2. -What is an example of local air pollution that i as problematic today as it was for prehistoric peoples? -The impact of all air pollution eventually affects all ___? -When can pollutants harm living organisms? -What is smog? -What are some points discussed about good ozone vs bad ozone? -What is the greenhouse effect? -What are some of the effects of acid rain? -What are some forms that acid rain returns to earth in? -What is an example of local air pollution that i as problematic today as it was for prehistoric peoples? -The impact of all air pollution eventually affects all ___? -When can pollutants harm living organisms? -What is smog? -What are some points discussed about good ozone vs bad ozone? -What is the greenhouse effect? -What are some of the effects of acid rain? -What are some forms that acid rain returns to earth in?

3. Strengths and Weaknesses of Boys and Girls in the Classroom: Single- Sex vs. Coed By: Jaclyn Mathieu and Nicole Spadoni By: Jaclyn Mathieu and Nicole Spadoni

4. Gender Bias Sitting in the same classroom, reading the same textbook, listening to the same teacher, boys and girls receive very different educations

5. Single-Sex vs. Coed Classrooms/Schools / Many believe that since boys and girls do in fact learn differently it is most beneficial to separate each gender to be able to tend specifically to each genders learning needs in the classroom.

6. Single-sex Education / Schools began taking another look at single-sex schools/classrooms after the No Child Left Behind Legislation was passed. / Beneficial to the students and to the teachers. / Schools began taking another look at single-sex schools/classrooms after the No Child Left Behind Legislation was passed. / Beneficial to the students and to the teachers.

7. Single-sex schools/classrooms / Improved attendance / Higher test scores / Decrease in disciplinary problems / More positive attitudes / Improved attendance / Higher test scores / Decrease in disciplinary problems / More positive attitudes

8. Co-ed Classrooms / Need the social interactions / Won’t grow up into men and women who understand and respect each other / Able to hear other points of view / Work together using strengths and weaknesses of both genders / Need the social interactions / Won’t grow up into men and women who understand and respect each other / Able to hear other points of view / Work together using strengths and weaknesses of both genders

9. Coed Schools / The other side says’ “Coeducational institutions were considered more socially appropriate, liberating and enlightened.” / However Martin Luther King III describes liberation in a single-sex school as being “liberated from prejudice, liberation from socially imposed limitations and liberations of the dignity, capabilities and potential for excellence that dwells in the heart of every human being.” / The other side says’ “Coeducational institutions were considered more socially appropriate, liberating and enlightened.” / However Martin Luther King III describes liberation in a single-sex school as being “liberated from prejudice, liberation from socially imposed limitations and liberations of the dignity, capabilities and potential for excellence that dwells in the heart of every human being.”

10. Girls/ Boys in the Coed Class / Girls are often passive and submissive. / Boys are more assertive and aggressive. / Boys tend to disrupt lessons and dominate the physical space. / Girls are often passive and submissive. / Boys are more assertive and aggressive. / Boys tend to disrupt lessons and dominate the physical space.

11. Are Single- Sex classes better? / These classes allow teachers to adjust their curriculum. / “Because boys and girls have different learning- styles, public school districts ought to pursue the opportunity to design single-sex classes to improve student achievement. / The main priority of public schools is academic performance rather than social interaction. / These classes allow teachers to adjust their curriculum. / “Because boys and girls have different learning- styles, public school districts ought to pursue the opportunity to design single-sex classes to improve student achievement. / The main priority of public schools is academic performance rather than social interaction.

13. Minorities in Single-Sex Classrooms / It specifically benefits minority students- gives them the same opportunities as those who can afford private schools

14. Gender Bias’s Today / Segregation still thrives in schools / Gender-related safety and health concerns continue to plague females / The dropout rate is different than we think / Gifted Programs: girls vs boys / Classroom interactions / Segregation still thrives in schools / Gender-related safety and health concerns continue to plague females / The dropout rate is different than we think / Gifted Programs: girls vs boys / Classroom interactions

15. Scientific Evidence / Positron emission tomography (PET) and MRIs. / One can see structural and functional differences that dramatically affect human learning. / Positron emission tomography (PET) and MRIs. / One can see structural and functional differences that dramatically affect human learning.

16. The Minds of Girls (characteristics of girls’ brains) / A girl’s corpus callosum enables more “cross-talk”. / Girls have stronger neural connectors in their temporal lobes-leads to more sensually detailed memory storage, better listening skills, and also greater detail in writing assignments. / A girl’s corpus callosum enables more “cross-talk”. / Girls have stronger neural connectors in their temporal lobes-leads to more sensually detailed memory storage, better listening skills, and also greater detail in writing assignments.

17. The Minds of Girls (continued…) / The hippocampus is larger in girls -gives advantage in language arts. / Prefrontal cortex is generally more active -fewer impulsive decisions. / Girls also have more serotonin which makes them less impulsive. / The hippocampus is larger in girls -gives advantage in language arts. / Prefrontal cortex is generally more active -fewer impulsive decisions. / Girls also have more serotonin which makes them less impulsive.

18. The Minds of Girls (continued…) / Girls generally use more cortical areas of their brains for verbal and emotive functioning.

19. The Minds of Girls (continued…) / With more cortical areas devoted to verbal functioning, sensual memory, sitting still, listening, and mental cross talk, the complexities of reading and writing come easier, on the whole, to the female brain.

20. Girls can still do “boy” jobs / The biological tendency toward female verbal-emotive functioning does not mean that girls should be left out of classes or careers that use spatial-mechanical skills. / However, educators need to provide girls with extra encouragement and gender- specific strategies to engage them in spatial abstracts. / The biological tendency toward female verbal-emotive functioning does not mean that girls should be left out of classes or careers that use spatial-mechanical skills. / However, educators need to provide girls with extra encouragement and gender- specific strategies to engage them in spatial abstracts.

21. The Minds of Boys (characteristics of boys’ brains) / Because boys’ brains have more cortical areas dedicated to spatial- mechanical functioning, boys use roughly half the brain space that females use for verbal-emotive functioning.

22. The Minds of Boys (continued…) / Boys operate with less blood flow than girls’ brain which means girls tend to multitask better than boys do and have fewer attention span problems as well.

23. Different Environmental Learning Styles / Use of Space / Movement / Girls and teachers view boys as being distracting and unorganized. / Use of Space / Movement / Girls and teachers view boys as being distracting and unorganized.

24. Different Environmental Learning Styles / Collaborative Learning / Girls tend to utilize more words and promote conversation, while boys tend to focus on performing the task well. / Collaborative Learning / Girls tend to utilize more words and promote conversation, while boys tend to focus on performing the task well.

25. Boys in the Classroom / The more words a teacher uses, the more likely boys are to “zone out.” / The male brain is better suited for symbols, abstractions, diagrams, pictures and objects moving through space. / The more words a teacher uses, the more likely boys are to “zone out.” / The male brain is better suited for symbols, abstractions, diagrams, pictures and objects moving through space.

26. These “boy” qualities mean… / Boys generally learn higher math and physics / Boys tend to play more video games / Boys tend to get in trouble for impulsiveness, shows of boredom, and fidgeting, inability to listen fully, fulfill assignments. / Boys generally learn higher math and physics / Boys tend to play more video games / Boys tend to get in trouble for impulsiveness, shows of boredom, and fidgeting, inability to listen fully, fulfill assignments.

27. Who’s Failing? / In a particular study done in 1990, results showed that girls were not called on as much as boys were, especially in middle school. / Girls generally lagged behind in math/science testing / Boys dominated athletics / Girls suffered drops in self esteem / In a particular study done in 1990, results showed that girls were not called on as much as boys were, especially in middle school. / Girls generally lagged behind in math/science testing / Boys dominated athletics / Girls suffered drops in self esteem

28. Who’s Failing? (continued…) / Boys earn 70% of Ds and Fs and fewer than half of the As / Boys account for 2/3 of learning disabilities diagnoses / 80 % of high school drop outs are male / Boys earn 70% of Ds and Fs and fewer than half of the As / Boys account for 2/3 of learning disabilities diagnoses / 80 % of high school drop outs are male

29. Gender Gaps / We have mostly closed the gender gap in education for girls in math/science by using more verbal functioning and reading/writing analysis.

30. Teaching Boys in the Elementary School / Use beads and other manipulatives / Make lessons experiential and kinesthetic / Keep verbal instruction to no more than one minute / Let boys nurture one another through healthy aggression and direct empathy / Use beads and other manipulatives / Make lessons experiential and kinesthetic / Keep verbal instruction to no more than one minute / Let boys nurture one another through healthy aggression and direct empathy

31. Teaching Girls in the Elementary School / Play physical games / Use water and sand tables / Use lots of puzzles / Use manipulatives / Play physical games / Use water and sand tables / Use lots of puzzles / Use manipulatives

32. Single- Sex Schools Win? / Study after study show girls and boys are more successful in school when each gender separated.