Introductions all around In class activity A: whole class conversation (5 minutes) * restate how sensors collect data, that data is on the SD card, the SD card plugs into the computer, the application uploads data to COSM website, data is online for other visualizations * Review notes and discussion from Week 1 - * What do we mean when we say “air quality”? * What are air quality markers? * who thinks those markers are important and why? * what conclusions can be interpreted from this, what can be acted upon to improve our air quality? In breakout groups, identify themes and talk about why AQ matters to Cypress Hills. After discussing for 15-20 minutes, give the students 5-10 minutes to write down: * why/how AQ matters to him/her * why/how s/he thinks it matters to their parents * why/how s/he thinks matters to their grandparents Each of the five breakout groups discussed one of the following topics and wrote their ideas on chart paper: * who should we tell this to? * what we're saying? * why we're saying it? * how will we say it? * where will we say this? * Group presentations (5-10 minutes) One student from each group presented their group's ideas to the whole class. The breakout groups then generated possible survey questions that they want to ask their community. All of these questions will be compiled, sorted, and edited then sent home with each of the students. Homework: Write a Research Note about the experience of giving the survey. Make sure to point out any unique responses you received. Learning Outcomes * eggs collect data, data is on COSM as line graphs * how people experience the data we collect * how people talk about data and understand it * many ways of communicating data