FACTivity – Hidden in Plain Sight
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In this FACTivity, you will make a graph of the Air Quality Index numbers for each of five major cities in the United States for November 2023.
Materials:
- Blank graph (included)
- Colored pencils, markers, or crayons
Background: Car exhaust, pollen, and a wildfire all release particles into the air. These and other air pollutants can affect people’s health. People with asthma or other lung diseases, young children, the elderly, and others can be impacted by the level of pollutants in the air.
The Environmental Protection Agency and State environmental agencies monitor air quality levels. They use the Air Quality Index (AQI) to tell people how clean or dirty their air is each day (see chart below). People can use that information to make decisions about how to be outdoors safely.
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Hidden in Plain Sight - Using Moss to Detect Air Pollution and Engage Civic Scientists
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Standards addressed in this Activity:
The Next Generation Science Standards (NGSS) are a set of K-12 science education standards emphasizing inquiry-based learning, real-world applications, and integrating engineering practices, aiming to deepen understanding of science while promoting critical thinking and problem-solving skills.
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HS-ESS3-4
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
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HS-ESS3-6
Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
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MS-ESS3-2
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
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MS-ESS3-3
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
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MS-ESS3-4
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earths systems.
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MS-LS2-4
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
The Common Core Standards are educational benchmarks in the United States that outline clear expectations for what students should know and be able to do in English language arts and mathematics from kindergarten through 12th grade, aiming to ensure consistency and coherence in education nationwide.
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Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
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By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.
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Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
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Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
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Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
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Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
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Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
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Cite specific textual evidence to support analysis of science and technical texts.
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By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
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Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
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Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
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Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
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Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
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Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
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Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
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By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
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Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
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Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
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Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
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Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
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Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
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Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
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Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
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Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
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Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
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Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
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Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
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Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
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Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
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Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
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Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
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Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
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Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
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Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
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Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
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Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
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Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
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Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
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Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
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Acknowledge new information expressed by others and, when warranted, modify their own views.
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Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
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Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
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Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
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Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
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Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
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Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.
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Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
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Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
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Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
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Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
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Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
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Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
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Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
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Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
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Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
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Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
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Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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Draw evidence from informational texts to support analysis, reflection, and research.
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Write arguments focused on discipline-specific content.
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Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
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Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
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Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Social Studies Standards are educational guidelines outlining the essential knowledge, skills, and concepts students should learn in subjects such as history, geography, civics, and economics, aiming to provide a comprehensive understanding of societal structures, historical events, and global perspectives.
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People, Places, and Environments
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Time, Continuity, and Change