Common questions about implementing the IAQ Curriculum in your classroom.
No. The curriculum is designed to be modular. You can teach individual units or even individual lessons that fit your schedule and standards requirements. Each lesson stands alone while also building toward larger unit goals.
Start with the grade band that matches your students. If you're new to the curriculum, the Grade 6-8 Unit 7 (Engineering Air Purifiers) is an excellent entry point - it's engaging, hands-on, and covers multiple standards in an authentic context.
Unit length varies by grade level. K-2 lessons are designed for 30-minute periods, 3-5 for 45 minutes, and 6-12 for 45-90 minute blocks. A typical unit takes 4-8 class periods depending on depth and extensions.
While CO2 and PM2.5 monitors enhance the curriculum, they're not required for every lesson. Many activities work without sensors, and one classroom set can be shared. Budget alternatives are listed for every activity.
Consider: school science budgets, PTA/PTO grants, DonorsChoose projects, local business sponsorships, district STEM funds, or state health department grants. The CR box materials cost about $75 - comparable to many science kits.
Yes. The build uses common materials (box fan, furnace filters, tape) with no cutting tools required. Adult supervision is recommended for younger students. The completed devices are safe to operate and maintain.
The curriculum aligns to NGSS and Common Core Math standards, which are adopted or adapted by most states. Check the Standards page for specific alignments, and consult your state's crosswalk documents.
Each lesson includes formative assessment suggestions. Units include summative assessment options ranging from traditional tests to performance tasks and project-based assessments. Rubrics are provided for open-ended tasks.
Yes. Every lesson integrates Disciplinary Core Ideas (content), Science and Engineering Practices (skills), and Crosscutting Concepts (themes). The engineering design units particularly emphasize all three dimensions.
The curriculum treats pandemic science factually and age-appropriately. It focuses on scientific understanding (how diseases spread, how ventilation helps) rather than fear. Teachers can adjust emphasis based on community context.
The curriculum is designed to empower, not alarm. If students discover poor air quality, this becomes an authentic learning opportunity for advocacy and problem-solving. The CR box unit provides a tangible solution students can implement.
Absolutely. The curriculum is designed to be adapted to local contexts, whether that's wildfire smoke in California, industrial pollution in urban areas, or agricultural dust in rural communities. Local relevance increases engagement.