Foster collaboration and create authentic learning experiences for students in an interdisciplinary environment.
SL.1.1
Participate in collaborative conversations about grade 1 topics and texts with diverse partners in small and larger groups.
CloseRI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
W.3.7
Conduct short research projects that build knowledge about a topic.
W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL.3.6
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
CloseRI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI.4.10
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information and provide a list of sources.
SL.4.4
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.4.5
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
CloseRI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
RI.5.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
W.5.7
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CloseRI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.6.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CloseW.7.7
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
W.7.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.7.5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
CloseW.8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently, as well as to interact and collaborate with others.
W.8.7
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.8.5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
CloseW.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CloseW.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CloseRI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
W.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
RST.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
CloseRI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
W.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
RST.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
CloseCS.D.2.a
Select and operate commonly used devices to perform a variety of tasks.
CloseCS.HS.4.a
Select and use digital learning tools/devices to support planning, implementing and reflecting upon a defined task.
CloseDA.VC.9-12.F.a
Analyze the benefits and limitations of data visualization or multisensory artifacts and tools to communicate is most appropriate to solve a real-world problem.
AI.RR.9-12.F.a
Categorize real-world problems as classification, prediction, sequential decision problems, combination search, heuristic search, adversarial search, logical deduction or statistical inference.
DA.VC.9-12.A.a
Create visualization or multisensory artifacts to communicate insights and knowledge gained from complex data analysis that answers real-world questions.
CloseDA.VC.9-12.F.a
Analyze the benefits and limitations of data visualization or multisensory artifacts and tools to communicate is most appropriate to solve a real-world problem.
AI.RR.9-12.F.a
Categorize real-world problems as classification, prediction, sequential decision problems, combination search, heuristic search, adversarial search, logical deduction or statistical inference.
DA.VC.9-12.A.a
Create visualization or multisensory artifacts to communicate insights and knowledge gained from complex data analysis that answers real-world questions.
CloseDA.VC.9-12.F.a
Analyze the benefits and limitations of data visualization or multisensory artifacts and tools to communicate is most appropriate to solve a real-world problem.
AI.RR.9-12.F.a
Categorize real-world problems as classification, prediction, sequential decision problems, combination search, heuristic search, adversarial search, logical deduction or statistical inference.
DA.VC.9-12.A.a
Create visualization or multisensory artifacts to communicate insights and knowledge gained from complex data analysis that answers real-world questions.
CloseDA.VC.9-12.F.a
Analyze the benefits and limitations of data visualization or multisensory artifacts and tools to communicate is most appropriate to solve a real-world problem.
AI.RR.9-12.F.a
Categorize real-world problems as classification, prediction, sequential decision problems, combination search, heuristic search, adversarial search, logical deduction or statistical inference.
DA.VC.9-12.A.a
Create visualization or multisensory artifacts to communicate insights and knowledge gained from complex data analysis that answers real-world questions.
CloseK.G.4
Describe and compare two- or three-dimensional shapes, in different sizes and orientations, using informal language to describe their commonalities, differences, parts, and other attributes.
K.G.5
Model shapes in the world by building shapes from components, e.g., sticks and clay balls, and drawing shapes.
K.OA.2
Solve addition and subtraction problems (written or oral), and add and subtract within 10 by using objects or drawings to represent the problem.
MP.1
Make sense of problems and persevere in solving them.
MP.2
Reason abstractly and quantitatively.
MP.3
Construct viable arguments and critique the reasoning of others
MP.4
Model with Mathematics
MP.5
Use appropriate tools strategically.
MP.6
Attend to precision
MP.7
Look for and make use of structure
MP.8
Look for and express regularity in repeated reasoning
Close1.OA.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.2
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Drawings need not show details, but should show the mathematics in the problem.
1.G.2
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
MP.1
Make sense of problems and persevere in solving them.
MP.2
Reason abstractly and quantitatively.
MP.3
Construct viable arguments and critique the reasoning of others
MP.4
Model with Mathematics
MP.5
Use appropriate tools strategically.
MP.6
Attend to precision
MP.7
Look for and make use of structure
MP.8
Look for and express regularity in repeated reasoning
Close2.OA.1
Use addition and subtraction within 100 to solve one- and two- step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
2.MD.1
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
2.MD.2
Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
2.MD.3
Estimate lengths using units of inches, feet, centimeters, and meters.
2.MD.5
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same whole number units, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Drawings need not show details, but should show the mathematics in the problem.
MP.1
Make sense of problems and persevere in solving them.
MP.2
Reason abstractly and quantitatively.
MP.3
Construct viable arguments and critique the reasoning of others
MP.4
Model with Mathematics
MP.5
Use appropriate tools strategically.
MP.6
Attend to precision
MP.7
Look for and make use of structure
MP.8
Look for and express regularity in repeated reasoning
Close3.OA.1
Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. (Note: These standards are written with the convention that a x b means a groups of b objects each; however, because of the commutative property, students may also interpret 5 x 7 as the total number of objects in 7 groups of 5 objects each).
3.OA.2
Interpret whole number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
3.OA.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.8
Solve two-step word problems using the four operations. Represent these problems using equations with a letter or a symbol, which stands for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. This standard is limited to problems posed with whole numbers and having whole number answers. Students may use parentheses for clarification since algebraic order of operations is not expected.
3.MD.5
Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.6
Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
MP.1
Make sense of problems and persevere in solving them.
MP.2
Reason abstractly and quantitatively.
MP.3
Construct viable arguments and critique the reasoning of others
MP.4
Model with Mathematics
MP.5
Use appropriate tools strategically.
MP.6
Attend to precision
MP.7
Look for and make use of structure
MP.8
Look for and express regularity in repeated reasoning
Close4.OA.3
Solve multistep word problems posed with whole numbers and having whole number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
4.MD.3
Develop efficient strategies to determine the area and perimeter of rectangles in real-world situations and mathematical problems. For example, given the total area and one side length of a rectangle, solve for the unknown factor, and given two adjacent side lengths of a rectangle, find the perimeter.
5.NBT.7
Solve real-world problems by adding, subtracting, multiplying, and dividing decimals using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction, or multiplication and division; relate the strategy to a written method and explain the reasoning used.
5.NF.2
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models G or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/ 5 + 1/ 2 = 3/ 7, by observing that 3/ 7 < 1/ 2.
5.MD.1
Know relative sizes of these U.S. customary measurement units: pounds, ounces, miles, yards, feet, inches, gallons, quarts, pints, cups, fluid ounces, hours, minutes, and seconds. Convert between pounds and ounces; miles and feet; yards, feet, and inches; gallons, quarts, pints, cups, and fluid ounces; hours, minutes, and seconds in solving multi-step, real-world problems.
MP.1
Make sense of problems and persevere in solving them.
MP.2
Reason abstractly and quantitatively.
MP.3
Construct viable arguments and critique the reasoning of others
MP.4
Model with Mathematics
MP.5
Use appropriate tools strategically.
MP.6
Attend to precision
MP.7
Look for and make use of structure
MP.8
Look for and express regularity in repeated reasoning
Close7.NS.3
Solve real-world and mathematical problems involving the four operations with rational numbers. Computations with rational numbers extend the rules for manipulating fractions to complex fractions.
7.EE.3
Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
7.G.6
Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
MP.1
Make sense of problems and persevere in solving them.
MP.2
Reason abstractly and quantitatively.
MP.3
Construct viable arguments and critique the reasoning of others
MP.4
Model with Mathematics
MP.5
Use appropriate tools strategically.
MP.6
Attend to precision
MP.7
Look for and make use of structure
MP.8
Look for and express regularity in repeated reasoning
CloseA.CED.1
Create equations and inequalities in one variable and use them to solve problems.
MP.1
Make sense of problems and persevere in solving them.
MP.2
Reason abstractly and quantitatively.
MP.3
Construct viable arguments and critique the reasoning of others
MP.4
Model with Mathematics
MP.5
Use appropriate tools strategically.
MP.6
Attend to precision
MP.7
Look for and make use of structure
MP.8
Look for and express regularity in repeated reasoning
CloseA.CED.1
Create equations and inequalities in one variable and use them to solve problems.
MP.1
Make sense of problems and persevere in solving them.
MP.2
Reason abstractly and quantitatively.
MP.3
Construct viable arguments and critique the reasoning of others
MP.4
Model with Mathematics
MP.5
Use appropriate tools strategically.
MP.6
Attend to precision
MP.7
Look for and make use of structure
MP.8
Look for and express regularity in repeated reasoning
CloseA.CED.1
Create equations and inequalities in one variable and use them to solve problems.
MP.1
Make sense of problems and persevere in solving them.
MP.2
Reason abstractly and quantitatively.
MP.3
Construct viable arguments and critique the reasoning of others
MP.4
Model with Mathematics
MP.5
Use appropriate tools strategically.
MP.6
Attend to precision
MP.7
Look for and make use of structure
MP.8
Look for and express regularity in repeated reasoning
CloseA.CED.1
Create equations and inequalities in one variable and use them to solve problems.
MP.1
Make sense of problems and persevere in solving them.
MP.2
Reason abstractly and quantitatively.
MP.3
Construct viable arguments and critique the reasoning of others
MP.4
Model with Mathematics
MP.5
Use appropriate tools strategically.
MP.6
Attend to precision
MP.7
Look for and make use of structure
MP.8
Look for and express regularity in repeated reasoning
CloseK.PS.1
Objects and materials can be sorted and described by their properties.
Close1.PS.1
Properties of objects and materials can change.
Close3.ESS.3
Some of Earth’s resources are limited. Some of Earth’s resources become limited due to overuse and/or contamination. Reducing resource use, decreasing waste and/or pollution, recycling and reusing can help conserve these resources.
Close4.LS.1
Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.
Close7.PS.1
Elements can be organized by properties.
CloseENV.GP.9
Waste management (solid and hazardous).
ENV.GP.4
Sustainability.
ENV.ER.1
Energy resources.
ENV.ER.3
Water and water pollution.
CloseENV.GP.9
Waste management (solid and hazardous).
ENV.GP.4
Sustainability.
ENV.ER.1
Energy resources.
ENV.ER.3
Water and water pollution.
CloseENV.GP.9
Waste management (solid and hazardous).
ENV.GP.4
Sustainability.
ENV.ER.1
Energy resources.
ENV.ER.3
Water and water pollution.
CloseENV.GP.9
Waste management (solid and hazardous).
ENV.GP.4
Sustainability.
ENV.ER.1
Energy resources.
ENV.ER.3
Water and water pollution.
CloseK.9
Civic Participation and Skills: Individuals share responsibilities and take action toward the achievement of common goals in homes, schools and communities.
Close1.11
Scarcity: Wants are unlimited and resources are limited.
Close2.11
Civic participation and skills: Groups are accountable for choices they make and actions they take.
Close3.6
Human Systems: Evidence of positive and negative human modification of the environment can be observed in the local community.
3.9
Civic Participation and Skills: Members of local communities have rights and responsibilities.
3.10
Civic Participation and Skills: Individuals make the community a better place by taking action to solve problems in a way that promotes the common good.
Close4.12
Human Systems: People have modified the environment throughout history resulting in both positive and negative consequences in Ohio and the United States.
Close5.7
Human Systems: The variety of physical environments within the Western Hemisphere influences human activities. Likewise, human activities modify the physical environments.
5.11
Civic Participation and Skills: Individuals can better understand public issues by gathering, interpreting and checking information for accuracy from multiple sources. Data can be displayed graphically to effectively and efficiently communicate information.
5.14
Economic: Decision making and Skills The choices made by individuals and governments have both present and future consequences.
Close7.16
Civic Participation and Skills: Analyzing individual and group perspectives is essential to understanding historic and contemporary issues. Opportunities for civic engagement exist for students to connect real-world issues and events to classroom learning.
Close8.20
Civic Participation and Skills: Active participation in social and civic groups can lead to the attainment of individual and public goals.
8.24
Economic: Decision Making and Skills Choices made by individuals, businesses and governments have both present and future consequences.
Close6.
Civic Participation and Skills: Effective civic participation involves identifying problems or dilemmas, proposing appropriate solutions, formulating action plans, and assessing the positive and negative results of actions taken.
6.
Sustainability: Decisions about human activities made by individuals and societies have implications for both current and future generations, including intended and unintended consequences.
Close6.
Civic Participation and Skills: Effective civic participation involves identifying problems or dilemmas, proposing appropriate solutions, formulating action plans, and assessing the positive and negative results of actions taken.
6.
Sustainability: Decisions about human activities made by individuals and societies have implications for both current and future generations, including intended and unintended consequences.
Close6.
Civic Participation and Skills: Effective civic participation involves identifying problems or dilemmas, proposing appropriate solutions, formulating action plans, and assessing the positive and negative results of actions taken.
6.
Sustainability: Decisions about human activities made by individuals and societies have implications for both current and future generations, including intended and unintended consequences.
Close6.
Civic Participation and Skills: Effective civic participation involves identifying problems or dilemmas, proposing appropriate solutions, formulating action plans, and assessing the positive and negative results of actions taken.
6.
Sustainability: Decisions about human activities made by individuals and societies have implications for both current and future generations, including intended and unintended consequences.
CloseK-2.DT.2.a.
Observe and describe details of an object’s design.
K-2.DT.2.b.
Demonstrate the ability to follow a simple design process: identify a problem, think about ways to solve the problem, develop possible solutions, and share and evaluate solutions with others.
K-2.DT.2.c.
Explain that a design process is a plan to find solutions to problems.
K-2.DT.2.d.
Demonstrate that there are many possible solutions to a design problem.
K-2.DT.2.e.
Communicate design plans and solutions using drawings and descriptive language.
CloseK-2.DT.2.a.
Observe and describe details of an object’s design.
K-2.DT.2.b.
Demonstrate the ability to follow a simple design process: identify a problem, think about ways to solve the problem, develop possible solutions, and share and evaluate solutions with others.
K-2.DT.2.c.
Explain that a design process is a plan to find solutions to problems.
K-2.DT.2.d.
Demonstrate that there are many possible solutions to a design problem.
K-2.DT.2.e.
Communicate design plans and solutions using drawings and descriptive language.
CloseK-2.DT.2.a.
Observe and describe details of an object’s design.
K-2.DT.2.b.
Demonstrate the ability to follow a simple design process: identify a problem, think about ways to solve the problem, develop possible solutions, and share and evaluate solutions with others.
K-2.DT.2.c.
Explain that a design process is a plan to find solutions to problems.
K-2.DT.2.d.
Demonstrate that there are many possible solutions to a design problem.
K-2.DT.2.e.
Communicate design plans and solutions using drawings and descriptive language.
Close3-5.ICT.1.a.
With guidance, identify and use digital learning tools or resources to support planning, implementing and reflecting.
3-5.ICT.3.a.
Gather, organize and summarize information from multiple digital learning tools and resources to build knowledge of a topic.
3-5.ICT.3.d.
Create artifacts using digital learning tools and resources to demonstrate knowledge.
3-5.ICT.4.a.
With guidance, discuss and identify communication needs considering goals, audience and content.
3-5.ICT.4.d.
Produce and publish information appropriate for a target audience using digital learning tools and resources.
3-5.ST.2.a.
Create a plan and select collaboration and/or communication tools to complete a given task.
3-5.DT.2.b.
Plan and implement a design process: identify a problem, think about ways to solve the problem, develop possible solutions, test and evaluate solution(s), present a possible solution, and redesign to improve the solution.
Close3-5.ICT.1.a.
With guidance, identify and use digital learning tools or resources to support planning, implementing and reflecting.
3-5.ICT.3.a.
Gather, organize and summarize information from multiple digital learning tools and resources to build knowledge of a topic.
3-5.ICT.3.d.
Create artifacts using digital learning tools and resources to demonstrate knowledge.
3-5.ICT.4.a.
With guidance, discuss and identify communication needs considering goals, audience and content.
3-5.ICT.4.d.
Produce and publish information appropriate for a target audience using digital learning tools and resources.
3-5.ST.2.a.
Create a plan and select collaboration and/or communication tools to complete a given task.
3-5.DT.2.b.
Plan and implement a design process: identify a problem, think about ways to solve the problem, develop possible solutions, test and evaluate solution(s), present a possible solution, and redesign to improve the solution.
Close3-5.ICT.1.a.
With guidance, identify and use digital learning tools or resources to support planning, implementing and reflecting.
3-5.ICT.3.a.
Gather, organize and summarize information from multiple digital learning tools and resources to build knowledge of a topic.
3-5.ICT.3.d.
Create artifacts using digital learning tools and resources to demonstrate knowledge.
3-5.ICT.4.a.
With guidance, discuss and identify communication needs considering goals, audience and content.
3-5.ICT.4.d.
Produce and publish information appropriate for a target audience using digital learning tools and resources.
3-5.ST.2.a.
Create a plan and select collaboration and/or communication tools to complete a given task.
3-5.DT.2.b.
Plan and implement a design process: identify a problem, think about ways to solve the problem, develop possible solutions, test and evaluate solution(s), present a possible solution, and redesign to improve the solution.
Close6-8.ICT.1.b.
Select and use digital learning tools or resources to support planning, implementing and reflecting upon a defined task.
6-8.ICT.2.a.
Use advanced search techniques to locate needed information using digital learning tools and resources.
6-8.ICT.2.c.
Apply principles of copyright, use digital citation tools and use strategies to avoid plagiarism.
6-8.ICT.3.c.
Create artifacts using digital learning tools and resources to demonstrate knowledge.
6-8.ICT.4.a.
Use digital learning tools and resources to identify communication needs considering goals, audience and content.
6-8.ICT.4.b.
Select and use a variety of media formats to communicate information to a target audience.
6-8.DT.2.a.
Apply a complete design process to solve an identified individual or community problem: research, develop, test, evaluate and present several possible solutions, and redesign to improve the solution.
6-8.DT.3.a.
Collaborate to solve a problem as an interdisciplinary team modeling different roles and functions.
6-8.DT.3.c.
Evaluate the effectiveness of the group’s collaboration during the engineering design process and the contribution of the varying roles.
6-8.DT.3.d.
Give examples of how changes in one part of a system can impact other parts of that system.
Close6-8.ICT.1.b.
Select and use digital learning tools or resources to support planning, implementing and reflecting upon a defined task.
6-8.ICT.2.a.
Use advanced search techniques to locate needed information using digital learning tools and resources.
6-8.ICT.2.c.
Apply principles of copyright, use digital citation tools and use strategies to avoid plagiarism.
6-8.ICT.3.c.
Create artifacts using digital learning tools and resources to demonstrate knowledge.
6-8.ICT.4.a.
Use digital learning tools and resources to identify communication needs considering goals, audience and content.
6-8.ICT.4.b.
Select and use a variety of media formats to communicate information to a target audience.
6-8.DT.2.a.
Apply a complete design process to solve an identified individual or community problem: research, develop, test, evaluate and present several possible solutions, and redesign to improve the solution.
6-8.DT.3.a.
Collaborate to solve a problem as an interdisciplinary team modeling different roles and functions.
6-8.DT.3.c.
Evaluate the effectiveness of the group’s collaboration during the engineering design process and the contribution of the varying roles.
6-8.DT.3.d.
Give examples of how changes in one part of a system can impact other parts of that system.
Close6-8.ICT.1.b.
Select and use digital learning tools or resources to support planning, implementing and reflecting upon a defined task.
6-8.ICT.2.a.
Use advanced search techniques to locate needed information using digital learning tools and resources.
6-8.ICT.2.c.
Apply principles of copyright, use digital citation tools and use strategies to avoid plagiarism.
6-8.ICT.3.c.
Create artifacts using digital learning tools and resources to demonstrate knowledge.
6-8.ICT.4.a.
Use digital learning tools and resources to identify communication needs considering goals, audience and content.
6-8.ICT.4.b.
Select and use a variety of media formats to communicate information to a target audience.
6-8.DT.2.a.
Apply a complete design process to solve an identified individual or community problem: research, develop, test, evaluate and present several possible solutions, and redesign to improve the solution.
6-8.DT.3.a.
Collaborate to solve a problem as an interdisciplinary team modeling different roles and functions.
6-8.DT.3.c.
Evaluate the effectiveness of the group’s collaboration during the engineering design process and the contribution of the varying roles.
6-8.DT.3.d.
Give examples of how changes in one part of a system can impact other parts of that system.
Close9-12.ICT.1.a.
Develop strategies for using digital learning tools and resources to plan, implement and reflect upon a complex task.
9-12.ICT.1.b.
Based on project-specific requirements, develop criteria to select digital learning tools and resources to support the concurrent management of multiple projects.
9-12.ICT.2.d.
Apply principles of copyright, use digital citation tools and use strategies to avoid plagiarism when using the work of others as well as creating personal work.
9-12.ICT.3.c.
Create artifacts using digital learning tools and resources to demonstrate knowledge.
9-12.ICT.4.a.
Use digital learning tools and resources to identify communication needs considering goals, audience, content, access to tools or devices, timing of communication (e.g., time zones), etc.
9-12.ICT.4.b.
Based on communication needs, develop, implement and evaluate a communication plan to disseminate information to multiple audiences.
9-12.ICT.4.d.
Use digital learning tools to represent and model complex systems of information to a target audience.
Close9-12.ICT.1.a.
Develop strategies for using digital learning tools and resources to plan, implement and reflect upon a complex task.
9-12.ICT.1.b.
Based on project-specific requirements, develop criteria to select digital learning tools and resources to support the concurrent management of multiple projects.
9-12.ICT.2.d.
Apply principles of copyright, use digital citation tools and use strategies to avoid plagiarism when using the work of others as well as creating personal work.
9-12.ICT.3.c.
Create artifacts using digital learning tools and resources to demonstrate knowledge.
9-12.ICT.4.a.
Use digital learning tools and resources to identify communication needs considering goals, audience, content, access to tools or devices, timing of communication (e.g., time zones), etc.
9-12.ICT.4.b.
Based on communication needs, develop, implement and evaluate a communication plan to disseminate information to multiple audiences.
9-12.ICT.4.d.
Use digital learning tools to represent and model complex systems of information to a target audience.
Close9-12.ICT.1.a.
Develop strategies for using digital learning tools and resources to plan, implement and reflect upon a complex task.
9-12.ICT.1.b.
Based on project-specific requirements, develop criteria to select digital learning tools and resources to support the concurrent management of multiple projects.
9-12.ICT.2.d.
Apply principles of copyright, use digital citation tools and use strategies to avoid plagiarism when using the work of others as well as creating personal work.
9-12.ICT.3.c.
Create artifacts using digital learning tools and resources to demonstrate knowledge.
9-12.ICT.4.a.
Use digital learning tools and resources to identify communication needs considering goals, audience, content, access to tools or devices, timing of communication (e.g., time zones), etc.
9-12.ICT.4.b.
Based on communication needs, develop, implement and evaluate a communication plan to disseminate information to multiple audiences.
9-12.ICT.4.d.
Use digital learning tools to represent and model complex systems of information to a target audience.
Close9-12.ICT.1.a.
Develop strategies for using digital learning tools and resources to plan, implement and reflect upon a complex task.
9-12.ICT.1.b.
Based on project-specific requirements, develop criteria to select digital learning tools and resources to support the concurrent management of multiple projects.
9-12.ICT.2.d.
Apply principles of copyright, use digital citation tools and use strategies to avoid plagiarism when using the work of others as well as creating personal work.
9-12.ICT.3.c.
Create artifacts using digital learning tools and resources to demonstrate knowledge.
9-12.ICT.4.a.
Use digital learning tools and resources to identify communication needs considering goals, audience, content, access to tools or devices, timing of communication (e.g., time zones), etc.
9-12.ICT.4.b.
Based on communication needs, develop, implement and evaluate a communication plan to disseminate information to multiple audiences.
9-12.ICT.4.d.
Use digital learning tools to represent and model complex systems of information to a target audience.
Close1PE
Recognize and describe that people create art and art objects to communicate ideas and serve different purposes.
Close2PE
Identify and communicate how historical and cultural contexts influence ideas that inform artists.
3PE
Investigate the role of cultural objects in our everyday environment.
2PR
Use digital tools to explore ideas, create and refine works of art during the artmaking process.
3PR
Experiment with various ideas and visual art media to solve a problem that addresses a contemporary social issue.
4PR
Select and use the elements and principles of art and design to communicate understanding of an interdisciplinary concept.
Close4PE
Connect selected ideas, concepts and processes used in visual art with those used in other academic disciplines.
5PR
Use observations, life experiences and imagination as sources for visual symbols, images and creative expression.
Close2 PR
Manipulate materials, tools and technology in conventional and unconventional ways to create a work of art.
5PR
Create a work of art in collaboration with others to address a social or cultural issue.
CloseHSP.1CR
Evaluate various sources for visual reference.
HSP.3CR
Identify visual literacy strategies as a means to communicate concepts.
CloseHSP.1CR
Evaluate various sources for visual reference.
HSP.3CR
Identify visual literacy strategies as a means to communicate concepts.
CloseHSP.1CR
Evaluate various sources for visual reference.
HSP.3CR
Identify visual literacy strategies as a means to communicate concepts.
CloseHSP.1CR
Evaluate various sources for visual reference.
HSP.3CR
Identify visual literacy strategies as a means to communicate concepts.
CloseOutcome 3.2.
Relationship Management: Apply techniques and strategies to develop, maintain and grow positive relationships with employees, peers and stakeholders.
Outcome 5.4.
Marketing Research: Apply qualitative and quantitative research methods, techniques and tools to gather, synthesize, evaluate and disseminate information about a specified problem, issue or opportunity for use in making business decisions that achieve organizational goals and objectives.
Outcome 10.1.
Strategic Planning: Implement planning tools to guide organization’s or department’s activities.
Outcome 10.2.
Strategic Execution: Apply the principles and concepts used to align organizational and departmental strategies with tactical execution plans.
Outcome 10.3.
Change Management: Adapt to, manage, and create change initiatives in an organization to accomplish organizational objectives.
CloseOutcome 1.5.
Global Environment: Evaluate how beliefs, values, attitudes and behaviors influence organizational strategies and goals.
Outcome 1.8.
Operations Management: Plan, organize and monitor an organization or department to maximize contribution to organizational goals and objectives.
Outcome 5.5.
Production and Process Design: Identify and evaluate production and process design.
CloseOutcome 1.5.
Global Environment: Evaluate how beliefs, values, attitudes and behaviors influence organizational strategies and goals.
CloseOutcome 1.5.
Global Environment: Evaluate how beliefs, values, attitudes, and behaviors influence organizational strategies and goals.
Outcome 1.8.
Operations Management: Plan, organize, and monitor an organization or department to maximize contribution to organizational goals and objectives.
Close