| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Grade Level
|
None Available | None Available | None Available | None Available |
Key Ideas and Details
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Science/Technical Skills
|
None Available | None Available | None Available | None Available |
Cite specific textual evidence to support analysis of science and technical texts.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Evidence
|
5 - Cite (specific textual evidence)
4 - Analysis (science and technical texts)
|
5 - I can cite specific textual evidence.
4 - I can analyze science and technical texts.
|
A. Evidence is essential to support one's analysis of textual information.
B. Analysis of textual information is essential for drawing conclusions.
|
A.1 What is good evidence for one's analysis of science texts?
A.2 What is good evidence for one's analysis of technical texts?
A.3 How do you know if cited evidence supports a particular analysis?
B.1 Why do we need to analyze textual information?
B.2 What strategies can be used to analyze science and technical texts?
|
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
4 - Determine (central ideas or conclusions of a text)
5 - Provide (accurate text summary distinct from prior knowledge or opinions)
|
4 - I can determine central ideas or conclusions of a text.
5 - I can provide an accurate text summary distinct from prior knowledge or opinions.
|
A. Textual information often addresses central ideas or conclusions.
B. Accurate summaries of text is essential for conveying the author's intended ideas and conclusions.
|
A.1 How can the central ideas or conclusions of a text be determined?
B.1 What is the value of excluding prior knowledge and opinions when summarizing a text?
B.2 How can prior knowledge and opinion be excluded from an accurate summary of a text?
|
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Multistep Procedure
|
3 - Use (procedure when carrying out experiments)
2 - Measurement (quantities)
3 - Execute (perform technical tasks)
|
3 - I can use a procedure to carry out an experiment.
2 - I can use a procedure to measure a quantity.
3 - I can perform technical tasks using a procedure.
|
A:Various tasks can be broken down into multistep procedures.
|
A.1 How does one follow precisely a multistep experimental procedure?
A.2 How does one follow precisely a multistep procedure when taking measurements?
A.3 How does one follow precisely a multistep procedure when performing technical tasks?
|
Craft and Structure
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
| None Available | None Available | None Available | None Available |
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Scientific Meaning
Technical Meaning
|
4 - Determine (meaning)
|
4 - I can determine meaning of a symbol.
4 - I can determine meaning of key terms.
4 - I can determine meaning of domain-specific words.
4 - I can determine meaning of domain-specific phrases.
|
A. Symbols, key terms, and domain-specific words and phrases are based on a specific meaning.
|
A.1 What is the meaning of a symbol?
A.2 What is the meaning of key terms?
A.3 What is the meaning of words and phrases?
|
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Text structure
|
4 - Analyze (text structure)
|
4 - I can analyze a text's organization.
4 - I can use major sections of a text relative to the whole to better understand the topic.
|
A. The structural organization of an author's text can help a learner to better understand the topic presented.
|
A.1 How does one analyze the structure an author used to organize a text?
A.2 How does one use major sections of a text to better understand a topic?
|
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Text Purpose
|
4 - Analyze (text purpose in providing an explanation)
4 - Analyze (text purpose in providing a procedure description)
4 - Analyze (text purpose in providing an discussing an experiment)
|
4 - I can analyze the text containing purpose of an explanation.
4 - I can analyze the text containing purpose for a description of a procedure.
4 - I can analyze the text containing purpose for discussing an experiment.
|
A. An author always has a purpose for providing an explanation, describing a procedure, or discussing an experiment.
|
A.1 How does one analyze an author's purpose when they provide an explanation in a text?
A.2 How does one analyze an author's purpose when they provide a procedure description in a text?
A.3 How does one analyze an author's purpose when they provide a discussion about an experiment in a text?
|
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
| None Available | None Available | None Available | None Available |
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Text Information
|
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?
|
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
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?
|
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Information Sources
|
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?
|
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Reading
|
None Available | None Available | None Available | None Available |
By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
1 - Read (texts)
2 - Comprehend (texts)
|
1 - I can read science and technical texts independently and proficiently.
2 - I can comprehend science and technical texts independently and proficiently.
|
A. The ability to read and comprehend texts is central to learning independently.
|
A.1 What reading strategies can help one better understand science texts.
A.2 What reading strategies can help one better understand technical texts.
|
Grades 9-10
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Grade Level
|
None Available | None Available | None Available | None Available |
Key Ideas and Details
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Science/Technical Skills
|
None Available | None Available | None Available | None Available |
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Evidence
Details
|
5 - Cite (specific textual evidence)
4 - Analysis (science and technical texts)
1 - Identify (explanation texts)
1 - Identify (descriptive text)
|
5 - I can cite explanation-specific textual evidence.
5 - I can cite description-specific textual evidence.
4 - I can analyze explanation specific science and technical texts.
4 - I can analyze description specific science and technical texts.
1 - I can identify explanation text.
1 - I can identify descriptive text.
|
A. Evidence is essential to support one's analysis of textual information.
B. Analysis of textual information is essential for drawing conclusions.
|
A.1 What is good evidence for one's analysis of science texts?
A.2 What is good evidence for one's analysis of technical texts?
A.3 How do you know if explanation cited evidence supports a particular analysis?
A.4 How do you know if descriptive cited evidence supports a particular analysis?
B.1 Why do we need to analyze textual information?
B.2 What strategies can be used to analyze science or technical text?
|
Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Explanation
|
4 - Determine (central idea of a text)
4 - Determine (conclusions of a text)
3 - Trace (text’s explanation or depiction of a complex process)
3 - Trace (text’s explanation or depiction of a complex phenomenon)
3 - Trace (text’s explanation or depiction of a complex concept)
2 - Summarize (accurate summary of the text)
|
4 - I can determine the central idea of a text.
4 - I can determine the conclusion of a text.
3 - I can trace a text's explanation or depiction of a complex process.
3 - I can trace a text"s explanation or depiction of complex phenomenon.
3 - I can trace a text"s explanation or depiction of complex concept.
2 - I can accurately summarize text.
|
A. Text will have a central idea or conclusion.
B. Text written about a complex process, phenomenon, or concept will have an explanation or depiction that may be traced.
|
A.1 How does one determine the central idea of a text? How does one determine the conclusion of a text?
A.2 How does one summarize text to include central ideas or conclusions?
B.1 How does one trace a complex process from the explanation or depiction of a text?
B.2 How does one trace a complex phenomenon from the explanation or depiction of a text?
B.3 How does one trace a complex concept from the explanation or depiction of a text?
|
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Multistep Procedure
|
3 - Use (procedure when carrying out experiments)
2 - Measurement (quantities)
3 - Execute (perform technical tasks)
2 - Identify (special cases or exceptions)
|
3 - I can use a procedure to carry out an experiment.
2 - I can use a procedure to measure a quantity.
3 - I can perform technical tasks using a procedure.
2 - I can identify special cases or exceptions for a given multistep procedure.
|
A:Various tasks can be broken down into multistep procedures.
|
A.1 How does one follow precisely a multistep experimental procedure?
A.2 How does one follow precisely a multistep procedure when taking measurements?
A.3 How does one follow precisely a multistep procedure when performing technical tasks?
A.4 How does one identify special cases or exceptions for a given multistep procedure?
|
Craft and Structure
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
| None Available | None Available | None Available | None Available |
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Scientific Meaning
Technical Meaning
|
4 - Determine (meaning)
|
4 - I can determine meaning of a symbol.
4 - I can determine meaning of key terms.
4 - I can determine meaning of domain-specific words.
4 - I can determine meaning of domain-specific phrases.
|
A. Symbols, key terms, and domain-specific words and phrases are based on a specific meaning.
|
A.1 What is the meaning of a symbol?
A.2 What is the meaning of key terms?
A.3 What is the meaning of words and phrases?
|
Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Key Terms (e.g.)
|
4 - Analyze (text structure of relationships among concepts)
|
4 - I can analyze structure of the relationships among concepts in a text.
4 - I can analyze relationships among key terms as presented in a text.
|
A. Text structure can be used to present relationships among concepts.
|
A.1 How do you analyze relationships among concepts in a text?
A.2 How do you analyze relationships among key terms in a text?
|
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Text Purpose
|
2 - Define (author addressed question)
4 - Analyze (text purpose in providing an explanation)
4 - Analyze (text purpose in providing a procedure description)
4 - Analyze (text purpose in providing an discussing an experiment)
|
2 - I can define question author seeks to address.
4 - I can analyze the text containing purpose of an explanation.
4 - I can analyze the text containing purpose for a description of a procedure.
4 - I can analyze the text containing purpose for discussing an experiment.
|
A. In science/technical text, there is a purpose that includes a question the author seeks to address.
|
A.1 How can you analyze the author's purpose of the text to define the question he/she seeks to address?
A.2 How can you analyze text to see purpose and question of their explanation?
A.3 How can you analyze text to see purpose and question of their description of a procedure?
A.4 How can you analyze text to see purpose and question of their discussion of an experiment?
|
Integration of Knowledge and Ideas
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
| None Available | None Available | None Available | None Available |
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
Mathematical Information (e.g.)
|
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?
|
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
Problem
|
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?
|
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
|
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?
|
Range of Reading and Level of Text Complexity
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Reading
|
None Available | None Available | None Available | None Available |
By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
1 - Read (texts)
2 - Comprehend (texts)
|
1 - I can read science and technical texts independently and proficiently.
2 - I can comprehend science and technical texts independently and proficiently.
|
A. The ability to read and comprehend texts is central to learning independently.
|
A.1 What reading strategies can help one better understand science texts.
A.2 What reading strategies can help one better understand technical texts.
|
Grades 11-12
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Grade Level
|
None Available | None Available | None Available | None Available |
Key Ideas and Details
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
| None Available | None Available | None Available | None Available |
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Evidence
|
5 - Cite (specific textual evidence)
1 - Identify (author distinctions)
1 - Identify (author gaps in account)
1 - Identify (author inconsistencies in account)
|
5 - I can cite specific textual evidence that support an author's analysis.
1 - I can identify author distinctions within text.
1 - I can identify an author's gaps in their account.
1 - I can identify an author's inconsistencies in their account.
|
A. Evidence is essential to support one's analysis of textual information.
B. Analysis of textual information is essential for drawing conclusions.
|
A.1 What is good evidence for one's analysis of science texts?
A.2 What is good evidence for one's analysis of technical texts?
A.3 How do you know if explanation cited evidence supports a particular analysis?
A.4 How do you know if descriptive cited evidence supports a particular analysis?
B.1 How do you identify gaps or inconsistencies in an author's account? Why do we need to analyze textual information?
B.2 What strategies can be used to analyze science or technical text for important distinctions, gaps, or inconsistencies an author may introduce?
|
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Summary
|
4 - Determine (central idea of a text)
4 - Determine (conclusion of a text)
2 - Summarize (complex concepts)
2 - Summarize (complex processes)
2 - Summarize (complex information)
|
4 - I can determine the central idea of a text.
4 - I can determine the conclusion of a text.
2 - I can summarize text by paraphrasing in simpler and accurate terms.
2 - I can summarize complex concepts.
2 - I can summarize complex processes.
2 - I can summarize complex information.
|
A. Text will have a central idea or conclusion .
B. Text written about a complex concepts, processes, or information can be summarized in simpler and accurate terms resulting in a deeper understanding of the content.
|
A.1 How does one determine the central idea of a text? How does one determine the conclusion of a text?
A.2 How does one summarize by paraphrasing text in simpler and accurate terms?
B.1 How does one summarize a complex concept from text?
B.2 How does one trace a complex processes from text?
B.3 How does one trace a complex information from text?
|
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Multistep Procedure
|
3 - Use (procedure when carrying out experiments)
2 - Measurement (quantities)
3 - Execute (perform technical tasks)
4 - Analyze (specific result based on text)
|
3 - I can use a procedure to carry out an experiment.
2 - I can use a procedure to measure a quantity.
3 - I can perform technical tasks using a procedure.
2 - I can identify special cases or exceptions for a given multistep procedure.
|
A. Various tasks can be broken down into multistep procedures that lead to the ability to analyze results.
|
A.1 How does one follow precisely a multistep experimental procedure?
A.2 How does one follow precisely a multistep procedure when taking measurements?
A.3 How does one follow precisely a multistep procedure when performing technical tasks?
A.4 How does one analyze results based on multistep procedure?
|
Craft and Structure
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
| None Available | None Available | None Available | None Available |
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Scientific Meaning
Technical Meaning
|
4 - Determine (meaning)
|
4 - I can determine meaning of a symbol.
4 - I can determine meaning of key terms.
4 - I can determine meaning of domain-specific words.
4 - I can determine meaning of domain-specific phrases.
|
A. Symbols, key terms, and domain-specific words and phrases are based on a specific meaning.
|
A.1 What is the meaning of a symbol?
A.2 What is the meaning of key terms?
A.3 What is the meaning of words and phrases?
|
Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Text Structures
|
4 - Analyze (text structures information into categories or hierarchies)
4 - Analyze (text structures ideas into categories or hierarchies)
|
4 - I can analyze text structures to see how information is placed into categories or hierarchies.
4 - I can analyze text structures to see how ideas is placed into categories or hierarchies.
|
A. Information and ideas in text can be structured into categories or hierarchies.
|
A.1 How can one analyze text structures to see how information or ideas are placed into categories.
A.2 How can one analyze text structures to see how information or ideas are placed into hierarchies.
|
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Text Purpose
|
1 - Identify (unresolved issues)
4 - Analyze (text purpose in providing an explanation)
4 - Analyze (text purpose in providing a procedure description)
4 - Analyze (text purpose in providing an discussing an experiment)
|
2 - I can identify unresolved issues.
4 - I can analyze the text containing purpose of an explanation.
4 - I can analyze the text containing purpose for a description of a procedure.
4 - I can analyze the text containing purpose for discussing an experiment.
|
A. In science/technical text, there may be important issues that remain unresolved.
|
A.1 How can you analyze the author's text purpose? Based on the purpose, how may one identify remaining unresolved issues?
A.2 How can you analyze text to see purpose and question of their explanation?
A.3 How can you analyze text to see purpose and question of their description of a procedure?
A.4 How can you analyze text to see purpose and question of their discussion of an experiment?
|
Integration of Knowledge and Ideas
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
| None Available | None Available | None Available | None Available |
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Information Sources (e.g.)
|
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?
|
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
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?
|
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Information Sources (e.g.)
Understandings
|
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?
|
Range of Reading and Level of Text Complexity
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Reading
|
None Available | None Available | None Available | None Available |
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
1 - Read (texts)
2 - Comprehend (texts)
|
1 - I can read science and technical texts independently and proficiently.
2 - I can comprehend science and technical texts independently and proficiently.
|
A. The ability to read and comprehend texts is central to learning independently.
|
A.1 What reading strategies can help one better understand science texts.
A.2 What reading strategies can help one better understand technical texts.
|
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