Analyze

• The process of designing curriculum is quite useful as it details how different activities correspond to learning goals in science, mathematics, and technology. Fig. 3 describes the steps: selecting content through content specialists in the POAC team, making a curriculum outline, individual meetings with content specialists, and making the lesson plans. I really like the activities they designed, such as comparing different mask materials and how they protected against differently-sized viruses. They were also given time to research career pathways and present on epidemiology careers, a step that invites students to imagine career pathways. 

• I realize the scope and audience of this paper is different, but I am so curious about how the Imhotep Academy created a setting that encouraged underrepresented students to participate and speak up, given that they cite evidence of how difficult that can be. How did they choose participants? 

• Having read Freire’s Pedagogy of the Oppressed recently, I am thinking about his approach to curriculum design that is based on a feedback loop between would-be learners and would-be educators. The roles of learners and educators aren’t fixed. Content development is not done beforehand just by content specialists but in an iterative process with multiple feedback loops. Since very few research teams have the time or the resources to deploy Freire’s rigorous approach, I am not surprised that most curriculum development does not follow the route. And educators are working with former experiences anyway. So I am curious about how the authors’ previous experiences shaped their approach to curriculum design?

• A context for this paper is the controversy on the proposed revisions to the California math curriculum that conservative media outlets argue “waters down” calculus–a cherry topping on the college admissions cake–to privilege data science in middle-school grades. Education researchers contend that apart from physics and engineering majors, not many colleges actually require calculus for admissions (many private institutions do), and that the relevance of advanced calculus for college preparation is overrated. 

• National Commission on Excellence in Education ‘s 1983 report Nation At Risk: the need for a new STEM workforce specializing in computer science and technology 

• National Council on Mathematics 2000 guidelines for preparing American students for college in Common Core Mathematics 

• Stuck in the Shallow End: Virtual segregation; Inequality in learning computer science in American schools focusing on Black students 

As outlined in this brief article by the U.S. Energy Information Administration, energy consumption by New York City alone has dropped significantly more than the surrounding areas. On a prima-facie observation, one could say the foregoing alleviates stress on the existing energy infrastructures. However, deeper analyses should consider the repercussions that demanding less energy may have on production, supply, and distribution, as well as transitions between larger and smaller electric microgrids. Given energy infrastructures in the United States are already vulnerable, can it be really said the pandemic alleviates stress on the existing energy infrastructures when everybody is connected to the internet and is generally using more technology at home?

This article.video explains how a bunch of grade school children decided to learn how to prepare for emergency storm situations.  The FEMA for kids organization came to First Avenue School in Newark, NJ and put on a presentation how to plan and organize when a disaster stricks.  The FEMA organization explained how to keep your pets safe what you need to have availiable for your pet, food, blanket's etc.  They also reviewed first aid kits and what to place in the kits, bandages, antibotics, bandaids. etc.