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Note to Instructor:Please take a moment at the beginning or end of class to address the assignment for this week that is due on Sunday. This assignment mirrors last week's, and students will analyze the provided lesson plan, answering questions about it. One relates to Strategic Thinking, one relates to the content of the lesson plan, and one asks the students to consider modifications for the provided lesson plan. This is a chance for them to review/evaluate/critique lesson plans from an outside source.We want students to see a clear connection with the course assignments, and their future classroom. When they are in their own classroom, they will need to be flexible with what formats of lesson plans they are working with, as the school and/or district will likely have specific requirements. It's also very possible that those requirements may change from year-to-year (or even quarter-to-quarter), so flexibility to different formats is important. As future teachers, they can start early on identifying strengths and weaknesses of different templates, content, instructions, etc. In-class Activities: Title of Lesson: Exploring Water Through Various Modalities Outcomes:1. Students will be able to demonstrate an understanding of the water cycle and human-managed water system. 2. Students will be able to distinguish between how poor water quality impacts humans and the environment. 3. Students will be able to construct and support a sustainable water system that demonstrates the interconnectedness of human and environmental systems.

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Social media offers potential for educator professional learning, but platforms’ for-profit nature complicates this practice, especially for professional learning around justice-oriented pedagogies. This exploratory study investigated 551 publicly available Instagram posts shared by 11 purposefully sampled, justice-oriented education influencers over an 8-week period as the COVID-19 pandemic and renewed activism for racial justice unfolded in the United States. Qualitative analysis of post content indicated these influencers offered pandemic-related support, while also illustrating, enacting, and engaging culturally relevant and sustaining pedagogies. However, promotional content was abundantly layered within posts and a cohesive message of how to enact culturally sustaining pedagogies was largely absent. Reflecting some of the paradoxes of learning via social media, our findings suggest there is some opportunity for justice-oriented professional learning from social media, however education influencers’ content is limited by platforms’ opaque algorithms and for-profit business models, which govern what influencers post and what followers see.