Integration of Knowledge and Ideas 6-12

Integration of Knowledge and Ideas — Common Core ELA Standards for Science/Technical: 6-8

1. Common Core ELA Standards for Science/Technical: 6-8
   Grades 6-8

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Grade Level 6-8	None Available	None Available	None Available	None Available

2. Common Core ELA Standards for Science/Technical: 6-8 > IKI
   Integration of Knowledge and Ideas

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Integration Knowledge Ideas	None Available	None Available	None Available	None Available

3. Common Core ELA Standards for Science/Technical: 6-8 > IKI > S.7
   Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Text Information Quantitative Technical Visual Information (e.g.) Flowchart Diagram Model Graph Table	4 - Integrate (quantitative information with visual content) 4 - Integrate (technical information with visual content)	4 - I can integrate quantitative, textual information into visual products. 4 - I can integrate technical, textual information into visual products.	A. Combining textual information with visual products facilitates understanding.	A.1 What strategies for selecting text for placement in a visual product can be utilized? How might these strategies differ for quantitative and technical information?

4. Common Core ELA Standards for Science/Technical: 6-8 > IKI > S.8
   Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Text Facts Judgement Speculation Research	2 - Distinguish (facts) 2 - Distinguish (research-based judgment) 2 - Distinguish (speculation)	2 - I can distinguish among facts. 2 - I can distinguish reason judgment based on research findings. 2 - I can distinguish speculations found in text.	A. To have a more reliable understanding of textual information, the ability to distinguish among facts, judgments based on research, and speculations are critical.	A.1 How can I distinguish facts from on another? A.2 What methods may be used to better distinguish facts from speculation? A.3 How can I determine reasoned judgment based on research findings?

5. Common Core ELA Standards for Science/Technical: 6-8 > IKI > S.9
   Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Information Sources Experiments Simulations Video Multimedia Text	2 - Compare and Contrast (information gain)	2 - I can compare and contrast information gained from reading text with information gained from experiments. 2 - I can compare and contrast information gained from reading text with information gained from simulations. 2 - I can compare and contrast information gained from reading text with information gained from videos. 2 - I can compare and contrast information gained from reading text with information gained from multimedia sources.	A. Information gained using different sources will vary for different learners.	A.1 How can you compare and contrast information gained from different sources?

6. Common Core ELA Standards for Science/Technical: 9-10
   

   Grades 9-10

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Grade Level 9-10	None Available	None Available	None Available	None Available

7. Common Core ELA Standards for Science/Technical: 9-10 > IKI
   

   Integration of Knowledge and Ideas

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Integration Knowledge Ideas	None Available	None Available	None Available	None Available

8. Common Core ELA Standards for Science/Technical: 9-10 > IKI > S.7
   

   Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Text Information Quantitative Technical Visual Information (e.g.) Chart Table Mathematical Information (e.g.) Equation	4 - Translate (quantitative information to visual products) 4 - Translate (technical information to visual products) 2 - Translate (visual information into words) 2 - Translate (mathematical expressions into words)	4 - I can translate quantitative information into a visual product. 4 - I can translate technical information into a visual product. 2 - I can translate visual information into words. 2 - I can translate mathematical expressions into words.	A. Translating text from visual products and vise versa facilitates understanding of information.	A.1 What strategies can be used to translate textual information into visual products? How might these strategies differ for quantitative and technical information? A.2 What strategies can be used to translate visual product into words? A.3 What strategies can be used to translate mathematical expressions into words?

9. Common Core ELA Standards for Science/Technical: 9-10 > IKI > S.8
   

   Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Text Support Reasoning Evidence Claim Recommendation Problem Scientific Technical	4 - Determine (reasoning, evidence for claim or recommendation)	4 - I can determine an author's reasoning behind his/her claim. 4 - I can determine an author's textual evidence behind his/her recommendation for solving a problem.	A. Reasoning and evidence is required in order to support an author's claim or recommendation.	A.1 How does one determine when reasoning and evidence supports a claim or recommendation? A.2 How might requirements for reasoning and evidence in textual support differ for different problems? For claims or recommendations for a given scientific problem? For a technical problem?

10. Common Core ELA Standards for Science/Technical: 9-10 > IKI > S.9
    

    Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Text Findings Experiments Sources Explanation Accounts	2 - Compare and Contrast (findings) 4 - Determine (contradictions)	2 - I can compare and contrast findings in text with other sources. 2 - I can determine if findings support or contradict previous explanations or accounts.	A. New information from experimentation and other sources must be reflected upon using previous textual sources. This reinforces the 'quality" of the new knowledge acquired.	A.1 How does one determine if new findings is supported or contradicts previous explanations or accounts?

11. Common Core ELA Standards for Science/Technical: 11-12
    

    Grades 11-12

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Grade Level 11-12	None Available	None Available	None Available	None Available

12. Common Core ELA Standards for Science/Technical: 11-12 > IKI
    

    Integration of Knowledge and Ideas

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Integration Knowledge Ideas	None Available	None Available	None Available	None Available

13. Common Core ELA Standards for Science/Technical: 11-12 > IKI > S.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.

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Information Sources (e.g.) Quantitative data Video Multimedia	4 - Integrate (multiple sources of information) 3 - Solve (problem) 5 - Evaluate (multiple sources of information)	4 - I can integrate multiple sources of information in diverse formats to address a question. 4 - I can integrate multiple sources of information in diverse formats to solve a problem. 5 - I can evaluate multiple sources of information in diverse formats to address a question. 5 - I can evaluate multiple sources of information in diverse formats to solve a problem.	A. Information presented in diverse formats and media requires one to be able to integrate and evaluate sources in order to address a question or solve a problem.	A.1 What strategies may be used to integrate diverse sources of information? How might these strategies vary depending on addressing a question or solving a problem? A.2 What strategies may be used to evaluate diverse sources of information? How might these strategies vary depending on addressing a question or solving a problem?

14. Common Core ELA Standards for Science/Technical: 11-12 > IKI > S.8
    Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Text Science Technical Hypotheses Data Analysis Conclusions	4 - Evaluate (hypothesis, data, analysis, and conclusions) 4 - Verify (data) 4 - Draw conclusions (additional information sources)	4 - I can evaluate a hypothesis, data, analysis, and conclusions presented in a science or technical text. 4 - I can verify data presented in a science or technical text. 4 - I can corroborate or challenge conclusions using other sources of information.	A. The verification of data and evaluation of conclusions with other sources of information should always be done to check an author's hypotheses, data, analysis and conclusions.	A.1 How does one evaluate a hypothesis? A.2 How does one evaluate data? A.3 How does one evaluate an author's analysis? A.4 How does one evaluate an author's conclusions? A.5 How does one verify if additional sources of data support an author's data?

15. Common Core ELA Standards for Science/Technical: 11-12 > IKI > S.9
    Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Information Sources (e.g.) Texts Experiments Simulations Understandings Process Phenomenon Concept Conflict	6 - Relate (sources into a process) 6 - Relate (sources into a phenomenon) 6 - Relate (sources into a concept) 6 - Resolve (conflict)	6 - I can relate (synthesize) information from a range of sources into an understanding of a process. 6 - I can relate (synthesize) information from a range of sources into an understanding of a phenomenon. 6 - I can relate (synthesize) information from a range of sources into an understanding of a concept. 6 - I can resolve conflicting information between different sources.	A. The ability to take a range of sources of information and synthesis an understanding of processes, phenomenons, or concepts presented reinforces the knowledge one gains. B. The ability to resolve conflicting information demonstrates a "working" understanding of one's knowledge.	A.1 What is the process of taking a range of sources of information and synthesizing an understanding of a process? A.2 What is the process of taking a range of sources of information and synthesizing an understanding of a phenomenon? A.3 What is the process of taking a range of sources of information and synthesizing an understanding of a concept? B.1 What is the process of resolving conflicting information?