-Oil and gas kit (one per district would be cool), has core samples, kit based curricula,

(bioengineering partnership with FRCC (Messmer) can get

tools from FRCC that scientists actually use in industry, to bring to class to do experiments in real life)

7th Grade – Relating Environmental Systems on Earth and in Space. Intro to Chemical Biology/Calculus – intro to
AutoCAD 2-3 months
-ecosystems and green energy (look up stuff and exposure, list and identify, by handout from industry
- One day without energy (electric power)

8th Grade – Relating Energy Systems on Earth and in Space. Intro to Physics motion and energy forces (prepare of
Spirit of Innovation Challenge)- 2-3 months

Natural Resources: Energy and Water - What do they mean to humanity ?

Summer Program: (work with ACES and ELK) to go on an adventure in science, basic skills boot camp, meet the Peruvians, go up
to snowmass and get samples in the glacier, compare and contrast online, “Students without borders, ENERGY CLUB” solving the world’s
problems one class at a time, end of 12th grade trip to Peru, meeting, AVID link for summer kids to create learners, St. Mary’s glacier between
8th and 9th grade

9th Grade – Renewable vs. Non-Renewable; Physics: Atomic Energy Calculus Measurement Topic: SC.09.H35 There are costs,
benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources Capacity Matrix SC.09.H35
SC.09.H35.01.03 Develop, communicate, and justify an evidence-based scientific explanation regarding the costs and benefits of exploration,
development, and consumption of renewable and nonrenewable resources (CAS: HS.3.5.a)
SC.09.H35.02.03 Evaluate positive and negative impacts on the geosphere, atmosphere, hydrosphere, and biosphere in regards to resource use
(CAS: HS.3.5.b)

Spirit of Innovation Challenge: Electro-Magnetic Generator

-*PILOT* Earth Science- real life labs @high school level, pilot with one class to see if it can get rolling or if kids are to low,
 Take away fossil fuels and what ends up happening? What do you design to fuel the US, How does this product work (electrical drill
comes from where? what type of energy?), where is energy being used scavenger hunt, examine and evaluate what energy sources are around
us, energy pyramids (as low as 7th grade

Sustainability Plan: Creating a plan to determine the best ways to reduce environmental impact and renewable and nonrenewable

10th Grade – Energy to Produce Products; Atomic Energy: Water System. Chemical Engineering 1 Semester

Summer Program: -10/11th grade = amazon or south america trip to keep kids engaged in schooling if they continue at WHS, AVID
component to teach kids to be learners as well as successful industry members (work with Discovery or National Geographic)

11th Grade – Technological Innovation to Produce Products; Data Security; Computer Engineering 1 Semester

12th Grade – Research Internship to provide leadership and innovation within their communities; Critical Analysis of
the Sustainability of our Energy and Water Resources. 1 Year

The kids can be graded on a project that exhibits their understanding rather than line item tests?

We have a yearlong class for both 7th and 8th grade science

When we test students we give them matching/defining for vocab associated with these items, some constructed responses for explaining and
sentence structure/paragraph answers (Like our state test asks us to do)

And then occasionally we do a performance task as well as a written exam (to check real life applications and use of vocabulary in context)

Does that help? Occasionally on the tests we throw in graphic organizers/thinking maps to help students shuffle their thoughts J

We were planning on doing the 7th grade unit now (for the next 2-3 months) and the 8th grade unit I imagine we will do in March/April/May

Peru link- student exchange/ summer camps and Humanitarian expedition ecosystems, core samples and glaciers, kids in Peru are below they
have 15 kids in phsyics (maybe 20 this year), national curriculum, Spanish speaking (Mercy Aims-rural districts), international engagement, spirit
of innovation (Konrade foundation)-7-12th grade teams, global, 3-6 kids per team, April/May kick off webinar and see other projects, Duke
energy (hydro power- from noble energy land),
1. Pathway for energy
2. Workforce partner - Determine Pathways based on regional needs of H1B visas
3. Higher Ed partner - CSU (4 year articulation)/ FRCC (Welding/OSHA) - Technician/ Red Rocks (NABCEP) – Technologist
4. Must use proven model
5. Industry Partner – 25% cash or in-kind
6. Determine Costs
7. Received 2-3k per student
8. 25-60 grant awards
9. Independent or partner applicant

7th grade Earth Science (I'll work on early Feb)

Measurement Topic: SC.07.621 Changes in environmental conditions can affect the survival of individual organisms, populations, and entire
species Capacity Matrix SC.07.621

- ecosystems and green energy (look up stuff and exposure, list and identify, by handout from industry)

- One day without energy (electric power)

8th Grade (I'll work on early Feb)

Measurement Topic: SC.08.633 Earth's natural resources provide the foundation for human society's physical needs. Many natural
resources are nonrenewable on human timescales, while others can be renewed or recycled Capacity Matrix SC.08.633

comparing the ecosystem of Peru to the ecosystem of CO and how humans impact for better or worse: Intro to Physics to prepare for Spirit
of Innovation Challenge - electro-magnetic generator

Summer Program: (work with CSU Extensions, ACES and ELK) to go on an adventure in science, basic skills boot camp,
meet the Peruvians, go up to snowmass and get samples in the glacier, compare and contrast online, “Students without borders, ENERGY
CLUB” solving the world’s problems one class at a time, end of 12th grade trip to Peru, meeting, AVID link for summer kids to create
learners, St. Mary’s glacier between 8th and 9th grade

9th Grade (Ill work on ASAP t be finished in 2 weeks

Renewable vs. Non-Renewable; Physics: Atomic Energy Calculus Measurement Topic: SC.09.H35 There are costs, benefits,
and consequences of exploration, development, and consumption of renewable and nonrenewable resources Capacity Matrix SC.09.H35
SC.09.H35.01.03 Develop, communicate, and justify an evidence-based scientific explanation regarding the costs and benefits of
exploration, development, and consumption of renewable and nonrenewable resources (CAS: HS.3.5.a)
SC.09.H35.02.03 Evaluate positive and negative impacts on the geosphere, atmosphere, hydrosphere, and biosphere in regards to resource
use (CAS: HS.3.5.b)

Spirit of Innovation Challenge: Electro-Magnetic Generator

-*PILOT* Earth Science- real life labs @high school level, pilot with one class to see if it can get rolling or if kids are to low,

Take away fossil fuels and what ends up happening? What do you design to fuel the US, How does this product work (electrical
drill comes from where? what type of energy?), where is energy being used scavenger hunt, examine and evaluate what energy sources are
around us, energy pyramids: Pre-populated spreadsheet of energy courses/production/consumption and carbon emission costs and
environmental impacts. Pre=populated spreadsheet with handout that has more info to put in database and instructions on

Sustainability Plan: Creating a plan to determine the best ways to reduce environmental impact and renewable and nonrenewable:
Have a real-lf example and provide a template for students