About This Project

Norman Public School's three year design-based research study examined Guided Inquiry Design® and Making at three different levels and various core subject areas. GID + Making were integrated into the regular curriculum during the regular school day. The grant afforded participating schools maker materials, technology, professional development, and instructional support.

Elementary Units

1st Grade: Innovation & Adaptation
Invention and Innovation
- Goal: Students will be able to identify and explain the purpose of inventors and how the process of invention prospers our nation.
- Guiding Questions:
  1. How do inventions affect our world?
  2. What is the purpose of an invention?
  3. How do inventors contribute to the prosperity of the nation?
- Standards:
  - Oklahoma Academic Standards for Social Studies (2018)
    
    Economics Literacy Content Standard 2: The student will describe the characteristics of the American economic system.
    
    3. Summarize how historic inventors and entrepreneurs contributed to the prosperity of the nation.
  - Oklahoma Academic Standards for English Language Arts, 1st Grade
    
    Speaking and Listening: 1.1.R.1, 1.1.R.2, 1.1.R.3, 1.1.W.2
    
    Critical Reading and Writing 1.3.R.4, 1.3.R.5, 1.3.W.2
    
    Vocabulary 1.4.R.1
    
    Research 1.6.R.1, 1.6.R.2, 1.6.R.3, 1.6.W.1, 1.6.W.2, 1.6.W.3
    
    Multimodal Literacies 1.7.R.1, 1.7.R.2, 1.7.W.2
  - AASL Standards Framework for Learners
    
    1.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
    
    1.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
    
    1.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 4. Sharing products with an authentic audience.
    
    1.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    4.A. Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    4.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 2. Collecting information representing diverse perspectives. 3. Systematically questioning and assessing the validity and accuracy of information. 4. Organizing information by priority, topic, or other systematic scheme.
    
    4.D. Learners select and organize information for a variety of audiences by: 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
    
    5.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    
    5.B. Learners construct new knowledge by: 1. Problem solving through cycles of design, implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and making.
    
    5.C. Learners engage with the learning community by: 1. Expressing curiosity about a topic of personal interest or curricular relevance. 3. Collaboratively identifying innovative solutions to a challenge or problem.
    
    5.D. Learners develop through experience and reflection by: 1. Iteratively responding to challenges.
- Timeframe: 7 weeks
- Learning Team: Two first-grade classroom educators, one school librarian, one gifted education resource teacher
- Activities and Resources: Inquiry notebook, inquiry circles, peer groups, think-pair-share, Fist to Five Scale, graphic organizer, direct instruction, class discussion, rotation stations, "I wonder" chart, Google Doc t-chart, conferencing, trade books, online books, Oklahoma History Museum history trunks, teacher-curated videos and websites, SeeSaw, BrainPop Jr., Epic!, PebbleGo, individual student presentations, peer feedback, class feedback/evaluation circle, self-evaluation form
- Student-Designed Products: Poster, cardboard model, clay model, mixed media model, diorama, Lego diorama
Adaptation
- Goal: Students will be able to identify different habitats, know the difference between predators and prey, and understand and be able to explain adaptation.
- Guiding Questions:
  - How do animals adapt to survive in their environments?
  - How do animal change their environment?
  - How do animal survive against predators?
- Standards:
  - Oklahoma Academic Standards for Science: 1-LS1-2 From Molecules to Organisms: Structure and Processes
    
    Students will understand that animals have external parts that help them survive, grow, move, and protect themselves in nature.
    
    Students will demonstrate patterns in behavior of parents and offspring that help offspring survive.
  - Oklahoma Academic Standards for English Language Arts, 1st Grade
    
    Speaking and Listening: 1.1.R.1, 1.1.R.2, 1.1.R.3, 1.1.W.2
    
    Critical Reading and Writing 1.3.R.4, 1.3.R.5, 1.3.W.2
    
    Vocabulary 1.4.R.1
    
    Research 1.6.R.1, 1.6.R.2, 1.6.R.3, 1.6.W.1, 1.6.W.2, 1.6.W.3
    
    Multimodal Literacies 1.7.R.1, 1.7.R.2, 1.7.W.2
  - AASL Standards Framework for Learners
    
    1.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
    
    1.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
    
    1.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 4. Sharing products with an authentic audience.
    
    1.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    4.A. Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    4.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 2. Collecting information representing diverse perspectives. 3. Systematically questioning and assessing the validity and accuracy of information. 4. Organizing information by priority, topic, or other systematic scheme.
    
    4.D. Learners select and organize information for a variety of audiences by: 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
    
    5.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    
    5.B. Learners construct new knowledge by: 1. Problem solving through cycles of design, implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and making.
    
    5.C. Learners engage with the learning community by: 1. Expressing curiosity about a topic of personal interest or curricular relevance. 3. Collaboratively identifying innovative solutions to a challenge or problem.
    
    5.D. Learners develop through experience and reflection by: 1. Iteratively responding to challenges.
- Timeframe: 7 weeks
- Learning Team: Two first-grade classroom educators, one school librarian, one gifted education resource teacher
- Activities and Resources: Guest speaker, inquiry notebook, inquiry circles, teacher-curated videos and websites, trade books, online books, PebbleGo, Epic!, Brainpop Jr., peer groups, SeeSaw lesson, zoo field trip, direct instruction, class brainstorm and discussion, makerspace tour, project plan/drawing, Google Doc template, conferencing, student presentations, peer feedback, class feedback/evaluation circle, self-evaluation form
- Student-Designed Products: clay model, mixed media model, diorama, Lego diorama, Dash robot
2nd Grade Units: Symbols & Pollination
Symbols
- Goal: Students will be able to tell the importance of U.S. Symbols and to share what important acts Civil Rights leaders performed.
- Guiding Questions:
  1. How do symbols and landmarks unify our nation?
  2. Who are notable civil rights leaders and why are they important?
  3. What is a symbol or landmark that our country should develop?
- Standards
  - Oklahoma Academic Standards for Social Studies (2018)
    
    Citizenship Literacy Content Standard 1: The student will explain the importance of the basic principles that provide the foundation of the American system of government.
    
    3. Identify important American symbols and explain their meanings including United States Flag, the Bald Eagle, the Statue of Liberty, Lady Justice, and the Liberty Bell.
    
    5. Describe relationships between people and events of the past which are commemorated on Columbus Day, Veterans Day, Thanksgiving Day, Martin Luther King, Jr. Day, Washington’s Birthday, Lincoln’s Birthday, Flag Day, and Independence Day.
    
    History Literacy Content Standard 4: The student will examine the lives of notable Americans who expanded peoples’ rights and freedoms in the American system of government.
    
    1. Participate in shared and individual research using biographies and informational text historic examples of honesty, courage, patriotism, self-sacrifice, and other admirable character traits seen in citizens and leaders including Abigail Adams, Francis Scott Key, Harriet Tubman, Abraham Lincoln, Chief Joseph, Eleanor Roosevelt, Fred Korematsu, Jackie Robinson, Dr. Martin Luther King, Jr., Rosa Parks, César Chávez, and Senator Daniel Inouye.
    
    2. Analyze the significance of historic places including the White House, the United States Capitol, the United States Supreme Court, the Washington Monument, and the Lincoln Memorial.
  - Oklahoma Academic Standards for English Language Arts, 2nd Grade
    
    Reading and Writing: 2.1.R.1 - 2.1.R.4, 2.1.W.1, 2.1.W.2, 2.2.R.1, 2.3.W.2, 2.3.W.3
    
    Vocabulary 2.4.R.1, 2.4.R.2, 2.4.R.3, 2.4.W.1
    
    Research 2.6.R.1, 2.6.R.2, 2.6.R.3, 2.6.W.1, 2.6.W.2, 2.6.W.3
    
    Multimodal Literacies 2.7.R.1, 2.7.W.1
  - AASL Standards Framework for Learners
    
    1.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
    
    1.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
    
    1.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 4. Sharing products with an authentic audience.
    
    1.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    4.A. Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    4.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 2. Collecting information representing diverse perspectives. 3. Systematically questioning and assessing the validity and accuracy of information. 4. Organizing information by priority, topic, or other systematic scheme.
    
    4.D. Learners select and organize information for a variety of audiences by: 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
    
    5.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    
    5.B. Learners construct new knowledge by: 1. Problem solving through cycles of design, implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and making.
    
    5.C. Learners engage with the learning community by: 1. Expressing curiosity about a topic of personal interest or curricular relevance. 3. Collaboratively identifying innovative solutions to a challenge or problem.
    
    5.D. Learners develop through experience and reflection by: 1. Iteratively responding to challenges.
- Timeframe: Five weeks
- Learning Team: two second-grade classroom educators, one school librarian, one gifted education resource teacher
- Activities and Resources: Hyperdoc inquiry journal, slide presentations, virtual field trips, Google Maps Street View, class discussion, vocabulary chart, teacher-curated websites and videos, resource/citation log, direct instruction, inquiry circles, conferencing, student presentations, peer feedback, self evaluation rubric
- Student-Designed Products: 3D model, 3D print, Lego diorama, machine embroidered textile/patch, music composition
Pollination
- Goal: Students will be able to tell why pollination is important, what kinds of pollinators are in our community, and how seeds can spread.
- Guiding Questions:
  1. Why are pollinators important?
  2. What kinds of pollinators visit our garden, and how do they pollinate?
  3. What can we do to help pollinators and the plants in our garden?
- Standards:
  - Oklahoma Academic Standards for Science: 2-LS2-2 Ecosystems: Interactions, Energy, and Dynamics
  - Oklahoma Academic Standards for English Language Arts, 2nd Grade
  - AASL Standards Framework for Learners
    
    1.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
    
    1.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
    
    1.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 4. Sharing products with an authentic audience.
    
    1.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    4.A. Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    4.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 2. Collecting information representing diverse perspectives. 3. Systematically questioning and assessing the validity and accuracy of information. 4. Organizing information by priority, topic, or other systematic scheme.
    
    4.D. Learners select and organize information for a variety of audiences by: 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
    
    5.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    
    5.B. Learners construct new knowledge by: 1. Problem solving through cycles of design, implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and making.
    
    5.C. Learners engage with the learning community by: 1. Expressing curiosity about a topic of personal interest or curricular relevance. 3. Collaboratively identifying innovative solutions to a challenge or problem.
    
    5.D. Learners develop through experience and reflection by: 1. Iteratively responding to challenges.
- Timeframe: Seven weeks
- Learning Team: two second-grade classroom educators, one school librarian, one gifted education resource teacher
- Activities and Resources: "Design a flower" activity, pollinator garden field trip, science notebooks, vocabulary chart, writing prompts, teacher-curated videos and websites, brainstorm activities, Hyperdoc inquiry journal, inquiry circles, question formation worksheet, rubric, "Garden Party" presentations, brochures with QR codes, Pollination Garden website, individual self-reflection, whole class responsive circle reflection
- Student-Designed Products: 3D prints, brochures, Lego diorama, papercraft and mixed media, clay sculpture
5th Grade Units: Disruptions & Unification
Disruptions
- Goal: Students will be able to explain animal ecosystems and the factors that contribute to a disrupted or healthy ecosystem.
- Guiding Questions:
  1. What is an ecosystem? What are its parts and functions?
  2. What can challenge or disrupt an ecosystem?
  3. How can we protect ecosystems around the world?
- Standards:
  - Oklahoma Academic Standards for Science: 5-LS2-2 Ecosystems: Interactions, Energy, and Dynamics
    
    Disciplinary Core Ideas: Interdependent Relationships
    
    Organisms can survive only in environments in which their particular needs are met.
    
    A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life.
    
    Newly introduced species can damage the balance of an ecosystem.
    
    1.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
    
    1.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
    
    1.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 4. Sharing products with an authentic audience.
    
    1.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    4.A. Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    4.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 2. Collecting information representing diverse perspectives. 3. Systematically questioning and assessing the validity and accuracy of information. 4. Organizing information by priority, topic, or other systematic scheme.
    
    4.D. Learners select and organize information for a variety of audiences by: 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
    
    5.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    
    5.B. Learners construct new knowledge by: 1. Problem solving through cycles of design, implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and making.
    
    5.C. Learners engage with the learning community by: 1. Expressing curiosity about a topic of personal interest or curricular relevance. 3. Collaboratively identifying innovative solutions to a challenge or problem.
    
    5.D. Learners develop through experience and reflection by: 1. Iteratively responding to challenges.
    
    6.A. Learners follow ethical and legal guidelines for gathering and using information by: 1. Responsibly applying information, technology, and media to learning. 2. Understanding the ethical use of information, technology, and media.
- Timeframe: 9 weeks
- Learning Team: Two fifth-grade classroom educators, one school librarian, one gifted education resource teacher
- Activities and Resources: Pre test concept map, Jenga disruption game simulation, discussion, direct instruction, inquiry journal, teacher curated videos and websites, trade books, conferencing, rubric, student presentations
- Student-Designed Products: Scratch game, presentation/lesson with a quiz, infographic, poster, papercraft model, green screen video
Unification
- Goal: Students will be able to describe the foundations of the American nation laid during the Revolutionary Era through the contributions of historic individuals and groups, the spreading of ideals within the Declaration of Independence, and the significant military and diplomatic events of the era that resulted in an independent United States.
- Guiding Questions:
  1. What different viewpoints did Colonist have about issues in regards to the Revolutionary War?
  2. How did different groups communicate their message?
  3. How did groups organize to support their cause?
- Standards:
  - Oklahoma Academic Standards for Social Studies: 5.3 The student will examine the foundations of the American nation established during the Revolutionary Era.
    
    5.3.1 Examine the causes and effects of significant events leading to armed conflict between the thirteen American colonies and Great Britain.
    
    5.3.2 Analyze the ideals stated in the Declaration of Independence, drafted by Thomas Jefferson and adopted July 4, 1776.
    
    5.3.3 Explain the importance of the Articles of Confederation as the first American national system of government under which the colonies waged a war in order to gain independence.
    
    5.3.5 Compare the advantages and disadvantages of the British and the American colonies at the eve and during the Revolutionary War, including political and military leadership, military strength, population, resources, foreign alliances, and motivations for fighting.
    
    5.3.6 Analyze the relationships of significant military and diplomatic events of the Revolutionary War including the leadership of General George Washington, experiences of Valley Forge, impact of the battles of Bunker Hill, Trenton, Saratoga, Yorktown, and the Treaty of Paris in 1783.
    
    5.3.7 Identify the points of view of major groups that remained loyal to Britain, joined the patriot cause, or remained neutral.
    
    5.3.8 Identify the contributions of key individuals involved in the American Revolution.
  - AASL Standards Framework for Learners:
    
    1.A.1 Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
    
    1.B.3 Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
    
    1.C.1-4 Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 3. Acting on feedback to improve. 4. Sharing products with an authentic audience.
    
    1.D.1-4Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    3.A.2 Learners identify collaborative opportunities by developing new understandings through engagement in a learning group.
    
    4.A.1-3 Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    6.A.1-2 Learners follow ethical and legal guidelines for gathering and using information by: 1. Responsibly applying information, technology, and media to learning. 2. Understanding the ethical use of information, technology, and media.
- Timeframe: 8 weeks
- Learning Team: Two fifth-grade classroom educators, one school librarian, one gifted education resource teacher
- Activities and Resources: Inquiry log, pre and post test, direct instruction, guest speaker, museum history trunks, American history play, short story read aloud, discussion, teacher curated resources, student curated resources, Google Classroom, individual products, group products, Gallery Walk, student self-reflection
- Student-Designed Products: Bloxels side scrolling video game, Minecraft game, board game, embroidered textile/flag, dioramas, videos, branching presentation

Middle School Units

6th Grade Social Studies: Physical Systems & Environmental Challenges
Physical Systems
- Goal: Students will be able to describe the interactions of physical systems that shape the patterns of Earth's surface.
- Guiding Questions
  - How are major landforms and bodies of water represented on maps?
  - How do the Earth’s physical processes and systems influence how humans respond to climate patterns and events?
  - How do natural disasters impact human populations?
- Standards
  - Oklahoma Academic Standards for Social Studies (2018):
    
    Content Standard 3. The student will examine the interactions of physical systems that shape the patterns of Earth’s surface.
    
    3.1. Integrate visual information in order to identify on a physical map and describe the major landforms and bodies of water of the Western Hemisphere.
    
    3.2. Describe how the processes and factors of latitude, elevation, Earth-Sun relationship, prevailing winds, and proximity to bodies of water influence climate and how humans respond to regional climate patterns and events including drought and El Niño.
    
    3.3 Analyze the impact of natural disasters on human populations including forced migration, scarcity of consumer goods, and loss of employment.
  - Oklahoma Academic Standards for English Language Arts, 6th Grade
    
    Research 6.6.R 1. Students will use their own viable research questions to find information about a specific topic. 2 Students will record and organize information from various primary and secondary sources (e.g., print and digital). 3 Students will determine the relevance, reliability, and validity of the information gathered.
  - AASL Standards Framework for Learners
    
    1.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
    
    1.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
    
    1.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 4. Sharing products with an authentic audience.
    
    1.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    2.B. Learners adjust their awareness of the global learning community by: 1. Interacting with learners who reflect a range of perspectives. 2. Evaluating a variety of perspectives during learning activities. 3. Representing diverse perspectives during learning activities.
    
    3.A.2 Learners identify collaborative opportunities by developing new understandings through engagement in a learning group.
    
    3.D. Learners work productively with others to solve problems by: 1. Soliciting and responding to feedback from others. 2. Involving diverse perspectives in their own inquiry processes.
    
    4.A. Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    4.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 2. Collecting information representing diverse perspectives. 3. Systematically questioning and assessing the validity and accuracy of information. 4. Organizing information by priority, topic, or other systematic scheme.
    
    4.D. Learners select and organize information for a variety of audiences by: 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
    
    5.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    
    5.B. Learners construct new knowledge by: 1. Problem solving through cycles of design, implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and making.
    
    5.C. Learners engage with the learning community by: 1. Expressing curiosity about a topic of personal interest or curricular relevance. 3. Collaboratively identifying innovative solutions to a challenge or problem.
    
    5.D. Learners develop through experience and reflection by: 1. Iteratively responding to challenges.
    
    6.A. Learners follow ethical and legal guidelines for gathering and using information by: 1. Responsibly applying information, technology, and media to learning. 2. Understanding the ethical use of information, technology, and media.
- Timeframe: 5 weeks
- Learning Team: Two sixth-grade classroom educators, one school librarian, one gifted education resource teacher
- Activities and Resources: Hyperdoc inquiry journal, journal prompts, inquiry resouce log, rubric, pre and post assessment concept map, graphic organizer, think pair share, Google Classroom, guest speaker, maps, landform gallery walk, Google Earth/VR, landform dictionary, teacher curated videos and websites, student curated resources, trade books, Newsela text sets, CQ Researcher and EBSCO district databases, question brainstorm and practice, information literacy mini lessons, CRAAP test, conferencing, FlipGrid student presentations and feedback
- Student-Designed Products: Lego model, clay model, mixed media models, video, green screen video, TinkerCad design, 3D print
Contemporary Environmental Challenges of the US
- Goal: Students will be able to analyze and understand the interactions of humans and their environments in the western hemisphere.
- Guiding Questions
  1. What natural resources exist in the United States and how are they used?
  2. How does our use of our natural resources impact our environment?
  3. What conservation and sustainability practices can reduce the negative affects of resource use?
- Standards
  - Oklahoma Academic Standards for Social Studies:
    
    6.4 The student will analyze the interactions of humans and their environment in the WesternHemisphere.
    
    6.4.2 Evaluate the effects of human modification on the natural environment through transformation caused by subsistence and commercial agriculture, industry, demand for energy, and urbanization.
    
    6.4.3 Analyze the impact of climate and natural disasters on human populations, including forced migration, scarcity of consumer goods, economic activities, and loss of life.
    
    6.4.4 Analyze environmental challenges of each region.
    
    6.4.5 Evaluate the role of ecotourism in creating environmental awareness of resources, climate, cultures, and wildlife.
    
    6.4.6 Describe the role of citizens as responsible stewards of natural resources and the environment.
  - Oklahoma Academic Standards for English Language Arts, 6th Grade
    
    Research 6.6.R 1. Students will use their own viable research questions to find information about a specific topic. 2 Students will record and organize information from various primary and secondary sources (e.g., print and digital). 3 Students will determine the relevance, reliability, and validity of the information gathered.Oklahoma Academic Standards for English Language Arts, 6th Grade
    
    Research 6.6.R 1. Students will use their own viable research questions to find information about a specific topic. 2 Students will record and organize information from various primary and secondary sources (e.g., print and digital). 3 Students will determine the relevance, reliability, and validity of the information gathered.
  - AASL Standards Framework for Learners
    
    1.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
    
    1.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
    
    1.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 4. Sharing products with an authentic audience.
    
    1.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    2.B. Learners adjust their awareness of the global learning community by: 1. Interacting with learners who reflect a range of perspectives. 2. Evaluating a variety of perspectives during learning activities. 3. Representing diverse perspectives during learning activities.
    
    3.A.2 Learners identify collaborative opportunities by developing new understandings through engagement in a learning group.
    
    3.D. Learners work productively with others to solve problems by: 1. Soliciting and responding to feedback from others. 2. Involving diverse perspectives in their own inquiry processes.
    
    4.A. Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    4.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 2. Collecting information representing diverse perspectives. 3. Systematically questioning and assessing the validity and accuracy of information. 4. Organizing information by priority, topic, or other systematic scheme.
    
    4.D. Learners select and organize information for a variety of audiences by: 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
    
    5.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    
    5.B. Learners construct new knowledge by: 1. Problem solving through cycles of design, implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and making.
    
    5.C. Learners engage with the learning community by: 1. Expressing curiosity about a topic of personal interest or curricular relevance. 3. Collaboratively identifying innovative solutions to a challenge or problem.
    
    5.D. Learners develop through experience and reflection by: 1. Iteratively responding to challenges.
    
    6.A. Learners follow ethical and legal guidelines for gathering and using information by: 1. Responsibly applying information, technology, and media to learning. 2. Understanding the ethical use of information, technology, and media.
- Timeframe: 4 weeks
- Learning Team: One sixth-grade classroom educators, one school librarian, one gifted education resource teacher
- Activities and Resources: Hyperdoc inquiry journal, inquiry circles, rubric, pre and post assessment concept map, The Lorax, online natural resources game, online trash sorter, graphic organizer, teacher curated videos and websites, student curated resources, trade books,Newsela text sets,CQ Researcher and EBSCO district databases, picture walk of human/environment interactions, guest speakers, rotation stations, jigsaw activity, Quizlet vocabulary game, conferencing, peer feedback using Padlet,
- Student-Designed Products: Video, ebook, animated presentation, digital poster, paper poster, infographic
7th Grade Language Arts: Peace Prescription & Take a Stand
Peace Prescription
- Goal: Students will be able to recognize bullying situations and can explain how to respond to them as an upstander rather than a bystander.
- Guiding Questions
  1. What are the effects of bullying on victims and perpetrators?
  2. What should we do, and not do, if we are being bullied?
  3. How can we be upstanders rather than bystanders?
- Standards
  - Oklahoma Academic Standards for English Language Arts: Standard 3: Critical Reading and Writing: Students will apply critical thinking skills to reading and writing.
    
    Reading: Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.
    
    7.3.R.2 Students will evaluate how the point of view and perspective affect grade-level literary and/or informational text.
    
    Writing: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.
    
    7.3.W.3 ARGUMENT - Grade Level Focus Students will introduce a claim and organize reasons and evidence, using credible sources.
  - Standard 6: Research: Students will engage in inquiry to acquire, refine, and share knowledge.
    
    Reading: Students will comprehend, evaluate, and synthesize resources to acquire and refine knowledge.
    
    7.6.R.1 Students will use their own viable research questions and thesis statements to find information about a specific topic.
    
    7.6.R.2 Students will follow ethical and legal guidelines for finding and recording information from a variety of primary and secondary sources (e.g., print and digital).
    
    7.6.R.3 Students will determine the relevance, reliability, and validity of the information gathered.
    
    Writing: Students will summarize and paraphrase, integrate evidence, and cite sources to create reports, projects, papers, texts, and presentations for multiple purposes.
    
    7.6.W.1 Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).
    
    7.6.W.2 Students will refine and formulate a viable research question and report findings clearly and concisely, using a thesis statement.
    
    7.6.W.3 Students will quote, paraphrase, and summarize findings following an appropriate citation style (e.g., MLA, APA, etc.) and avoiding plagiarism.
    
    7.6.W.4 Students will summarize and present information in a report.
  - AASL Standards Framework for Learners
    
    1.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
    
    1.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
    
    1.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 4. Sharing products with an authentic audience.
    
    1.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    2.B. Learners adjust their awareness of the global learning community by: 1. Interacting with learners who reflect a range of perspectives. 2. Evaluating a variety of perspectives during learning activities. 3. Representing diverse perspectives during learning activities.
    
    3.A.2 Learners identify collaborative opportunities by developing new understandings through engagement in a learning group.
    
    3.D. Learners work productively with others to solve problems by: 1. Soliciting and responding to feedback from others. 2. Involving diverse perspectives in their own inquiry processes.
    
    4.A. Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    4.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 2. Collecting information representing diverse perspectives. 3. Systematically questioning and assessing the validity and accuracy of information. 4. Organizing information by priority, topic, or other systematic scheme.
    
    4.D. Learners select and organize information for a variety of audiences by: 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
    
    5.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    
    5.B. Learners construct new knowledge by: 1. Problem solving through cycles of design, implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and making.
    
    5.C. Learners engage with the learning community by: 1. Expressing curiosity about a topic of personal interest or curricular relevance. 3. Collaboratively identifying innovative solutions to a challenge or problem.
    
    5.D. Learners develop through experience and reflection by: 1. Iteratively responding to challenges.
    
    6.A. Learners follow ethical and legal guidelines for gathering and using information by: 1. Responsibly applying information, technology, and media to learning. 2. Understanding the ethical use of information, technology, and media.
- Timeframe: 6 weeks
- Learning Team: Two seventh-grade classroom educators, one school librarian, one gifted education resource teacher
- Activities and Resources: Hyperdoc inquiry journal, Google Classroom, direct instruction, discussion, role playing, teacher curated resources, student curated resources, trade books, conferencing, rubric, Galley Walk presentations
- Student-Designed Products: Slide presenation, poster, game, podcast, video
Take a Stand
- Goal: Students will be able to describe the influence a famous has had on society.
- Guiding Question
  1. How did this person contribute to society?
- Standards
  - Oklahoma Academic Standards for English Language Arts: Standard 3: Critical Reading and Writing: Students will apply critical thinking skills to reading and writing.
    
    Reading: Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.
    
    7.3.R.2 Students will evaluate how the point of view and perspective affect grade-level literary and/or informational text.
    
    Writing: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.
    
    7.3.W.3 ARGUMENT - Grade Level Focus Students will introduce a claim and organize reasons and evidence, using credible sources.
  - Standard 6: Research: Students will engage in inquiry to acquire, refine, and share knowledge.
    
    Reading: Students will comprehend, evaluate, and synthesize resources to acquire and refine knowledge.
    
    7.6.R.1 Students will use their own viable research questions and thesis statements to find information about a specific topic.
    
    7.6.R.2 Students will follow ethical and legal guidelines for finding and recording information from a variety of primary and secondary sources (e.g., print and digital).
    
    7.6.R.3 Students will determine the relevance, reliability, and validity of the information gathered.
    
    Writing: Students will summarize and paraphrase, integrate evidence, and cite sources to create reports, projects, papers, texts, and presentations for multiple purposes.
    
    7.6.W.1 Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).
    
    7.6.W.2 Students will refine and formulate a viable research question and report findings clearly and concisely, using a thesis statement.
    
    7.6.W.3 Students will quote, paraphrase, and summarize findings following an appropriate citation style (e.g., MLA, APA, etc.) and avoiding plagiarism.
    
    7.6.W.4 Students will summarize and present information in a report.
  - AASL Standards Framework for Learners
    
    1.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
    
    1.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
    
    1.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 4. Sharing products with an authentic audience.
    
    1.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    2.B. Learners adjust their awareness of the global learning community by: 1. Interacting with learners who reflect a range of perspectives. 2. Evaluating a variety of perspectives during learning activities. 3. Representing diverse perspectives during learning activities.
    
    3.A.2 Learners identify collaborative opportunities by developing new understandings through engagement in a learning group.
    
    3.D. Learners work productively with others to solve problems by: 1. Soliciting and responding to feedback from others. 2. Involving diverse perspectives in their own inquiry processes.
    
    4.A. Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    4.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 2. Collecting information representing diverse perspectives. 3. Systematically questioning and assessing the validity and accuracy of information. 4. Organizing information by priority, topic, or other systematic scheme.
    
    4.D. Learners select and organize information for a variety of audiences by: 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
    
    5.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    
    5.B. Learners construct new knowledge by: 1. Problem solving through cycles of design, implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and making.
    
    5.C. Learners engage with the learning community by: 1. Expressing curiosity about a topic of personal interest or curricular relevance. 3. Collaboratively identifying innovative solutions to a challenge or problem.
    
    5.D. Learners develop through experience and reflection by: 1. Iteratively responding to challenges.
    
    6.A. Learners follow ethical and legal guidelines for gathering and using information by: 1. Responsibly applying information, technology, and media to learning. 2. Understanding the ethical use of information, technology, and media.
- Timeframe: 6 weeks
- Learning Team: Two seventh-grade classroom educators, one school librarian, one gifted education resource teacher
- Activities and Resources: Hyperdoc inquiry journal, Google Classroom, direct instruction, discussion, guest speakers, teacher curated resources, student curated resources, trade books, conferencing, rubric, student presentations, student speeches
- Student-Designed Products: Slide presenation, poster, game, podcast, video
8th Grade Science: Sustainability & Waves
Sustainability
- Goal: To understand they are a small part of a larger system, human activities have an impact on that system, and there is a difference between renewable and non-renewable resources.
- Guiding Questions
  - Oklahoma Academic Standards for Science: MS-ESS3 & MS-ESS3-4-1 Earth and Human Activity
    
    Disciplinary Core Ideas: Natural Resources, Human Impacts on Earth Systems
    
    Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources.
    
    Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes.
    
    These resources are distributed unevenly around the planet as a result of past geologic processes.
    
    Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.Standards
  - AASL Standards Framework for Learners
    
    1.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
    
    1.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
    
    1.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 4. Sharing products with an authentic audience.
    
    1.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    2.B. Learners adjust their awareness of the global learning community by: 1. Interacting with learners who reflect a range of perspectives. 2. Evaluating a variety of perspectives during learning activities. 3. Representing diverse perspectives during learning activities.
    
    3.A.2 Learners identify collaborative opportunities by developing new understandings through engagement in a learning group.
    
    3.D. Learners work productively with others to solve problems by: 1. Soliciting and responding to feedback from others. 2. Involving diverse perspectives in their own inquiry processes.
    
    4.A. Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    4.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 2. Collecting information representing diverse perspectives. 3. Systematically questioning and assessing the validity and accuracy of information. 4. Organizing information by priority, topic, or other systematic scheme.
    
    4.D. Learners select and organize information for a variety of audiences by: 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
    
    5.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    
    5.B. Learners construct new knowledge by: 1. Problem solving through cycles of design, implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and making.
    
    5.C. Learners engage with the learning community by: 1. Expressing curiosity about a topic of personal interest or curricular relevance. 3. Collaboratively identifying innovative solutions to a challenge or problem.
    
    5.D. Learners develop through experience and reflection by: 1. Iteratively responding to challenges.
    
    6.A. Learners follow ethical and legal guidelines for gathering and using information by: 1. Responsibly applying information, technology, and media to learning. 2. Understanding the ethical use of information, technology, and media.
- Timeframe: 5 weeks
- Learning Team: Two eighth-grade classroom educators, one school librarian, one gifted education resource teacher
- Activities and Resources:
- Student-Designed Products:
Waves
- Goal: To understand the relationship between energy and frequency, how waves interact with materials, and the differences between digital and analog waves.
- Guiding Questions
- Standards
  - Oklahoma Academic Standards for Science: MS-PS4-1 Waves and Their Applications in Technologies for Information Transfer
    
    Disciplinary Core Ideas Waves Properties, Electromagnetic Radiation, Information Technologies and Instrumentation
    
    A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude
    
    A sound wave needs a medium through which it is transmitted
    
    When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light.
    
    The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends.
    
    A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. However, because light can travel through space, it cannot be a matter wave, like sound or water waves.
    
    Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information.
  - AASL Standards Framework for Learners
    
    1.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
    
    1.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
    
    1.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 4. Sharing products with an authentic audience.
    
    1.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    2.B. Learners adjust their awareness of the global learning community by: 1. Interacting with learners who reflect a range of perspectives. 2. Evaluating a variety of perspectives during learning activities. 3. Representing diverse perspectives during learning activities.
    
    3.A.2 Learners identify collaborative opportunities by developing new understandings through engagement in a learning group.
    
    3.D. Learners work productively with others to solve problems by: 1. Soliciting and responding to feedback from others. 2. Involving diverse perspectives in their own inquiry processes.
    
    4.A. Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    4.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 2. Collecting information representing diverse perspectives. 3. Systematically questioning and assessing the validity and accuracy of information. 4. Organizing information by priority, topic, or other systematic scheme.
    
    4.D. Learners select and organize information for a variety of audiences by: 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
    
    5.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    
    5.B. Learners construct new knowledge by: 1. Problem solving through cycles of design, implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and making.
    
    5.C. Learners engage with the learning community by: 1. Expressing curiosity about a topic of personal interest or curricular relevance. 3. Collaboratively identifying innovative solutions to a challenge or problem.
    
    5.D. Learners develop through experience and reflection by: 1. Iteratively responding to challenges.
    
    6.A. Learners follow ethical and legal guidelines for gathering and using information by: 1. Responsibly applying information, technology, and media to learning. 2. Understanding the ethical use of information, technology, and media.
- Timeframe: 4 weeks
- Learning Team: Two eighth-grade classroom educators, one school librarian, one gifted education resource teacher

High School Units

Physical Science: Alternative Energy & Electro-Magnetic Spectrum and Waves
Alternative Energy
- Goal: To understand the different types of renewable energy and the risks and benefits of each type.
- Standards
  - Oklahoma Academic Standards for Science: HS-PS3-1, 3-2, 3-3, & 3-4 Energy
    
    Disciplinary Core Ideas: Conservation of Energy and Energy Transfer, Defining and Delimiting Engineering Problems, Interdependence of Science, Engineering, and Technology
    
    Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.
    
    Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.
    
    Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior.
    
    The availability of energy limits what can occur in any system.
    
    Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.
    
    Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks.
  - AASL Standards Framework for Learners
    
    1.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
    
    1.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
    
    1.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 4. Sharing products with an authentic audience.
    
    1.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    2.B. Learners adjust their awareness of the global learning community by: 1. Interacting with learners who reflect a range of perspectives. 2. Evaluating a variety of perspectives during learning activities. 3. Representing diverse perspectives during learning activities.
    
    3.A.2 Learners identify collaborative opportunities by developing new understandings through engagement in a learning group.
    
    3.D. Learners work productively with others to solve problems by: 1. Soliciting and responding to feedback from others. 2. Involving diverse perspectives in their own inquiry processes.
    
    4.A. Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    4.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 2. Collecting information representing diverse perspectives. 3. Systematically questioning and assessing the validity and accuracy of information. 4. Organizing information by priority, topic, or other systematic scheme.
    
    4.D. Learners select and organize information for a variety of audiences by: 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
    
    5.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    
    5.B. Learners construct new knowledge by: 1. Problem solving through cycles of design, implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and making.
    
    5.C. Learners engage with the learning community by: 1. Expressing curiosity about a topic of personal interest or curricular relevance. 3. Collaboratively identifying innovative solutions to a challenge or problem.
    
    5.D. Learners develop through experience and reflection by: 1. Iteratively responding to challenges.
    
    6.A. Learners follow ethical and legal guidelines for gathering and using information by: 1. Responsibly applying information, technology, and media to learning. 2. Understanding the ethical use of information, technology, and media.
- Timeframe: 7 weeks
- Learning Team: Two ninth-grade physical science classroom educators, two school librarians
- Activities and Resources: Concept map pre-assessment, physical notebooks, digital journals, teacher-curated resources, student-curated resources, mini-lessons, Immerse group learning stations, experiment stations, class discussion, concept maps, peer evaluation chart, self-evaluation
- Student-Designed Products: Research posters, infographics, constructed models, demonstrations, formal paper/essay
Electro-Magnetic Spectrum and Waves
- Goal: To understand the relationship between frequency, wavelength, and speed of waves, as well as the advantages and disadvantages of digital wave transmission.
- Standards
  - Oklahoma Academic Standards for Science: HS-PS4-1, 4-2, & 4-4 Waves and Their Applications in Technologies for Information Transfer
    
    Disciplinary Core Ideas: Wave Properties, Electromagnetic Radiation
    
    The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing. When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat).
    
    Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses.
    
    Shorter wavelength electromagnetic radiation (ultraviolet, X-ray s, gamma rays) can ionize atoms and cause damage to living cells.
    
    Photoelectric materials emit electrons when they absorb light of a high- enough frequency.
  - AASL Standards Framework for Learners
    
    1.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
    
    1.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
    
    1.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 4. Sharing products with an authentic audience.
    
    1.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    2.B. Learners adjust their awareness of the global learning community by: 1. Interacting with learners who reflect a range of perspectives. 2. Evaluating a variety of perspectives during learning activities. 3. Representing diverse perspectives during learning activities.
    
    3.A.2 Learners identify collaborative opportunities by developing new understandings through engagement in a learning group.
    
    3.D. Learners work productively with others to solve problems by: 1. Soliciting and responding to feedback from others. 2. Involving diverse perspectives in their own inquiry processes.
    
    4.A. Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    4.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 2. Collecting information representing diverse perspectives. 3. Systematically questioning and assessing the validity and accuracy of information. 4. Organizing information by priority, topic, or other systematic scheme.
    
    4.D. Learners select and organize information for a variety of audiences by: 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
    
    5.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    
    5.B. Learners construct new knowledge by: 1. Problem solving through cycles of design, implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and making.
    
    5.C. Learners engage with the learning community by: 1. Expressing curiosity about a topic of personal interest or curricular relevance. 3. Collaboratively identifying innovative solutions to a challenge or problem.
    
    5.D. Learners develop through experience and reflection by: 1. Iteratively responding to challenges.
    
    6.A. Learners follow ethical and legal guidelines for gathering and using information by: 1. Responsibly applying information, technology, and media to learning. 2. Understanding the ethical use of information, technology, and media.
- Timeframe: 7 weeks
- Learning Team: Two ninth-grade physical science classroom educators, two school librarians
- Activities and Resources: Concept map pre-assessment, physical notebooks, digital journals, teacher-curated resources, student-curated resources, mini-lessons, Immerse group learning stations, experiment stations, class discussion, concept maps, peer evaluation chart, self-evaluation
- Student-Designed Products: Model with simulation, video, songwriting with audio recording, mixed media art
English 2: Social Justice & Culture and World Literature
Social Justice
- Goal: Students will research a social justice issue and determine possible causes and solutions of the problem.
- Guiding Questions: Through research and writing an argumentative, call to action essay, students will answer the following questions:
  - Why is your chosen social justice issue a problem?
  - How does this social justice issue present itself in society in relation to the world?
  - Why is it important to promote social change?
  - How do you suggest we, as a society, work toward fixing/improving this issue?
- Standards
  - Oklahoma Academic Standard for English Language Arts
    
    10.1.R.3 Students will engage in collaborative discussions about appropriate topics and texts, expressing their own ideas clearly while building on the ideas of others in pairs, diverse groups, and whole class settings.
    
    10.1.W.1 Students will give formal and informal presentations in a group or individually, providing textual and visual evidence to support a main idea.
    
    10.2.R.1 Students will summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
    
    10.3.R.2 Students will evaluate points of view and perspectives in more than one grade-level literary and/or informational text and explain how multiple points of view contribute to the meaning of a work.
    
    10.3.W.2 Students will compose essays and reports to objectively introduce and develop topics, incorporating evidence (e.g., specific facts, examples, details, data) and maintaining an organized structure and a formal style.
    
    10.3.W.3 Students will elaborate on ideas by using logical reasoning and illustrative examples to connect evidences to claim(s).
    
    10.6.R.1 Students will use their own viable research questions and well-developed thesis statements to find information about a specific topic.
    
    10.6.R.2 Students will synthesize the most relevant information from a variety of primary and secondary sources (e.g., print and digital), following ethical and legal citation guidelines.
    
    10.6.R.3 Students will evaluate the relevance, reliability, and validity of the information gathered.
    
    10.6.W.1 Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).
    
    10.6.W.2 Students will refine and formulate a viable research question, integrate findings from sources, and clearly use a well-developed thesis statement.
    
    10.6.W.3 Students will integrate into their own writing quotes, paraphrases, and summaries of findings following an appropriate citation style (e.g., MLA, APA, etc.) and avoiding plagiarism.
    
    10.6.W.4 Students will synthesize and present information in a report.
    
    10.7.W.2 Students will create visual and/or multimedia presentations using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.
  - AASL Standards Framework for Learners
    
    1.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
    
    1.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
    
    1.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 4. Sharing products with an authentic audience.
    
    1.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    2.B. Learners adjust their awareness of the global learning community by: 1. Interacting with learners who reflect a range of perspectives. 2. Evaluating a variety of perspectives during learning activities. 3. Representing diverse perspectives during learning activities.
    
    3.A.2 Learners identify collaborative opportunities by developing new understandings through engagement in a learning group.
    
    3.D. Learners work productively with others to solve problems by: 1. Soliciting and responding to feedback from others. 2. Involving diverse perspectives in their own inquiry processes.
    
    4.A. Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    4.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 2. Collecting information representing diverse perspectives. 3. Systematically questioning and assessing the validity and accuracy of information. 4. Organizing information by priority, topic, or other systematic scheme.
    
    4.D. Learners select and organize information for a variety of audiences by: 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
    
    5.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    
    5.B. Learners construct new knowledge by: 1. Problem solving through cycles of design, implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and making.
    
    5.C. Learners engage with the learning community by: 1. Expressing curiosity about a topic of personal interest or curricular relevance. 3. Collaboratively identifying innovative solutions to a challenge or problem.
    
    5.D. Learners develop through experience and reflection by: 1. Iteratively responding to challenges.
    
    6.A. Learners follow ethical and legal guidelines for gathering and using information by: 1. Responsibly applying information, technology, and media to learning. 2. Understanding the ethical use of information, technology, and media.
- Timeframe: 8 weeks
- Learning Team: Two high school Language Arts classroom educators, two school librarians
- Activities and Resources: Hyperdoc inquiry journal, Google Classroom, direct instruction, discussion, teacher curated resources, student curated resources, trade books, conferencing, Maker proposal form, rubric, reflection survey, Galley Walk presentations
- Student-Designed Products: video, interactive poster, symbolic art, interview transcript, video slideshow, clothing/ textile, 3D graph, short stories/fiction, infographic
Culture and World Literature
- Goal: To develop an understanding of why culture is important and why people should learn about specific cultures through the reading of a world literature novel. Students independently read a world literature novel centered around a culture. After reading, students began exploring how to discuss culture and some background knowledge of cultural anthropology. Ultimately, students had to imagine they were creating an exhibit about the culture of your novel (or writing a research paper synthesizing their research.
- Guiding Questions
  - Why is this culture important?
    
    What are the most influential/impactful aspects of this culture? (on the people who are a part of this community or the influence globally)
  - Why should people learn about this culture?
- Standards
  - Oklahoma Academic Standard for English Language Arts
    
    10.1.R.3 Students will engage in collaborative discussions about appropriate topics and texts, expressing their own ideas clearly while building on the ideas of others in pairs, diverse groups, and whole class settings.
    
    10.1.W.1 Students will give formal and informal presentations in a group or individually, providing textual and visual evidence to support a main idea.
    
    10.2.R.1 Students will summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
    
    10.3.R.2 Students will evaluate points of view and perspectives in more than one grade-level literary and/or informational text and explain how multiple points of view contribute to the meaning of a work.
    
    10.3.W.2 Students will compose essays and reports to objectively introduce and develop topics, incorporating evidence (e.g., specific facts, examples, details, data) and maintaining an organized structure and a formal style.
    
    10.3.W.3 Students will elaborate on ideas by using logical reasoning and illustrative examples to connect evidences to claim(s).
    
    10.6.R.1 Students will use their own viable research questions and well-developed thesis statements to find information about a specific topic.
    
    10.6.R.2 Students will synthesize the most relevant information from a variety of primary and secondary sources (e.g., print and digital), following ethical and legal citation guidelines.
    
    10.6.R.3 Students will evaluate the relevance, reliability, and validity of the information gathered.
    
    10.6.W.1 Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).
    
    10.6.W.2 Students will refine and formulate a viable research question, integrate findings from sources, and clearly use a well-developed thesis statement.
    
    10.6.W.3 Students will integrate into their own writing quotes, paraphrases, and summaries of findings following an appropriate citation style (e.g., MLA, APA, etc.) and avoiding plagiarism.
    
    10.6.W.4 Students will synthesize and present information in a report.
    
    10.7.W.2 Students will create visual and/or multimedia presentations using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.
    
    Timeframe: 8 weeks
    
    Learning Team: Two high school Language Arts classroom educators, two school librarians
  - AASL Standards Framework for Learners
    
    1.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
    
    1.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
    
    1.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 4. Sharing products with an authentic audience.
    
    1.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    2.B. Learners adjust their awareness of the global learning community by: 1. Interacting with learners who reflect a range of perspectives. 2. Evaluating a variety of perspectives during learning activities. 3. Representing diverse perspectives during learning activities.
    
    3.A.2 Learners identify collaborative opportunities by developing new understandings through engagement in a learning group.
    
    3.D. Learners work productively with others to solve problems by: 1. Soliciting and responding to feedback from others. 2. Involving diverse perspectives in their own inquiry processes.
    
    4.A. Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    4.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 2. Collecting information representing diverse perspectives. 3. Systematically questioning and assessing the validity and accuracy of information. 4. Organizing information by priority, topic, or other systematic scheme.
    
    4.D. Learners select and organize information for a variety of audiences by: 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
    
    5.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    
    5.B. Learners construct new knowledge by: 1. Problem solving through cycles of design, implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and making.
    
    5.C. Learners engage with the learning community by: 1. Expressing curiosity about a topic of personal interest or curricular relevance. 3. Collaboratively identifying innovative solutions to a challenge or problem.
    
    5.D. Learners develop through experience and reflection by: 1. Iteratively responding to challenges.
    
    6.A. Learners follow ethical and legal guidelines for gathering and using information by: 1. Responsibly applying information, technology, and media to learning. 2. Understanding the ethical use of information, technology, and media.
- Timeframe: 7 weeks
- Learning Team: Two high school Language Arts classroom educators, two school librarians
- Activities and Resources: Hyperdoc inquiry journal, Google Classroom, direct instruction, discussion, teacher curated resources, student curated resources, trade books, conferencing, Maker proposal form, rubric, reflection survey, Galley Walk presentations
- Student-Designed Products: metal sculpture, 3D design and print, painted 3D print, drawn art, painted art, time lapse video, cardboard art, diorama, video slideshow, cooked food and slideshow, Blender 3D video simulation, screencast,
Algebra 2: Quadratics & Social Issues Statistics
Quadratics
- Goal: To recognize and research real-life examples of parabolas, as well as understand the mathematics behind the definition and solving of quadratic equations.
- Standards
  - Oklahoma Math Framework
    
    A1.A.3 Generate equivalent algebraic expressions and use algebraic properties to evaluate expressions and arithmetic and geometric sequences.
    
    A1.A.3.3 Factor common monomial factors from polynomial expressions and factor quadratic expressions with a leading coefficient of 1.
    
    A1.F.3 Represent functions in multiple ways and use the representation to interpret real-world and mathematical problems.
    
    A1.F.3.2 Use function notation; evaluate a function, including nonlinear, at a given point in its domain algebraically and graphically. Interpret the results in terms of real-world and mathematical problems
  - AASL Standards Framework for Learners
    
    1.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
    
    1.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
    
    1.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 4. Sharing products with an authentic audience.
    
    1.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    2.B. Learners adjust their awareness of the global learning community by: 1. Interacting with learners who reflect a range of perspectives. 2. Evaluating a variety of perspectives during learning activities. 3. Representing diverse perspectives during learning activities.
    
    3.A.2 Learners identify collaborative opportunities by developing new understandings through engagement in a learning group.
    
    3.D. Learners work productively with others to solve problems by: 1. Soliciting and responding to feedback from others. 2. Involving diverse perspectives in their own inquiry processes.
    
    4.A. Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    4.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 2. Collecting information representing diverse perspectives. 3. Systematically questioning and assessing the validity and accuracy of information. 4. Organizing information by priority, topic, or other systematic scheme.
    
    4.D. Learners select and organize information for a variety of audiences by: 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
    
    5.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    
    5.B. Learners construct new knowledge by: 1. Problem solving through cycles of design, implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and making.
    
    5.C. Learners engage with the learning community by: 1. Expressing curiosity about a topic of personal interest or curricular relevance. 3. Collaboratively identifying innovative solutions to a challenge or problem.
    
    5.D. Learners develop through experience and reflection by: 1. Iteratively responding to challenges.
    
    6.A. Learners follow ethical and legal guidelines for gathering and using information by: 1. Responsibly applying information, technology, and media to learning. 2. Understanding the ethical use of information, technology, and media.
- Timeframe: 8 weeks
- Learning Team: Two high school math classroom educators, two school librarians
- Activities and Resources: Simulations and games, digital journal, direct instruction lessons, annotated graphics, teacher-curated resources, student-curated resources, class discussion, conferencing, project proposal form, pre and post test, peer evaluation, self-reflection
- Student-Designed Products: Digital presentation, video game, constructed model, interactive model, animation, physical game, video demonstration, musical performance, live demonstration
Social Issue Statistics
- Goal: To gather statistical data points related to social issues and demonstrate an understanding of the mean and standard deviation of those data points, as well as to create scatterplots to analyze data and recognize when arguments based on data confuse correlation and causation.
- Standards
  - Oklahoma Math Framework
    
    A1.D.1 Display, describe, and compare data. For linear relationships, make predictions and assess the reliability of those predictions.
    
    A1.D.1.1 Describe a data set using data displays, describe and compare data sets using summary statistics, including measures of central tendency, location, and spread. Know how to use calculators, spreadsheets, or other appropriate technology to display data and calculate summary statistics
    
    A1.D.1.2 Collect data and use scatterplots to analyze patterns and describe linear relationships between two variables. Using graphing technology, determine regression lines and correlation coefficients; use regression lines to make predictions and correlation coefficients to assess the reliability of those predictions.
  - AASL Standards Framework for Learners
    
    1.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic. 2. Recalling prior and background knowledge as context for new meaning.
    
    1.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
    
    1.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others. 2. Providing constructive feedback. 4. Sharing products with an authentic audience.
    
    1.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge. 2. Engaging in sustained inquiry. 3. Enacting new understanding through real-world connections. 4. Using reflection to guide informed decisions.
    
    2.B. Learners adjust their awareness of the global learning community by: 1. Interacting with learners who reflect a range of perspectives. 2. Evaluating a variety of perspectives during learning activities. 3. Representing diverse perspectives during learning activities.
    
    3.A.2 Learners identify collaborative opportunities by developing new understandings through engagement in a learning group.
    
    3.D. Learners work productively with others to solve problems by: 1. Soliciting and responding to feedback from others. 2. Involving diverse perspectives in their own inquiry processes.
    
    4.A. Learners act on an information need by: 1. Determining the need to gather information. 2. Identifying possible sources of information. 3. Making critical choices about information sources to use.
    
    4.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources. 2. Collecting information representing diverse perspectives. 3. Systematically questioning and assessing the validity and accuracy of information. 4. Organizing information by priority, topic, or other systematic scheme.
    
    4.D. Learners select and organize information for a variety of audiences by: 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
    
    5.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
    
    5.B. Learners construct new knowledge by: 1. Problem solving through cycles of design, implementation, and reflection. 2. Persisting through self-directed pursuits by tinkering and making.
    
    5.C. Learners engage with the learning community by: 1. Expressing curiosity about a topic of personal interest or curricular relevance. 3. Collaboratively identifying innovative solutions to a challenge or problem.
    
    5.D. Learners develop through experience and reflection by: 1. Iteratively responding to challenges.
    
    6.A. Learners follow ethical and legal guidelines for gathering and using information by: 1. Responsibly applying information, technology, and media to learning. 2. Understanding the ethical use of information, technology, and media.
- Timeframe: 6 weeks
- Learning Team: Two high school math classroom educators, two school librarians
- Activities and Resources: Pre and post assessment, digital journal, direct instruction lessons, infographics, teacher-curated resources, student-curated resources, class discussion, conferencing, project proposal form, peer review form, self-reflection
- Student-Designed Products: Constructed models, presentations, video, infographics