Bullying Awareness

High School, Interdisciplinary

7E Model

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Description of Unit

In this project, students will explore the impact bullying has on members of society. As a class, students will become familiar with what constitutes bullying, the regularity with which it takes place, and why we should be concerned. Then, independently, students will extend their studies by conducting interest- based research examining an aspect of bullying and what can be done to thwart this issue.

This guide links the Bullying Awareness unit to the Texas Essential Knowledge and Skills (TEKS) for ninth and tenth graders. Bullying Awareness is an interdisciplinary unit that allows students to study and explore the impact bullying has on the victim, the bystander, the bully, and society. The Bullying Awareness unit will allow students to conduct interest-based research with connections to English language arts, social studies, and science. For example, students will research, organize, prepare, and present informative written and oral messages, as addressed in the English language arts, social studies, and science TEKS. They will also understand how historical events impact today’s society. The following document includes the applicable TEKS and the details of the Bullying Awareness unit. The asterisks indicate the TEKS that are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase 1. Learning Experiences

Ask the students to define the term “bullying.” Write the responses on the board.
According to PACER’s National Bullying Prevention Center, “An act is defined as bullying when: the behavior hurts or harms another person physically or emotionally, the targets have difficulty stopping the behavior directed at them, and struggle to defend themselves, and may consist of an imbalance of power.”
Provide the following questions to each student, allowing ample time for written answers. After the students have written their responses to the previous questions, engage them in a class wide discussion regarding their answers. Provide feedback.
1. Who is bullied?
2. Who bullies?
3. Why does bullying occur?
4. What are the types of bullying?
5. Where does it take place?
6. Have you ever been bullied?
7. According to the definition, have you ever bullied another person?
8. Have you ever witnessed someone being bullied?
9. Did you try to stop the actions? Why or why not?
10. What is the line between joking around and bullying?
11. What are some possible personality characteristics of the following: the bully, the victim, and the bystander?
Role Playing – Assign no more than four students to a group. Each group will be responsible for creating a 1 to 3 minute skit depicting one of the four types of bullying, i.e., physical bullying, verbal bullying, social (also referred to as relational) bullying, and cyber bullying. Encourage creativity, and be sure to articulate the expectations for the skit; because of the seriousness of this topic, the skit is not to be a comedic endeavor. Consider developing a list of expectations from which students may select, or suggest that the class create a rubric for the skit. Allow approximately fifteen minutes for the students to devise their skits. Then, each group will share their skit with the class.

Phase ll. Independent Research

A. Research Process

Selecting a topic. Each student chooses a topic related to bullying to study. The focus of the study is to bring awareness to an often ignored issue. Students should be encouraged to expand their research into cross disciplinary areas; the guiding questions below may be used to spur their thinking. Possible cross-disciplinary topics related to bullying include, but are not limited to: mental health issues, gun violence, hate crimes,stalking, cyber-bullying, teasing, cliques, peer pressure, social issues, bullying in the school setting, bullying in the workplace, bullying in the locker room (sports), bullies,victims, bystanders, domino effect, body image and the media, statistics and data, differences between male and female bullying, teen violence, teen issues, violence as depicted in the media, and sex and gender issues.
Students should use a tool (i.e. Dropbox, Evernote, Google Drive) to collect and organize information that they gather.
Asking guiding questions. Once students have selected their topics, each student should think of three to five guiding questions, such as:
1. How is bullying reflected in advertising, broadcast, electronic, news, print, and/or social media?
2. How has the media affected bullying? (helped or made it worse)
3. How is bullying reflected in the arts (music, film, art, and literature)?
4. What can you do to combat bullying? What will you do?
5. How does the bullying experience manifest later in life? (for the bully and the victim)?
6. In regard to school safety, should teachers and other school personnel be armed?
7. How does bullying lead to mental, physical, and emotional suffering?
8. How can the platforms of student athletes and student leaders be used to combat bullying?
While these examples are general, the student’s questions should be specific to the chosen topic. The questions should lead him/her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
Designing and submitting a research proposal. The student should include these components in the research proposal:
1. The bullying-related issue he / she will study
2. Three to five guiding questions he / she will investigate and hypotheses
3. Primary and secondary sources to be used to conduct research
Conducting the research. After the teacher has approved student proposals, each student begins using the resources he/she has identified and others he/she may encounter. During this stage, the student will need to keep a research log. The research log is a record of research activities. The categories of information can include: Thesis, Key Words, Questions about the Topic, Questions for Further Research, Questions for the Teacher, Thoughts about the Topic, Sources and Information Learned (from each one), To-Do List, and Analysis of the Research Process. Using a spiral notebook would work well for the research log.

B. The product

Each student will create an original Public Service Announcement (PSA). The recorded PSA can consist of: the student sharing information, a skit with other students participating, a pictorial (picture plus editorial) set to music, or another delivery method that is approved by the teacher. Windows Live Movie Maker and One True Media are user-friendly sources for creating the PSA. The programs allow for the inclusion of photos, videos, captions, visual effects, and music. Students should consider such issues as: obtaining permission to film, posting protocols to social media sites, etc.
Guidelines for the PSA:
- Length: 2 minutes
- Topic of research is evident in PSA
- Clear and easy to understand audio
- Must be saved on a flash drive
- Written Script of the PSA
The PSA will be followed by a formal presentation of the research material as well as a personal reflection. Personal reflections might include: what the student learned, what does he/she now think and feel, and how this project will affect his/her future actions.
A poster with artwork and an original slogan depicting the student’s topic of study. The poster should also reflect the PSA. The poster must be neat as the goal will be to share the students’ posters with the student body. Another option may be to show or announce PSA over the school media system during announcements.

C. Communication

In a period of 10 minutes (2 minute PSA, 3 minute presentation*, and a 5 minute q/a), students present their products, engaging other students in the content of their work. Audience members should ask unscripted questions for the student to answer.

*The three minute presentation following the PSA should include: additional information,an oral reflection, and an explanation of the student’s poster.

D. A completed project consists of:

The research proposal, including guiding questions
A research log
The product:
- The PSA (saved on a flash drive) and oral presentation / reflection
- A script of the PSA
- A poster with original slogan
Works Cited

Elicit

Ask the students to define the term "bullying." Write the responses on the board.

According to PACER’s National Bullying Prevention Center, an act is defined as bullying when: the behavior hurts or harms another person physically or emotionally, the targets have difficulty stopping the behavior directed at them and struggle to defend themselves, and there is a real or perceived imbalance of power.

Engage

Ask students to explore the concept of bullying through the eyes of pop culture. Identify villains from television, movies, books and games. Ask students to consider what these characters say about our society. Students choose a character to research and share with the class. The presentation should include the actions this person takes that would be classified as bullying, the other people involved in these actions, and the people affected by them. Ask students to consider the reason for the character’s behavior and if this person has ever been on the receiving end of bullying behavior. Students should identify if this character has impacted viewers’ or readers’ behavior in the real world.

Explore

Provide the following questions to each student, allowing ample time for written answers. After the students have written their responses to the questions, engage them in a class-wide discussion regarding their answers. Provide feedback.

What are some attributes of people who may find themselves in bullying situations?
What are some possible reasons bullying occurs?
What are the types of bullying?
Where are some places bullying could happen?
Have you ever been part of a bullying situation? Describe the situation and your role.
Have you ever witnessed someone being bullied? Describe the situation and your response.
How is joking around similar or different from bullying?

Role Playing – Assign students to groups of three or four. Each group will be responsible for creating a 1-3 minute skit depicting one of the four types of bullying, i.e., physical bullying, verbal bullying, social (also referred to as relational) bullying, and cyberbullying. Encourage creativity, and be sure to articulate the expectations for the skit; because of the seriousness of this topic, students should not try to be funny. Consider developing a list of expectations from which students may select, or suggest that the class create a rubric for the skit. Allow approximately fifteen minutes for the students to devise their skits. Then, each group shares their skit with the class.

Explain

Choose a book, song, or movie about bullying for students to review and discuss.

Ask students to research the problem of bullying. What data can they collect to help us better understand how often, when, where, and why bullying happens in schools? Students can also research the growing problem of cyberbullying.

Explore

Students design and administer a school-wide survey about bullying. Ask students to brainstorm three questions they think would reveal the current state of the campus climate. Students compile their questions and narrow them down to the ones they think are the best. The class decides how and when the anonymous survey will be completed by as many students as possible.

Once the survey has been administered, students compile data and draw conclusions about bullying on their campus. They can put together a presentation that can be shown to administrators with advice on how to respond to the problems.

Explain

Lead the class in identifying the dangers of cyberbullying. Ask students about their experiences with bullying in social media, email, text messaging, and other forms of digital communication. Lead a discussion, asking students, “Why do you think people are willing to say things to one another online that they wouldn’t say in person? How is saying something on the internet different from saying it out loud? What does it mean to have good digital citizenship? Do you think adults fully understand the problem of cyberbullying? Why or why not?"

As a class, start a campaign to bring light to cyberbullying on your campus. Students can create posters with facts and slogans about cyberbullying. Presentations can be made during assemblies and during announcements. Students can organize an event or activity to bring awareness to the problem.

Elaborate (Phase II)

Research process

Selecting a topic. Each student chooses a topic related to bullying to study. The focus of the study is to bring awareness to an often-ignored issue. Students should be encouraged to expand their research into cross- disciplinary areas; the guiding questions below may be used to spur their thinking.

Possible cross-disciplinary topics related to bullying include, but are not limited to: mental health issues, gun violence, hate crimes, stalking, cyberbullying, teasing, cliques, peer pressure, social issues, bullying in the school setting, bullying in the workplace, bullying in the locker room (sports), bystanders, domino effect, body image and the media, statistics and data, differences between male and female bullying, teen violence, teen issues, violence as depicted in the media, and sex and gender issues.

Students can use an online tool (i.e. Dropbox, Evernote, Google Drive) or a spiral notebook to collect and organize information that they gather.
Asking guiding questions. Once students have selected their topics, each student should think of three to five guiding questions, such as:
1. How is bullying reflected in advertising, broadcast, electronic, news, print, and/or social media?
2. How has the media affected bullying? (Has it helped or made it worse?)
3. How is bullying reflected in the arts (music, film, art, and literature)?
4. What can you do to combat bullying?
5. How does the bullying experience manifest later in life? (for the bully and the victim)?
6. In regard to school safety, how should teachers and other school personnel be prepared to deal with bullying occurrences?
7. How does bullying lead to mental, physical, and emotional suffering?
8. How can the platforms of student athletes and student leaders be used to combat bullying?
While these examples are general, the student’s questions should be specific to the chosen topic. The questions should lead him or her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
Creating a research proposal. The student should include these components in the research proposal:
- The bullying-related issue he or she will study
- Three to five guiding questions he or she will hypothesize and investigate
- Primary and secondary sources to be used to conduct research
Conducting the research. After the teacher has approved student proposals, each student begins using the resources he or she has identified and others he or she may encounter. During this stage, the student will need to keep a research log. The research log is a record of research activities. The categories of information can include:
- Thesis
- Key words
- Questions about the topic
- Questions for further research
- Questions for the teacher
- Thoughts about the topic
- Sources and information learned (from each one)
- To-do list
- Analysis of the research process

Explain

Students will present their research through multimedia presentations that include images, charts, graphics, and summaries of the quantitative and qualitative data. Students should describe their findings and make recommendations as if they were presenting the information to school administrators, parents, community members, and/or city council members.

The product

Each student will create an original public service announcement (PSA). The recorded PSA can consist of: the student sharing information, a skit with other students participating, a pictorial (picture plus editorial) set to music, or another delivery method that is approved by you. Windows Live Movie Maker and One True Media are user-friendly sources for creating videos. The programs allow for the inclusion of photos, videos, captions, visual effects, and music. Students should consider such issues as: obtaining permission to film, posting protocols to social media sites, etc.
Guidelines for the PSA:
- Length: 2 minutes
- Topic of research is evident in PSA
- Clear and easy to understand audio
- Must be saved on a flash drive
- Written script of the PSA
The PSA will be followed by a formal presentation of the research material as well as a personal reflection. Personal reflections might include: what the student learned, changes in thoughts and feelings, and how this project will affect his or her future actions.
A poster with artwork and an original slogan depicting the student’s topic of study. The poster should also reflect the PSA. The poster must be neat as the goal will be to share the students’ posters with the student body. Another option may be to show or announce the PSA over the school media system during announcements.

Communication

In a period of 10 minutes (2 minute PSA, 3 minute presentation*, and a 5 minute question and answer session), students present their products, engaging other students in the content of their work. Audience members should ask unscripted questions for the student to answer.

Evaluate

Use the TPSP High School/Exit Level Rubric to assess each student’s learning. Additionally, you may wish to develop self- or peer-assessments based on the rubric that students could use to evaluate their products.

A completed project consists of:

The research proposal, including guiding questions
A research log
The product
- The PSA (saved on a flash drive) and oral presentation/reflection
- A script of the PSA
- A poster with original slogan
Works Cited

In what ways did the student:

develop sophisticated, open-ended questions about the self- selected topic;
use a variety of sources that access advanced content and include multiple perspectives;
collect data using the tools of the discipline;
analyze and interpret the data;
capture and apply their analysis through an original product; and
communicate his or her research findings, learning, and ideas to an audience using the language of the discipline?

Extend

Bullying Awareness provides students with opportunities to study complex, real-world problems. Interdisciplinary extension activities include the following projects:

Science
Ask students to research and explain the relationship between bullying, stress, and the brain. After identifying the consequences of bullying on the body, students can identify ways to reduce stress.

Social Studies
Students explore how the use of power has influenced history. Ask students to explore how leaders have used power and control to achieve goals, and whether or not these goals were in the best interest of the people they governed. Students can also explore how power and control plays a role in modern day governments.

English Language Arts
Students use an account of a bullying situation, which can be personal or someone else’s story, to write a poem about the experience.

Students can take on different perspectives and experiment with different types of poetry. The poem can be used in their PSA or as part of their poster.

Math
Create an infographic sharing the data the class collected about bullying. Use charts, graphs and visual representations of statistics to reveal the problems bullying causes. The infographic can be part of students’ posters.

Additional Resources

Students are encouraged to work with their teachers and parents/guardians to conduct the research necessary to support and enhance each task, following local district guidelines. Online resources like The Smithsonian Museum, The Library of Congress, The Texas State Archives, Texas State Historical Association, and National Geographic’s Kids offer information on a variety of topics and could serve as a good starting place.

This unit may address the following TEKS.

110.31, English Language Arts and Reading, English I

110.31(b)(1): Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.31(b)(2): Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.31(b)(5): Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
110.31(b)(6): Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.
110.31(b)(7): Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the role of irony, sarcasm, and paradox in literary works.
110.31(b)(8): Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.
110.31(b)(9): Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
110.31(b)(10): Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.
110.31(b)(12): Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.31(b)(13): Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.31(b)(15): Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.31(b)(16): Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:
110.31(b)(17): Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.31(b)(18): Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.31(b)(20): Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.31(b)(21): Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.31(b)(22): Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.31(b)(23): Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
110.31(b)(24): Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.31(b)(25): Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
110.31(b)(26): Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.

113.41, United States History Studies Since 1877

113.41(c)(2): History. The student understands traditional historical points of reference in U.S. history from 1877 to the present.
113.41(c)(3): History. The student understands the political, economic, and social changes in the United States from 1877 to 1898.
113.41(c)(6): History. The student understands significant events, social issues, and individuals of the 1920s.
113.41(c)(7): History. The student understands the domestic and international impact of U.S. participation in World War II.
113.41(c)(9): History. The student understands the impact of the American civil rights movement.
113.41(c)(11): History. The student understands the emerging political, economic, and social issues of the United States from the 1990s into the 21st century.
113.41(c)(13): Geography. The student understands the causes and effects of migration and immigration on American society.
113.41(c)(25): Culture. The student understands the relationship between the arts and the times during which they were created.
113.41(c)(26): Culture. The student understands how people from various groups contribute to our national identity.
113.41(c)(28): Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States.
113.41(c)(29): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.41(c)(30): Social studies skills. The student communicates in written, oral, and visual forms.
113.41(c)(32): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

113.43, World Geography Studies

113.43(c)(1): History. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present.
113.43(c)(2): History. The student understands how people, places, and environments have changed over time and the effects of these changes.
113.43(c)(5): Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions.
113.43(c)(6): Geography. The student understands the types, patterns, and processes of settlement.
113.43(c)(7): Geography. The student understands the growth, distribution, movement, and characteristics of world population.
113.43(c)(8): Geography. The student understands how people, places, and environments are connected and interdependent.
113.43(c)(14): Government. The student understands the processes that influence political divisions, relationships, and policies.
113.43(c)(15): Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels.
113.43(c)(16): Culture. The student understands how the components of culture affect the way people live and shape the characteristics of regions.
113.43(c)(17): Culture. The student understands the distribution, patterns, and characteristics of different cultures.
113.43(c)(18): Culture. The student understands the ways in which cultures change and maintain continuity.
113.43(c)(20): Science, technology, and society. The student understands how current technology affects human interaction.
113.43(c)(21): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.43(c)(22): Social studies skills. The student communicates in written, oral, and visual forms.
113.43(c)(23): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

112.34, Biology

112.34(c)(1): Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices.
112.34(c)(2): Scientific processes. The student uses scientific methods and equipment during laboratory and field investigations.
112.34(c)(3): Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom.
112.34(c)(7): Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life.
112.34(c)(10): Science concepts. The student knows that biological systems are composed of multiple levels.

Esta unidad puede abordar los siguientes TEKS.

110.31, English Language Arts and Reading, English I

110.31(b)(1): Desarrollo de lectura/vocabulario. Comprende vocabulario nuevo y lo utiliza al leer y al escribir.
110.31(b)(2): Lectura/comprensión de textos literarios/tema y género. Analiza, infiere y saca conclusiones sobre el tema y el género en diferentes contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión.
110.31(b)(5): Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
110.31(b)(6): Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.
110.31(b)(7): Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the role of irony, sarcasm, and paradox in literary works.
110.31(b)(8): Lectura/comprensión de textos informativos/cultura e historia. Analiza, infiere y saca conclusiones sobre el propósito del autor en contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión. Se espera que los estudiantes expliquen la idea central y el propósito específico de un texto expositivo y distingan lo más importante de entre los detalles menos importantes que apoyan el propósito del autor.
110.31(b)(9): Lectura/comprensión de textos informativos/textos expositivos. Analiza, infiere y saca conclusiones sobre el texto expositivo y proporciona evidencia del texto para apoyar su comprensión.
110.31(b)(10): Lectura/comprensión de textos informativos/texto persuasivo. Analiza, infiere y saca conclusiones sobre el texto persuasivo y proporciona evidencia del texto para apoyar su análisis.
110.31(b)(12): Lectura/textos publicitarios. Utiliza destrezas de comprensión para analizar cómo las palabras, las imágenes, las gráficas y los sonidos interactúan de diferentes maneras para impactar el significado. Los estudiantes continuarán aplicando estándares anteriores a mayor profundidad en textos de complejidad cada vez mayor.
110.31(b)(13): Escritura/proceso de escritura. Utiliza los elementos del proceso de escritura (planificar, hacer borradores, revisar, corregir y publicar) para redactar un texto.
110.31(b)(15): Escritura/Textos expositivos y de instrucción. Escribe textos expositivos y de instrucción, o textos relacionados con empleos para comunicar propósitos específicos, así como ideas e información a públicos específicos.
110.31(b)(16): Escritura/textos persuasivos. Escribe textos persuasivos para influenciar las actitudes o acciones de un público específico sobre temas específicos.
110.31(b)(17): Convenciones orales y escritas/Convenciones. Comprende la función y el uso de las convenciones del lenguaje académico al hablar y al escribir. Los estudiantes continúan aplicando estándares previos con mayor complejidad.
110.31(b)(18): Convenciones orales y escritas/escritura, uso de mayúsculas y puntuación. Escribe con letra legible y usa correctamente las letras mayúsculas y los signos de puntuación en sus composiciones.
110.31(b)(20): Investigación/plan de investigación. Formula preguntas abiertas de investigación y desarrolla un plan para responderlas.
110.31(b)(21): Investigación/recolección de fuentes. Determina, localiza y explora todas las fuentes de información relevantes para responder a una pregunta de investigación y sistemáticamente registra la información recopilada.
110.31(b)(22): Investigación/síntesis de información. Clarifica preguntas de investigación y evalúa y sintetiza la información recopilada.
110.31(b)(23): Investigación/organización y presentación de ideas. Organiza y presenta sus ideas y su información de acuerdo con el propósito de la investigación y de su público.
110.31(b)(24): Escuchar y hablar/escuchar. Usa destrezas de comprensión para escuchar con atención a los demás en ambientes formales e informales. Los estudiantes continuarán aplicando estándares previos con mayor complejidad.
110.31(b)(25): Escuchar y hablar/hablar. Habla claramente y de forma directa utilizando las convenciones del lenguaje. Los estudiantes continúan aplicando estándares previos con mayor complejidad. Se espera que los estudiantes den presentaciones usando lenguaje informal, formal y técnico de manera efectiva para atender las necesidades de audiencia, propósito y ocasión, empleando contacto visual, velocidad al hablar (p. ej., pausas para efectos específicos), volumen, enunciación, gesticulaciones intencionadas y convenciones del lenguaje para comunicar ideas de manera eficaz.
110.31(b)(26): Escuchar y hablar/trabajo en equipo. Trabaja productivamente en equipo con los demás. Los estudiantes continúan aplicando estándares previos con mayor complejidad. Se espera que los estudiantes participen de manera productiva en equipos, ampliando las ideas de otros, contribuyendo información relevante, desarrollando un plan para la formación de un consenso y estableciendo reglas para la toma de decisiones.

113.41, United States History Studies Since 1877

113.41(c)(2): Historia. El estudiante comprende puntos históricos de referencia tradicionales en la historia de Estados Unidos de 1877 al presente.
113.41(c)(3): Historia. El estudiante comprende los cambios políticos, económicos y sociales en Estudios Sociales de 1877 a 1898.
113.41(c)(6): Historia. El estudiante comprende eventos, asuntos sociales y personas importantes de la década de 1920.
113.41(c)(7): History. The student understands the domestic and international impact of U.S. participation in World War II.
113.41(c)(9): History. The student understands the impact of the American civil rights movement.
113.41(c)(11): Historia. El estudiante comprende los asuntos políticos, económicos y sociales emergentes de los Estados Unidos de la década de 1990 hacia el siglo XXI.
113.41(c)(13): Geography. The student understands the causes and effects of migration and immigration on American society.
113.41(c)(25): Cultura. El estudiante comprende la relación entre las artes y las épocas en que fueron creadas.
113.41(c)(26): Cultura. El estudiante comprende cómo las personas de varios grupos contribuyen a nuestra identidad nacional.
113.41(c)(28): Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States.
113.41(c)(29): Destrezas de Estudios Sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.41(c)(30): Destrezas de estudios sociales. Se comunica en forma oral, visual y escrita.
113.41(c)(32): Destrezas de Estudios Sociales. El estudiante utiliza habilidades para resolver problemas y tomar decisiones, en forma independiente y con otros, en diferentes ambientes.

113.43, World Geography Studies

113.43(c)(1): History. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present.
113.43(c)(2): Historia. El estudiante comprende cómo las personas, lugares y medio ambientes han cambiado con el tiempo y los efectos de esos cambios.
113.43(c)(5): Geografía. El estudiante comprende cómo los procesos políticos, económicos y sociales dan forma a los patrones y a las características culturales en varios lugares y regiones.
113.43(c)(6): Geografía. El estudiante comprende los tipos, patrones y procesos de los asentamientos.
113.43(c)(7): Geografía. El estudiante comprende el crecimiento, la distribución, el movimiento y las características de la población mundial.
113.43(c)(8): Geografía. El estudiante comprende cómo las personas, los lugares y el medio ambientes están interconectados y son interdependientes.
113.43(c)(14): Gobierno. El estudiante comprende los procesos que influyen en las divisiones políticas, las relaciones y las normas.
113.43(c)(15): Buena ciudadanía. El estudiante comprende cómo los diferentes puntos de vista influyen en el desarrollo de políticas públicas y procesos de toma de decisiones a niveles local, estatal, nacional e internacional.
113.43(c)(16): Cultura. El estudiante comprende cómo los componentes de la cultura afectan la manera en que las personas viven y dan forma a las características de las regiones.
113.43(c)(17): Cultura. El estudiante comprende la distribución, patrones y características de diferentes culturas.
113.43(c)(18): Cultura. El estudiante comprende las formas en que las culturas cambian y las formas en que mantienen continuidad.
113.43(c)(20): Ciencia, tecnología y sociedad. El estudiante comprende cómo la tecnología actual afecta la interacción humana.
113.43(c)(21): Destrezas de Estudios Sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.43(c)(22): Destrezas de estudios sociales. Se comunica en forma oral, visual y escrita.
113.43(c)(23): Destrezas de estudios sociales. El estudiante utiliza las habilidades para resolver problemas y tomar decisiones en forma independiente y con otros en diferentes ambientes.

112.34, Biology

112.34(c)(1): Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices.
112.34(c)(2): Scientific processes. The student uses scientific methods and equipment during laboratory and field investigations.
112.34(c)(3): Procesos científicos. El estudiante usa el razonamiento crítico, el razonamiento científico y la resolución de problemas para tomar decisiones informadas dentro y fuera del salón.
112.34(c)(7): Conceptos de ciencias. El estudiante sabe que la teoría de la evolución es una explicación científica para la unidad y la diversidad de la vida.
112.34(c)(10): Conceptos de ciencias. El estudiante sabe que los sistemas biológicos se componen de múltiples niveles.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.1: Utilize skepticism, logic, and professional ethics in science.
S.I.B.1: Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.D.1: Demonstrate literacy in computer use.
S.I.D.3: Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
S.I.E.2: Use essential vocabulary of the discipline being studied.
S.II.A.3: Understand ratios, proportions, percentages, and decimal fractions, and translate from any form to any other.
S.III.C.1: Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1: Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2: Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.IV.B.1: Understand how scientific research and technology have an impact on ethical and legal practices.
S.IV.C.1: Understand the historical development of major theories in science.
S.V.C.1: Recognize patterns of change.
S.V.D.1: Understand that scientists categorize things according to similarities and differences.

Social Studies:

SS.I.A.1: Use the tools and concepts of geography appropriately and accurately.
SS.I.A.2: Analyze the interaction between human communities and the environment.
SS.I.A.3: Analyze how physical and cultural processes have shaped human communities over time.
SS.I.A.4: Evaluate the causes and effects of human migration patterns over time.
SS.I.A.5: Analyze how various cultural regions have changed over time.
SS.I.A.6: Analyze the relationship between geography and the development of human communities.
SS.I.C.3: Explain and analyze the importance of civic engagement.
SS.I.E.1: Identify different social groups (e.g., clubs, religious organizations) and examine how they form and how and why they sustain themselves.
SS.I.E.2: Define the concept of socialization and analyze the role socialization plays in human development and behavior.
SS.I.E.3: Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.I.E.4: Identify and evaluate the sources and consequences of social conflict.
SS.I.F.1: Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2: Analyze ethical issues in historical, cultural, and social contexts.
SS.II.A.1: Define a "multicultural society" and consider both the positive and negative qualities of multiculturalism.
SS.II.A.2: Evaluate the experiences and contributions of diverse groups to multicultural societies.
SS.II.B.1: Explain and evaluate the concepts of race, ethnicity, and nationalism.
SS.II.B.2: Explain and evaluate the concept of gender.
SS.II.B.3: Analyze diverse religious concepts, structures, and institutions around the world.
SS.II.B.4: Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
SS.II.B.5: Explain the concepts of socioeconomic status and stratification.
SS.II.B.6: Analyze how individual and group identities are established and change over time.
SS.III.A.1: Distinguish spatial patterns of human communities that exist between or within contemporary political boundaries.
SS.III.A.2: Connect regional or local developments to global ones.
SS.III.A.3: Analyze how and why diverse communities interact and become dependent on each other.
SS.III.B.1: Apply social studies methodologies to compare societies and cultures.
SS.IV.A.1: Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2: Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3: Evaluate sources from multiple perspectives.
SS.IV.A.4: Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5: Read narrative texts critically.
SS.IV.A.6: Read research data critically.
SS.IV.B.1: Use established research methodologies.
SS.IV.B.2: Explain how historians and other social scientists develop new and competing views of past phenomena.
SS.IV.B.3: Gather, organize, and display the results of data and research.
SS.IV.B.4: Identify and collect sources.
SS.IV.C.1: Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1: Construct a thesis that is supported by evidence.
SS.IV.D.2: Recognize and evaluate counter-arguments.
SS.V.A.1: Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2: Use conventions of standard written English.
SS.V.B.1: Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1: Engage in scholarly inquiry and dialogue.
CDS.I.A.2: Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1: Consider arguments and conclusions of self and others.
CDS.I.B.2: Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3: Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4: Support or modify claims based on the results of an inquiry.
CDS.I.C.1: Analyze a situation to identify a problem to be solved.
CDS.I.C.2: Develop and apply multiple strategies to solve a problem.
CDS.I.C.3: Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1: Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2: Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3: Strive for accuracy and precision.
CDS.I.D.4: Persevere to complete and master tasks.
CDS.I.E.1: Work independently.
CDS.I.E.2: Work collaboratively.
CDS.I.F.1: Attribute ideas and information to source materials and people.
CDS.I.F.2: Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3: Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4: Understand and adhere to ethical codes of conduct.
CDS.II.A.1: Use effective prereading strategies.
CDS.II.A.2: Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3: Identify the intended purpose and audience of the text.
CDS.II.A.4: Identify the key information and supporting details.
CDS.II.A.5: Analyze textual information critically.
CDS.II.A.6: Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7: Adapt reading strategies according to structure of texts.
CDS.II.A.8: Connect reading to historical and current events and personal interest.
CDS.II.B.1: Write clearly and coherently using standard writing conventions.
CDS.II.B.2: Write in a variety of forms for various audiences and purposes.
CDS.II.B.3: Compose and revise drafts.
CDS.II.C.1: Understand which topics or questions are to be investigated.
CDS.II.C.2: Explore a research topic.
CDS.II.C.3: Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4: Evaluate the validity and reliability of sources.
CDS.II.C.5: Synthesize and organize information effectively.
CDS.II.C.6: Design and present an effective product.
CDS.II.C.7: Integrate source material.
CDS.II.C.8: Present final product.
CDS.II.D.1: Identify patterns or departures from patterns among data.
CDS.II.D.2: Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3: Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1: Use technology to gather information.
CDS.II.E.2: Use technology to organize, manage, and analyze information.
CDS.II.E.3: Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4: Use technology appropriately.

English Language Arts:

ELA.I.A.5: Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4: Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2: Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1: Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3: Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.6: Identify and analyze the author’s use of rhetorical and literary devices to create meaning and affect the reader.
ELA.II.A.8: Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.5: Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.4: Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1: Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2: Use text features to form an overview of content and to locate information.
ELA.II.A.3: Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.B.4: Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.
ELA.II.B.3: Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.2: Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.II.B.1: Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.D.1: Make text-to-self, text-to-text, and text-to-world connections.
ELA.III.A.2: Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1: Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.IV.A.2: Listen critically and respond appropriately.
ELA.IV.A.1: Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3: Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1: Integrate and organize material effectively.
ELA.V.C.3: Follow relevant rules governing attribution.
ELA.V.C.2: Use and attribute source material ethically.
ELA.V.B.3: Assess the relevance and credibility of sources.
ELA.V.B.1: Explore and collect a range of potential sources.
ELA.V.A.1: Articulate and investigate research questions.
ELA.V.A.2: Explore and refine a research topic.
ELA.V.A.3: Devise a plan for completing work on time.
ELA.V.B.2: Distinguish between and among primary and secondary sources.

Mathematics:

M.I.A.1: Compare relative magnitudes of rational and irrational numbers, and understand that numbers can be represented in different ways.
M.V.C.1: Analyze data sets using graphs and summary statistics.
M.V.C.4: Identify and explain misleading uses of data.
M.V.C.2: Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software.
M.V.B.3: Compute and describe the study data with measures of center and basic notions of spread.
M.V.A.1: Formulate a statistical question, plan an investigation, and collect data.
M.V.B.1: Classify types of data.
M.V.B.2: Construct appropriate visual representations of data.
M.V.B.4: Describe patterns and departure from patterns in the study data.
M.VII.C: Logical reasoning
M.VII.C.2: Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1: Analyze given information.
M.VII.A.2: Formulate a plan or strategy.
M.VII.A.5: Evaluate the problem-solving process.
M.VII.A.3: Determine a solution.
M.VII.B.1: Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
M.VII.A.4: Justify the solution.
M.VIII.A.1: Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
M.VIII.A.2: Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.VIII.A.3: Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.IX.B.1: Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.2: Connect mathematics to the study of other disciplines.

Esta unidad puede abordar los siguientes estándares de Texas College and Career Readiness.

Science:

S.I.A.1: Utiliza el escepticismo, la lógica y la ética profesional en las ciencias.
S.I.B.1: Diseña y hace investigaciones científicas en las cuales se formulan y se ponen a prueba hipótesis.
S.I.D.1: Demuestra conocimiento del uso de la computadora.
S.I.D.3: Hace uso apropiado de una amplia variedad de aparatos, equipos, técnicas y procedimientos para reunir datos cuantitativos y cualitativos.
S.I.E.2: Usa vocabulario esencial de la disciplina que se está estudiando.
S.II.A.3: Comprende razones, proporciones, porcentajes y fracciones decimales y convertir de cualquier forma a las otras.
S.III.C.1: Prepara y presenta información científica/técnica en formatos apropiados para varios públicos.
S.III.D.1: Usa de manera efectiva motores de búsqueda, bases de datos y otras herramientas digitales para localizar información.
S.III.D.2: Evalúa la calidad, exactitud, integridad, confiabilidad y actualidad de la información de cualquier fuente.
S.IV.B.1: Comprende cómo la investigación científica y tecnológica tiene un impacto en las prácticas éticas y legales.
S.IV.C.1: Comprende el desarrollo histórico de las teorías científicas más importantes.
S.V.C.1: Reconoce patrones de cambio.
S.V.D.1: Comprende que los científicos clasifican las cosas de acuerdo con semejanzas y diferencias.

Social Studies:

SS.I.A.1: Usa las herramientas y conceptos de geografía de manera apropiada y precisa.
SS.I.A.2: Analiza la interacción entre las comunidades humanas y el medio ambiente.
SS.I.A.3: Analiza cómo los procesos físicos y culturales han configurado las comunidades humanas a través del tiempo.
SS.I.A.4: Evalúa las causas y efectos de los patrones de migración humana a través del tiempo.
SS.I.A.5: Analiza cómo han cambiado varias regiones culturales a lo largo del tiempo.
SS.I.A.6: Analiza la relación entre la geografía y el desarrollo de las comunidades humanas.
SS.I.C.3: Explica y analiza la importancia de la participación cívica.
SS.I.E.1: Identifica diversos grupos sociales y examina cómo se forman y cómo y por qué se sostienen a sí mismos.
SS.I.E.2: Define el concepto de socialización y analiza el papel que juega la socialización en el desarrollo y la conducta humana.
SS.I.E.3: Analiza cómo las instituciones sociales (p. ej., matrimonio, familia, iglesia, escuela) funcionan y satisfacen las necesidades de la sociedad.
SS.I.E.4: Identifica y evalúa los orígenes y consecuencias del conflicto social.
SS.I.F.1: Usa una variedad de herramientas analíticas y de investigación para explorar exhaustiva e imparcialmente preguntas o temas.
SS.I.F.2: Analiza temas éticos en contextos históricos, culturales y sociales.
SS.II.A.1: Define una “sociedad multicultural” y considera tanto las cualidades positivas como las negativas del multiculturalismo.
SS.II.A.2: Evalúa las experiencias y contribuciones de los diversos grupos a las sociedades multiculturales.
SS.II.B.1: Explica y evalúa los conceptos de raza, origen étnico y nacionalismo.
SS.II.B.2: Explica y evalúa los conceptos de género.
SS.II.B.3: Analiza diversos conceptos religiosos, estructuras e instituciones en todo el mundo.
SS.II.B.4: Evalúa cómo conceptos filosóficos e intelectuales importantes han influido en la conducta humana o en la identidad.
SS.II.B.5: Explica los conceptos de posición socioeconómica y estratificación.
SS.II.B.6: Analiza cómo se establece la identidad individual y grupal y cómo cambian con el tiempo.
SS.III.A.1: Distingue patrones espaciales de comunidades humanas que existen dentro de los límites políticos contemporáneos o entre ellos.
SS.III.A.2: Relaciona el desarrollo regional o local con el global.
SS.III.A.3: Analiza cómo y por qué diversas comunidades interactúan y se hacen interdependientes.
SS.III.B.1: Aplica las metodologías de las ciencias sociales para comparar sociedades y culturas.
SS.IV.A.1: Identifica y analiza las ideas principales y los puntos de vista en las fuentes.
SS.IV.A.2: Ubica una fuente informativa en su contexto apropiado.
SS.IV.A.3: Evalúa fuentes desde múltiples perspectivas.
SS.IV.A.4: Entiende las diferencias entre una fuente primaria y una secundaria y usa cada una de manera apropiada para conducir una investigación y para elaborar argumentos.
SS.IV.A.5: Lee críticamente textos narrativos.
SS.IV.A.6: Lee críticamente datos de investigación.
SS.IV.B.1: Usa metodologías de investigación establecidas.
SS.IV.B.2: Explica cómo los historiadores y otros científicos sociales desarrollan percepciones nuevas y contrapuestas de fenómenos del pasado.
SS.IV.B.3: Reúne, organiza y muestra los resultados de los datos y la investigación.
SS.IV.B.4: Identifica y reúne fuentes.
SS.IV.C.1: Comprende e interpreta críticamente presentaciones.
SS.IV.D.1: Elabora una tesis apoyada en evidencias.
SS.IV.D.2: Reconoce y evalúa contraargumentos.
SS.V.A.1: Usa técnicas apropiadas de comunicación oral según el contexto o la naturaleza de la interacción.
SS.V.A.2: Usa las reglas convencionales de la lengua inglesa escrita.
SS.V.B.1: Acredita las ideas y la información a los materiales de referencia y a los autores.

Cross-Disciplinary Standards:

CDS.I.A.1: Participa en el diálogo y la investigación académica.
CDS.I.A.2: Acepta la crítica constructiva y cambia las opiniones personales cuando la evidencia válida lo justifique.
CDS.I.B.1: Considera los argumentos y conclusiones propias y los de los demás.
CDS.I.B.2: Elabora argumentos con un razonamiento sólido para explicar fenómenos, convalida conjeturas o apoya posturas.
CDS.I.B.3: Reúne evidencias para apoyar argumentos, hallazgos o líneas de razonamiento.
CDS.I.B.4: Apoya o clarifica aseveraciones basadas en los resultados de una investigación.
CDS.I.C.1: Analiza una situación para identificar un problema a resolver.
CDS.I.C.2: Desarrolla y aplica múltiples estrategias para resolver un problema.
CDS.I.C.3: Reúne sistemáticamente evidencias y datos y los relaciona directamente para resolver un problema.
CDS.I.D.1: Autoevalúa sus necesidades de aprendizaje y busca ayuda cuando es necesario.
CDS.I.D.2: Usa hábitos de estudio necesarios para cumplir metas y requisitos académicos.
CDS.I.D.3: Se esfuerza por ser exacto y preciso.
CDS.I.D.4: Persevera hasta completar y dominar las tareas.
CDS.I.E.1: Trabaja de forma independiente.
CDS.I.E.2: Trabaja de manera colaborativa.
CDS.I.F.1: Acredita ideas e información a las fuentes de referencia y a las personas.
CDS.I.F.2: Evalúa las fuentes en función de la calidad de su contenido, validez, credibilidad y relevancia.
CDS.I.F.3: Incluye las ideas de otros y las complejidades del debate, tema o problema.
CDS.I.F.4: Entiende y adopta códigos de conducta.
CDS.II.A.1: Usa estrategias efectivas de preparación.
CDS.II.A.2: Usa una variedad de estrategias para comprender el significado de palabras nuevas.
CDS.II.A.3: Identifica el propósito del texto y el público al que se dirige.
CDS.II.A.4: Identifica la información principal y los detalles de apoyo.
CDS.II.A.5: Analiza críticamente la información textual.
CDS.II.A.6: Comenta, resume, parafrasea y describe textos cuando sea apropiado.
CDS.II.A.7: Adapta estrategias de lectura acordes con la estructura de los textos.
CDS.II.A.8: Adapta estrategias de lectura acordes con la estructura de los textos.
CDS.II.B.1: Escribe clara y coherentemente usando las reglas convencionales de la escritura.
CDS.II.B.2: Escribe en una variedad de formas para varios públicos y propósitos.
CDS.II.B.3: Redacta y revisa borradores.
CDS.II.C.1: Entiende cuáles temas o preguntas deben investigarse.
CDS.II.C.2: Explora un tema de investigación.
CDS.II.C.3: Afina el tema de investigación con base en una investigación preliminar y establece un calendario para terminar el trabajo.
CDS.II.C.4: Evalúa la validez y confiabilidad de las fuentes.
CDS.II.C.5: Sintetiza y organiza la información de manera efectiva.
CDS.II.C.6: Diseña y presenta un producto efectivo.
CDS.II.C.7: Integra las referencias.
CDS.II.C.8: Presenta un producto final.
CDS.II.D.1: Identifica patrones o divergencias de los patrones entre los datos.
CDS.II.D.2: Usa destrezas estadísticas y probabilísticas necesarias para planear una investigación y recaba, analiza e interpreta datos.
CDS.II.D.3: Presenta datos analizados y comunica los hallazgos en una variedad de formatos.
CDS.II.E.1: Usa tecnología para reunir información.
CDS.II.E.2: Usa tecnología para organizar, manejar y analizar información.
CDS.II.E.3: Usa tecnología para comunicar y mostrar hallazgos de una manera clara y coherente.
CDS.II.E.4: Usa la tecnología apropiadamente.

English Language Arts:

ELA.I.A.5: Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4: Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2: Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1: Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3: Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.6: Identify and analyze the author’s use of rhetorical and literary devices to create meaning and affect the reader.
ELA.II.A.8: Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.5: Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.4: Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1: Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2: Use text features to form an overview of content and to locate information.
ELA.II.A.3: Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.B.4: Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.
ELA.II.B.3: Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.2: Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.II.B.1: Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.D.1: Make text-to-self, text-to-text, and text-to-world connections.
ELA.III.A.2: Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1: Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.IV.A.2: Listen critically and respond appropriately.
ELA.IV.A.1: Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3: Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1: Integrate and organize material effectively.
ELA.V.C.3: Follow relevant rules governing attribution.
ELA.V.C.2: Use and attribute source material ethically.
ELA.V.B.3: Assess the relevance and credibility of sources.
ELA.V.B.1: Explore and collect a range of potential sources.
ELA.V.A.1: Articulate and investigate research questions.
ELA.V.A.2: Explore and refine a research topic.
ELA.V.A.3: Devise a plan for completing work on time.
ELA.V.B.2: Distinguish between and among primary and secondary sources.

Mathematics:

M.I.A.1: Compare relative magnitudes of rational and irrational numbers, and understand that numbers can be represented in different ways.
M.V.C.1: Analyze data sets using graphs and summary statistics.
M.V.C.4: Identify and explain misleading uses of data.
M.V.C.2: Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software.
M.V.B.3: Compute and describe the study data with measures of center and basic notions of spread.
M.V.A.1: Formulate a statistical question, plan an investigation, and collect data.
M.V.B.1: Classify types of data.
M.V.B.2: Construct appropriate visual representations of data.
M.V.B.4: Describe patterns and departure from patterns in the study data.
M.VII.C: Logical reasoning
M.VII.C.2: Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1: Analyze given information.
M.VII.A.2: Formulate a plan or strategy.
M.VII.A.5: Evaluate the problem-solving process.
M.VII.A.3: Determine a solution.
M.VII.B.1: Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
M.VII.A.4: Justify the solution.
M.VIII.A.1: Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
M.VIII.A.2: Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.VIII.A.3: Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.IX.B.1: Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.2: Connect mathematics to the study of other disciplines.