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Connecting Chains of Life

Grade 7, Science

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Description of Unit

In this seventh-grade science task, students will experience opportunities in wildlife research so that they may discover connections between the species in their area as well as the biosphere. The students will begin by exploring examples of “connected” species. Moving from cross continental to local, the students will learn about food chain/web relationships, study statistical representations, and conduct scientific research with measurement of locally available species, such as Monarch butterflies and/or Northern Bobwhite quail. Throughout this unit, the students will gain experiences and skills to discover how the food web is intricately interwoven. They will apply this knowledge to develop connections in the communities of an ecosystem. After independently conducting their research, students will develop a presentation to demonstrate the connections they discover between two chosen species.

This guide links the Connecting Chains of Life unit to the Texas Essential Knowledge and Skills (TEKS) for seventh graders. Connecting Chains of Life is a science unit that allows students to discover relationships among species by exploring wildlife research. Connecting Chains of Life also integrates scientific research with mathematics—specifically statistics. For example, students will use data collection skills and analysis to examine trends in wildlife study. The following document includes the applicable TEKS and the details of the Connecting Chains of Life unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Students will view a photo of both the Red Knot bird (Calidris canutus) and the Horseshoe Crab (Limulus polyphemus) and then give a brief description and background of each.

    Photos can be obtained at the following websites:
    The Red Knot is a migrating shore bird.
    https://www.allaboutbirds.org/guide/Red_Knot/id

    The Horseshoe Crab is an ancient to present day keystone species.
    https://www.nwf.org/Wildlife/Wildlife-Library/Invertebrates/Horseshoe-Crab.aspx

    A keystone species is a species which is crucial to the survival of other species in an ecosystem. Without the keystone species, the ecosystem would be dramatically different or non-existent. Horseshoe crabs are keystone species in the Delaware Bay area, especially for the Red Knot birds that migrate through this area and obtain valuable protein from eating the crab eggs, helping them complete their migration successfully.

  2. Students will then be arranged in small groups. The students will make a group list of how they think these two species may affect each other (in allotted time period). The lists will be displayed in the room for discussion.

    Discuss the following questions:

    • When making your list, what information did you need about each species (e.g., what they eat, their habitat, where they live in the world, do they migrate)?
    • Which species is the keystone species in the ecosystem and why? (The Horseshoe crab is keystone because its eggs provide a vital food source for the Red Knot bird on its long migration.)
    • What data would a wildlife biologist need to study these species (e.g., population surveys, specific biology of each species, migration patterns, bird critical weight data)?
    • How would the biologist set up the data to be useful for study (e.g., graphs, charts)?
  3. Students may watch the video: “CRASH – A Tale of Two Species”:
    https://www.pbs.org/wnet/nature/crash-a-tale-of-two-species-introduction/592/

    This is a documentary by PBS and is a wonderful background into how species affect each other. The video is 50 minutes long. If there is not enough time in class, this video can be assigned to be watched by students at home.

  4. Students will need a journal to document their learning in this task. Students will write a reflection on the video in their journals. Students will include a “food chain” diagram connecting the two species in their journals.

    Students will also include in their journal essential vocabulary (found in Part IV of Handout B) needed for understanding.

  5. Students will review how the Red Knot bird had a long migration route to find food for survival (transition).

    The range map can be found on this website to show the migration of Red Knot for the review:
    https://www.allaboutbirds.org/guide/Red_Knot/lifehistory

  6. Students will then observe another creature that has a long migration route and depends on other species—the Monarch Butterfly.

    Students will observe a live specimen of a Monarch Butterfly (Danaus plexippus) and a sample of a milkweed plant. (Discuss with students the safety of handling a live specimen.) Students will observe and sketch the insect and plant in their journal.

    A live specimen may be obtained at a local nature center or by catching/releasing one during the right season. Check migration dates for your local area:
    http://www.monarchwatch.org/tagmig/peak.html

    A milkweed plant may be obtained at a local nursery.
    Resource website: http://www.growmilkweedplants.com/texana.html

    If a live butterfly specimen cannot be obtained, students may use the online “Adopt a Monarch” site listed here: http://www.livemonarch.com/ado...

    Students may also watch the video here:
    http://www.youtube.com/embed/KPVVb-6dpjk

  7. Students will review the life cycle of the Monarch Butterfly and how another species, the Milkweed plant (Asclepias), is important in helping with the Monarch’s survival.
  8. Students will read the National Geographic article on Monarch Butterflies by scientist Fred Urquhart: https://magazine.utoronto.ca/campus/history/where-do-you-go-my-lovelies-norah-and-fred-urquhart-monarch-butterfly-migration/
  9. Students will participate in an activity such as Inside/Outside Circle to ask and answer the following questions:
    • What was the author trying to find out about the Monarch Butterflies? (Where they went during the winter.)
    • What problem arose during his study of the migration that he solved? (Attaching the tags to the butterflies and getting them to stick.)
    • What data was collected in his research? (Locations of Monarch sightings.)
    • How was he able to collect so much data? (Volunteers/citizen scientists.)
    • What plant did he discover is the only plant on which Monarchs will lay their eggs?? (Milkweed—Monarch caterpillars hatch and eat the toxic milkweed with no ill effect.)
    • What state do the eastern Monarchs pass through to get to Mexico? (Texas.)
    Note: Inside/Outside Circle is a technique in which the class is divided into two equal groups. One group makes an outside circle facing to the center. The other group makes an inside circle facing to the participants on the outside circle. The teacher has students answer one question to their face partner and discuss for a period of 1–2 minutes. Next, the teacher will have the inside circle rotate to obtain a new partner for the next question. More information can be found here: http://ctf2point0.weebly.com/protocols/insideoutside-circle

    Background Information: Dr. Fred A. Urquhart—with the help of his wife, Norah—spent his entire 37-year career studying Monarch Butterflies and their migration. Being from Canada, as a boy he wondered where the butterflies would go when summer was over. He eventually developed a plan that including tagging and monitoring the species. Much of what we know today is based on his work. The video, “Flight of the Butterflies,” is an excellent resource that explains his career: https://monarchbutterflyusa.com/

    Other resource websites:
    https://www.nationalgeographic.com/animals/invertebrates/m/monarch-butterfly/
    https://www.learner.org/classroom-resources/
    http://monarchwatch.org/

  10. Students will review the articles on Milkweed at these sites:
    http://npsot.org/wp/story/2012/2235/
    http://www.monarchwatch.org/milkweed/index.htm
  11. Students will then make a Venn diagram in their notebooks that compares the Monarch butterfly and the Milkweed plant.
  12. Students will write a reflection in their journals about the Monarch butterfly and the connection with the Milkweed plant. Students will also draw a “food chain” diagram including these two species.
  13. Students will review the examples of specific graphs showing data collected for the Red Knot/Horseshoe Crab example, and Monarch Butterfly/Milkweed example. See Handout A found at end of this unit.
  14. Students will read and watch the short video about quail in Texas at this website: https://wildlife.tamu.edu/quail/

    Discuss the following:

    • Why is quail an important species to study in Texas?
    • Explain the “umbrella” effect described in the video.
    • How do quail fit into a food web of species for the prairie?

    Background Information: Bobwhite quail in Texas are known as the “canary of the prairie.” This species helps to determine the health of the ecosystem because other species tend to follow the population trend of the Bobwhite quail. By meeting the habitat and survival needs of this species, other species fall under the “umbrella” and also benefit. This contributes to the biodiversity of an ecoregion. Several organizations have developed programs to encourage education on this species. The Texas Wildlife Association has the “Necropsy-in-a-Box” program, and Texas A&M’s AgriLife Extension Agency has the Texas Quail Index to educate and help with quail management and education.

  15. The students will next partake in the quail necropsy project offered by the Texas Wildlife Association to build a background on the biology of the Northern Bobwhite quail.

    The Texas Wildlife Association Necropsy-in-a-Box is an excellent resource to learn biology and information on Northern Bobwhite quail: https://www.texas-wildlife.org/images/uploads/NecropsyInABoxFinal.pdf

  16. Students will draw a food web in their journals including the Northern Bobwhite quail in Texas and explore the website on the Texas Quail Index (TQI): https://wildlife.tamu.edu/quail/

  17. Students will review the process of scientific investigations by examining the TQI Project.

    Note: The TQI can be used as an example of how scientists collect data to use for a research study. The study follows the scientific method by starting with a question.

    QUESTION: What has caused the population of quail to decline?
    RESEARCH: Scientists find information on the species.
    HYPOTHESIS: The scientists come up with several potential reasons for the decline to be tested.
    TEST: Scientists use dummy nest to check for predation, call counts to collect data on population, habitat evaluations, etc. (procedure protocol found on the TQI website).
    DATA ANALYSIS AND CONCLUSIONS: The scientists conduct statistical analysis of results to put together the report to communicate to the public.

    Students may review this sample report: http://agrilifecdn.tamu.edu/resultdemos/files/2015/03/2014-Texas-Quail-Index-Wichita-County.pdf

  18. To better understand how wildlife biologists collect data for study, students will conduct a call count, set up a dummy nest (directions under video resources on the TQI site), or set up a game camera. Students will organize the data collections to report results to class.

    If quail are not available, students may do a population count of another bird species found in the local area to practice these skills.

    This can be done as a class or in groups to practice the scientific investigation skills needed for an individual project later.

    To help with organizing data, students may use these resources:
    http://www.sciencebuddies.org/science-fair-projects/project_data_analysis.shtml
    http://onlinestatbook.com/rvls/index.html

    Resource for scientific investigation process: https://www.sciencebuddies.org/science-fair-projects/science-fair/steps-of-the-scientific-method

  19. Students will report the results of the data collection activities to the class (e.g., dummy nest, call count, game camera). Show how the data were collected and organized.

  20. If available, distribute the “Critters of Texas” booklets to students. Do food chain/web activities. (Handout B)

    Note: “Critters of Texas” booklets are available to be purchased at a discount on this site: https://www.texas-wildlife.org/program-areas/critters-of-texas-pocket-guides

    If these are not available, the Texas Parks and Wildlife Fact Sheets site can also be used: http://tpwd.texas.gov/huntwild/wild/species/

  21. After completing Handout B (food chain/web activities), student groups will present Part IV of the handout to the class, focusing on explaining the essential vocabulary.

    During these informal presentations, the teacher will check for understanding of the important vocabulary needed for food webs and clear up any misunderstandings or misconceptions.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Each student will identify and choose two species—preferably in his or her local area of Texas—that have a relationship in a food chain/web.

    2. Students may use Handout C to organize project details.

  2. Asking guiding questions. Each student will conduct extensive research on both species to find the background information needed to become “the expert” on each. After research, the student will select three guiding questions:
    • How does species A’s population affect species B’s population?
    • What is the correlation between the populations of species A and species B?
    • If species B is modified (in some way), how will that affect species A?
    • Is species B on the migration route of species A? If so, what would happen if species B disappeared?
    • What trend(s) do you notice in the populations of species A and B?

    Note: Correlation between one species and another species in a food chain is tested at the eighth-grade level on the STAAR test. 

    3. The student’s question should be fitted to the two species chosen to investigate. The student will write a hypothesis about the relationship connection that will answer the research question.

    Safety: Before students conduct any investigations, the teacher will need to approve all projects and make sure that the collection process follows safety protocols.

  3. Designing and submitting a research proposal. The student should include the following in the research proposal:
    • The question/purpose to be addressed, including three possible pairs of species for the investigation.
    • A plan to develop the procedure to test or collect data about the relationship. This could include doing population surveys, setting up game cameras, or using an online resource such as *iNaturalist to use a citizen scientist data base or set up a project.
    • Resources to be used including any safety procedures to be followed.

    Note: iNaturalist is a program that collects population data on species by utilizing citizen scientists’ reports of sightings. http://www.inaturalist.org/

  4. Conducting the research and data summary. After teacher approval, the student will independently conduct the investigation and then summarize and prepare the data for analysis. Adjustments may need to be made during the investigation that will be addressed as the project progresses.

B. The product

Each student will show what he or she has learned through one of the following written products.

  1. The student will produce a documentary-style video describing the relationship between the two species and how they are connected in a “chain of life.” The video should include a synopsis of each species and evidence of the investigation that was conducted by the student. The video should clearly explain any statistical data as well as the relationship between the two species. The student is encouraged to be creative in reporting the results of the scientific investigation.
  2. The student will display the information and results of the investigation of two connected species on a tri-fold presentation board. The board should include a synopsis of each species, including photos. The display should also outline the steps of the scientific investigation with purpose, hypothesis, procedure, data collection and analysis, and conclusion.
  3. The student will write a magazine article explaining the relationship of the two connected species. The article should include a synopsis of information on each species, including photos. The article should summarize the investigation carried out by the student and present the results of the scientific investigation in a report format.

Whichever product is utilized, the student will need to include a reference/works cited page or credits with at least five reliable sources and keep a journal noting time and date of work.

C. Communication

The student communicates what he or she has learned through one of the following methods of communication:

  1. An informal presentation/screening of the student’s product to an audience/class with a question and answer session following. The presentation should not last more than 15 minutes.
  2. A formal presentation to a panel of judges with each panelist posing questions to the presenter.

The TPSP Middle School Rubric will be used to assess each student’s learning.

Download the TPSP Middle School Rubric.

Additionally, self- or peer-assessments based on the rubric may be developed that students could use to evaluate their products.

D. A completed project consists of:

  1. A cover sheet with student name, date, school, and project title
  2. The research plan submitted earlier
  3. A project journal with entries showing time/date of work
  4. The chosen product (video, display, or report)
  5. A Works Cited page with at least five references

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?

After completing the research project, the students may set up a “fair” in which they share their projects with the public in an open informal event.

To observe wildlife research up close, set up an appointment for a tour of the Rolling Plains Quail Research Ranch: https://www.quailresearch.org/research-ranch/

Students may be interested in helping with ongoing research projects at “Zooniverse.” The students can assist scientists in analyzing data for a variety of projects in all subject areas: https://www.zooniverse.org/

As an extension, students may want to explore displaying the species of their project in an art form, such as a watercolor painting, sculpture, or other creative means of display.

Students may further extend study by researching the endangered species of his or her local area. This site can be helpful in exploring rare or endangered species of Texas: http://tpwd.texas.gov/gis/rtest/

This unit may address the following TEKS.

110.23., English Language Arts and Reading, Grade 7, Adopted 2017

110.23(b)(5)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.23(b)(6)(G)
discuss and write about the explicit or implicit meanings of text;
110.23(b)(6)(I)
reflect on and adjust responses as new evidence is presented.
110.23(b)(6)(F)
respond using newly acquired vocabulary as appropriate;
110.23(b)(6)(E)
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
110.23(b)(8)(D)(i)
the controlling idea or thesis with supporting evidence;
110.23(b)(8)(D)(ii)
features such as references or acknowledgements
110.23(b)(11)(C)
compose multi-paragraph argumentative texts using genre characteristics and craft
110.23(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.23(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.23(b)(10)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.23(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.23(b)(12)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.23(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

111.27, Mathematics, Grade 7

111.27(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.27(b)(3)
Number and operations. The student applies mathematical process standards to add, subtract, multiply, and divide while solving problems and justifying solutions.
111.27(b)(6)
Proportionality. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships.
111.27(b)(12)
Measurement and data. The student applies mathematical process standards to use statistical representations to analyze data.

113.19, Social Studies, Grade 7

113.19(b)(8)
Geography. The student uses geographic tools to collect, analyze, and interpret data.
113.19(b)(23)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

112.19, Science, Grade 7

112.19(b)(1)
Scientific investigation and reasoning. The student, for at least 40% of the instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices.
112.19(b)(2)
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations.
112.19(b)(3)
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.
112.19(b)(4)
Science investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry.
112.19(b)(5)
Matter and energy. The student knows that interactions occur between matter and energy.
112.19(b)(6)
Matter and energy. The student knows that matter has physical and chemical properties and can undergo physical and chemical changes.
112.19(b)(10)
Organisms and environments. The student knows that there is a relationship between organisms and the environment.
112.19(b)(11)
Organisms and environments. The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations.
112.19(b)(12)
Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function.
112.19(b)(13)
Organisms and environments. The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli.

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.A.2
Use creativity and insight to recognize and describe patterns in natural phenomena.
S.I.A.3
Formulate appropriate questions to test understanding of natural phenomena.
S.I.A.4
Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.B.1
Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.C.1
Collaborate on joint projects.
S.I.C.2
Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.
S.I.C.3
Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures.
S.I.D.1
Demonstrate literacy in computer use.
S.I.D.2
Use computer models, applications, and simulations.
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.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.II.A.1
Understand the real number system and its properties.
S.II.A.3
Understand ratios, proportions, percentages, and decimal fractions, and translate from any form to any other.
S.II.A.7
Use calculators, spreadsheets, computers, etc., in data analysis.
S.II.E.1
Understand descriptive statistics.
S.III.A.1
Use correct applications of writing practices in scientific communication.
S.III.B.1
Read technical and scientific articles to gain understanding of interpretations, apparatuses, techniques or procedures, and data.
S.III.B.2
Set up apparatuses, carry out procedures, and collect specified data from a given set of appropriate instructions.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
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.C.2
Recognize the role of people in important contributions to scientific knowledge.
S.IX.F.1
Describe matter and energy transfer in the Earth’s systems.
S.IX.F.2
Give examples of effects of energy transfer within and among systems.
S.V.D.1
Understand that scientists categorize things according to similarities and differences.
S.VI.C.2
Recognize variations in population sizes, including extinction, and describe mechanisms and conditions that produce these variations.
S.VI.G.2
Know patterns of energy flow and material cycling in Earth’s ecosystems.
S.VI.G.3
Understand typical forms of organismal behavior.
S.X.B.1
Understand energy transformations.
S.X.B.2
Know the various sources of energy for humans and other biological systems.
S.X.C.1
Recognize variations in population sizes, including human population and extinction, and describe mechanisms and conditions that produce these variations.
S.X.E.2
Understand the use and consequences of pest management.
S.X.E.4
Understand land and water usage and management practices.

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.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
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.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.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.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.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
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.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.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.2
Listen critically and respond appropriately.
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.B.1
Use estimation to check for errors and reasonableness of solutions.
M.I.A.1
Compare relative magnitudes of rational and irrational numbers, and understand that numbers can be represented in different ways.
M.I.B.2
Interpret the relationships between the different representations of numbers.
M.V.C.1
Analyze data sets using graphs and summary statistics.
M.V.C.3
Make predictions using 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.IX.B.3
Know and understand the use of mathematics in a variety of careers and professions.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
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