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I take curiosity in the context of environmental justice to mean that we should all be curious as changemakers and that with our curiosity, we are more likely to create solutions regarding environmental problems. The more curious we are, the more likely we are to make big-picture solutions to big problems we are facing now.
Without curiosity, we wouldn’t be interested in discovering new solutions, and finding out more about environmental issues. One example of when I used curiosity was when my partner and I created a science lab question. We were curious on how acid rain affects crops, so we developed an experiment testing out different pH levels on pea seeds. Our curiosity allowed us to come to the result that a balanced pH allows for the pea seed to grow, and acid is damaging to crops. Without our curiosity, we wouldn’t have discovered this on our own, and we wouldn’t have created an experiment that can be replicated by others in the future.
Evidence of Learning
Evidence of Learning
3A: Wonder
3A: Wonder
EJ Changemakers are driven to know more about the world and make a habit of observing, pondering, and questioning their environment.
3B: Data-driven Analysis
3B: Data-driven Analysis
EJ Changemakers strategically seek out reliable sources of data, on both the past and the present, and use that data to inform their understanding of the climate crisis and their decisions on how to restore environmental justice.
3C: Idealism
3C: Idealism
EJ Changemakers maintain optimism by being well-informed on liberatory solutions to environmental crises, and draw on these solutions while advocating for change to encourage enthusiasm.
Pea Seed Acidification- Science Lab
For my science lab, we tested for pea seed acidification. My question was, "How does pH affect pea seed acidification?". My partner and I had to figure out how to set up the experiment, what materials were needed, and how to give specific, replicable data. This assignment has let us be more curious about the environment and has allowed us to take action on our curiosity by actively exploring our interest.
Whenever we finished a topic that we were learning about, we had a module summary which required us to synthesize all of our learning and present it to someone else. There were many different options for how to present our information, and we chose a different format each time to get us out of our comfort zone, and this was an alternative for tests. These summaries demonstarted the competency because we had to use reliable sources of data and draw conclusions from that to present it fluently.
While we focused a lot on environmental issues, we also focused a lot on the solutions. In my agricultural unit quiz, I created a google form for my classmates to take but then recognized the right answers so my teachers knew that I knew the answer as well. In the quiz, a big part of it was focusing on solutions regarding the agriculture industry. Next, I researched plant diversity as a solution to things like climate change. After, I made a flyer and presnted it to my class.
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