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, 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 will discuss one of the following topics and write 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. Back in breakout groups, generate questions to ask to your friends and family to learn what they know about air quality. This is in preparation for designing a communication method to share the results of our experiment. * generate possible survey questions that they want to ask their community. * Share with the class. Follow up: All of these questions will be compiled, sorted, and edited then sent home on paper with each of the students. The survey responses are due by next Thursday, so that they can be entered into Google Forms during the day on Thursday, to be ready by Friday. Homework: Write a Research Note about the experience of giving the survey. Make sure to point out any unique responses you received.