Integrating Energy, Equity, and Place in High School Physics
1 Contribution
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Emily Pontius
Pedagogical Methods Used
Modeling Instruction
Educational Interests
I teach mostly physics first classes. I try to create an environment in which all the students see themselves as scientists. I focus assessing them on the Science and Engineering Practices from the NGSS. My approach is a mashup of Modeling/ISLE. I am lately trying to implement ideas from P. Liljedahl's "Building a Thinking Classroom". I value depth over breadth.
Describe the courses that you teach
Physics First (Modeling based), Robotics (1 semester with VEX), Engineering Physics - a one year elective for 11th/12th grade - this has been evolving: last year we did the Modeling C.A.S.T.L.E. pedagogy for electric circuits, followed by more advanced circuit projects then a half year with arduino projects/physical computing.
What does it mean to you to integrate science and equity?
I am learning: currently I am leaning towards a lot of practices from "Building a Thinking Classroom " from P. Liljedahl - particularly random groups of three, students at vertical whiteboards.
What else would you like to share with others in this learning community?
I am trying to implement a touch or more of "ungrading" and feel kind of along about that were I teach. I would love to hear other's ideas and methods.
CONTRIBUTIONS
Superfund Sites as Entries to Science and Environmental Justice Investigations
Instructor supplementStudent place-based investigation that leads to learning about a Superfund site and its implications to surrounding communities.
Water Quality and Access, Environmental Impacts , Climate Justice, Environmental Racism, Human Health Impacts, History of Inequity and Injustice, Structural Inequity
Orbits, Flow Rate, Refractive Index
Emily Pontius
Energy and Equity Portal
Integrating Energy, Equity, and Place in High School Physics
