades, por ejemplo en dónde construir una carretera, en dónde un salmón puede poner huevos con éxito y cómo garantizar la calidad del aire. La erosión involucra las cinco esferas, lo que brinda a los estudiantes un excelente ejemplo de la interconexión de estos grandes sistemas.

Solar energy in the form of light is available to organisms on Earth in abundance. Natural systems and other organisms have structures that function in ways to manage the interaction with and use of this energy. In this storyline, students compare resources used for energy and their effect on the atmosphere. Students will explore how light energy interacts with materials and how light energy can be transformed into energy for heating and cooling.

While food waste is not typically seen as contributing to greenhouse gas emissions, it is a major contributor. Reducing food waste is the 3rd most beneficial drawdown solution. Wasted food, and the resources to produce that food, are responsible for approximately 8% of global greenhouse gas emissions. When individuals and groups reduce food waste, it has a huge impact on reducing greenhouse gas emissions. Food waste awareness is applicable to every person and community. In this storyline, students conduct a “food waste audit”. Each participating class of students collects, sorts and measures their food waste for one day at lunch. Students discuss the local and global causes and effects of food waste in the environment. Students will also learn the cultural connections around food waste from experts or elders from the local Indian tribe and inquire how different agencies in the community deal with food waste (e.g, grocery store, food bank, city). Suggestion for how students can present their findings and create an action plan are also included. 

Mientras que el desperdicio de comida no es típicamente visto como un contribuyente de emisiones de gas de efecto invernadero, es un contribuyente mayor. Reducir el desperdicio de comida es la 3era solución más beneficiosa para la reducción de dichos gases. La comida desperdiciada y los recursos para producirla, son responsables del aproximadamente 8% de las emisiones globales de gases de efecto invernadero. Cuando los individuos y grupos reducen el desperdicio de comida, esto tiene un gran impacto en la reducción de emisiones de gases de efecto invernadero. La conciencia del desperdicio de comida es aplicable a cada persona y comunidad. En este caso, los estudiantes van a conducir una “auditoría de desperdicio de comida”. Cada clase de estudiantes participantes recolecta, clasifica y mide su desperdicio de comida por un día durante el almuerzo. Los estudiantes discuten las causas locales y globales y los efectos del desperdicio de comida en el ambiente. Los estudiantes también aprenden las conexiones culturales alrededor del desperdicio de comida de los expertos o gente mayor de las tribus locales, e indagan cómo las diferentes agencias en la comunidad lidian con el desperdicio de comida (e.g. tiendas de abarrotes, bancos de comida, la ciudad). Los estudiantes presentan sus resultados y crean un plan de acción.

The goal of the fifth grade Forests: Forest Ecosystem Benefits storyline is to build on students’ previous knowledge of plant/animal needs, ecosystems, and protection of Earth’s resources. In this storyline students develop an understanding of forest ecosystems, tree benefits including carbon sequestration, and what trees need to grow/gain mass. 

Soil quality is an important aspect of growing food. In this storyline, students will discover what soil is made of and how carbon is an important part of soil quality as well as how carbon moves between plants, soil, and air. Students will learn how Indigenous people used practices such as composting. Finally, students will explore what regenerative agriculture practices are and how they can be a solution to how the climate is changing over time.  

Students will learn how trees grow and cycle matter, and trees’ roles in a changing climate. The urban heat island effect is examined and students learn about the many benefits trees offer cities. The storyline culminates with students examining the trees and canopy cover in their or a nearby city and proposing actions to increase the urban forest through a letter to city officials.

The goal of the fifth grade Wetland: Ecosystem Benefits storyline is to build on students’ previous knowledge of plant/animal needs, habitats, and protection of Earth’s resources. In this storyline students develop an understanding of wetland ecosystems, photosynthesis, what plants need to grow/gain mass and blue carbon wetlands.

The students will be introduced to a historical account of global climate change and the human events that may have impacted those changes. Fire has been used by humans throughout history to modify their environment, particularly forests, for human benefit. Over time, the management of forests has changed and the result is an increase in catastrophic wildfires. This storyline explores the use of fire as a forest management tool to improve the health of forests thereby decreasing the incidence of catastrophic fires and the role fire plays in climate change. 

Food waste is a major contributor to greenhouse gas. Wasted food and the resources to produce that food are responsible for approximately 8% of global greenhouse gas emissions. In this storyline, students learn about the resources required to produce food through following the carbon cycle and discover how food waste contributes to climate change. They will also learn the farm to table transport chain as well as how to conduct a food waste assessment. Finally, the students will research solutions to the problem of food waste and, as a final project, present one solution that they have thoroughly researched that can be applicable to their community. For CTE teachers, this storyline provides the basic knowledge needed to develop a deep understanding of WHY reducing food waste is an important solution to climate change. There are several potential extensions that Family Consumer Science teachers can utilize as well as Ag teachers and even Business teachers. There is a partial list at the end of the learning progressions. 

The goal of the high school carbon sequestration in forests storyline is to build on the science of carbon sequestration from the middle school storyline. In this storyline, carbon sequestration refers to the removal of carbon (in the form of carbon dioxide) from the atmosphere through the process of photosynthesis. Carbon storage refers to the amount of carbon bound up in woody material above and below ground. High school students will develop an understanding of the variables and considerations that arise from managing forests for different purposes including carbon sequestration and other ecosystem services. 

Students will be learning about the practices of regenerative agriculture and how regenerative agriculture is a solution to climate change. Embedded in the storyline are scientific concepts relating to carbon cycling and soil microbial activity. The storyline culminates with students creating an infographic that is intended for educating the community about regenerative agricultural practices. 

Se presentará a los estudiantes un relato histórico del cambio climático global y las acciones humanas que pueden haber afectado esos cambios. El fuego ha sido utilizado por los seres humanos a lo largo de la historia para modificar su entorno, en particular los bosques, en beneficio de los seres humanos. Con el tiempo, el manejo de los bosques ha cambiado y el resultado es un aumento de incendios forestales catastrófico. Este caso explora el uso del fuego como una herramienta de manejo forestal para mejorar la salud de los bosques, disminuyendo así la incidencia de incendios catastróficos y el papel que juega el fuego en el cambio climático.