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Energy Efficiency Exploration

Grade 5, Science

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Description of Unit

Students study renewable and non-renewable energy sources and how people use energy in daily life. After taking an inventory of all of the devices in the home and school environments that consume electricity, and conducting Internet research to determine possible sources for the energy, students identify ways to reduce consumption of non‐renewable energy sources and/or increase energy efficiency. Students’ research alternative energy sources, energy conservation, and/or lifestyle-patterns related to energy use and design experiments to test changes that they hypothesize might lead to more efficient or sustainable systems. Products may include:

  • inventions designed to increase energy efficiency,
  • interventions or product modifications that incorporate alternative, renewable energy sources, or
  • messaging campaign (e.g., public service announcement) designed to encourage people to modify lifestyle choices and behaviors to reduce energy consumption.

This guide links the Energy Efficiency Exploration unit to the Texas Essential Knowledge and Skills (TEKS) for fifth graders. Energy Efficiency Exploration is a science unit that allows students to study renewable and non-renewable energy sources and how humans use energy in daily life. Energy Efficiency Exploration also has interdisciplinary connections to English language arts and reading and social studies disciplines. For example, students will write expository or informational texts, as outlined in the English Language Arts and Reading TEKS, and understand how people adapt to and modify the environment, as described in the Social Studies TEKS. The following document includes the applicable TEKS and the details of the Energy Efficiency Exploration 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. Introduce students to the energy unit by conducting a web-­‐quest with the U.S. Energy Information Administration’s Energy Kids website at http://www.eia.gov/kids/index.cfm. Ask students to complete a KWL chart for three non-­‐renewable and three renewable energy sources found at the site. Another excellent website to introduce students to the unit is Ruth Borchardt Elementary Library’s 5th Grade Alternative Energy Inquiry Activity.
  2. Using an electronics circuitry kit such as littleBits, guide student explorations into the role of a power supply unit in human-­‐made machines and electronics. Ask students to hypothesize what the original sources of energy for these power supply units might be? What happens when the power supply is deprived of energy?
  3. Tour the school campus with notepads or journals and take an inventory of all of the possible devices that require energy to operate. Remember to account for items not easily in view such as hot water heaters and air conditioners. With the help of the librarian or media specialist,facilitate student research with books and Internet sites to determine the energy sources used by items in the inventory. One source for information on energy use and conservation is the Energy Star Kids’ Site. Conduct a Round­‐Robin for reporting findings and lead the class in a large group discussion.
  4. Invite a speaker from an alternative energy company, a local utilities company, or the city electrical services unit. Take a virtual tour of a power‐plant and/or watch the videos on the operation of turbines or gasoline combustion engines.
  5. Repeat the energy-use inventory at home, locating the devices and possible energy sources. Brainstorm a list of alternative sources.
  6. Research ways to conserve energy around the house. One possible website for information is the U.S. Department of Energy’s Kids Saving Energy site. Complete the Easy Energy Action Plan found on the site.
  7. Investigate some of the scientific properties of alternative energy sources through one of the experiments at the Energy Kids site.
  8. Imagine an invention that harnesses a renewable energy source to power something small such as a portable video game player or a cell phone. Sketch out your ideas and explain how it might work.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Students should select at least one energy-­related area to investigate during an independent, long­‐term experiment. Design an experiment with the goal of reducing the amount of energy used in either the classroom or home. Depending upon student interest, the experiment may involve an investigation into an alternative energy source, an intervention aimed at improving conservation, and/or a campaign to reduce overall use by classmates and/or family members.
  2. Asking guiding questions. Some questions to consider might include:
    • In what ways is this energy source attractive for consumer use?
    • How might the energy source be replenished or conserved through careful planning?
    • How does the energy source generate electricity and convert energy into usable work?
    • In what ways is the energy source wasted or lost during the process?
    • What might be some of the dangers or by-­‐products related to this energy source?
    • How much energy is consumed in this environment (e.g., home or school)? How might you measure consumption? What trends in the measurements exist over a period of several months (e.g., through a review of meter readings or utility statements).
    • What seasonal changes might contribute to increased or decreased energy use?
    • What lifestyle changes might contribute to increased or decreased energy use?
    3. Each student will develop a hypothesis on how to increase energy efficiency in their environment though either: 1) a switch to, or supplement with, an alternative energy source, 2) a modification to the environment, structure, or usage patterns that increase efficiency, or 3) a change in habits or behaviors that results in decreased consumption.


  3. Creating a research proposal. Students should identify their topic, 3-5 guiding questions, and the hypothesis their research will explore. Additionally, students will need to design and plan for how they will conduct their experiments. Questions to consider include:


    • What materials will the experiment require?
    • How will the student record data?
    • What variables will be constant and what variables will change?
    • What are the steps of the experiment’s procedure and how will the student ensure that the steps are followed and accurately described?
    • How might students document the experimental design for other scientists?
    • Why might it be important in science to conduct experiments multiple times?
    The TPSP Assessment Rubric is an excellent example of an experimental design rubric.
  4. Conducting the research. Students will conduct their experiments over the identified time periods. In addition to identified materials and tools, students will need to collect data in scientific notebooks or journals and may need graph paper, chart paper, or index cards for analyzing and organizing their data. You will need to guide students in selecting measurable variables and identifying constraints to the scope of their projects to all the experiments to be doable within the time frame and context of the class.
  5. Developing conclusions and sharing findings. Each student will create a multimedia presentation to share his/her findings with a wider audience.

B. The product

Each student conducts background research into the chosen topic, develops a hypothesis, designs an experiment, collects data, and presents the work to classmates through multiple presentation formats. Elements of the presentation might include the following:

  • PowerPoint or Keynote presentation,
  • Public service announcement video,
  • Aligned brochure or poster set,
  • White paper article summarizing the research,
  • Technical drawings for an energy-saving device, and/or
  • Experimental design and procedure

C. Communication

Each group presents the energy report to classmates using appropriate vocabulary. The group should take questions or comments at the end of the report. The Q&A session should be impromptu and unscripted in order to reflect student learning accurately.

D. A completed project consists of:

  1. Energy Use Inventory (from home or classroom environments)
  2. Notes from background research
  3. Hypothesis and research questions
  4. Scientific notebook/journal with collected raw data
  5. Multimedia presentation (e.g., PowerPoint, brochure/posters, white paper, drawings)
  6. Video or audio of the presentation, including the Q&A session

This unit may address the following TEKS.

112.16, Science, Grade 5

112.16(b)(1)
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices.
112.16(b)(2)
Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations.
112.16(b)(3)
Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions.
112.16(b)(4)
Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry.
112.16(b)(6)
Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems.
112.16(b)(7)
Earth and space. The student knows Earth's surface is constantly changing and consists of useful resources.
112.16(b)(9)
Organisms and environments. The student knows that there are relationships, systems, and cycles within environments.

113.16, Social Studies, Grade 5

113.16(b)(4)
History. The student understands political, economic, and social changes that occurred in the United States during the 19th century.
113.16(b)(5)
History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries.
113.16(b)(6)
Geography. The student uses geographic tools to collect, analyze, and interpret data.
113.16(b)(7)
Geography. The student understands the concept of regions in the United States.
113.16(b)(8)
Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live.
113.16(b)(9)
Geography. The student understands how people adapt to and modify their environment.
113.16(b)(10)
Economics. The student understands the basic economic patterns of early societies in the United States.
113.16(b)(13)
Economics. The student understands patterns of work and economic activities in the United States.
113.16(b)(19)
Citizenship. The student understands the importance of effective leadership in a constitutional republic.
113.16(b)(20)
Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution.
113.16(b)(23)
Science, technology, and society. The student understands the impact of science and technology on society in the United States.
113.16(b)(24)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.16(b)(25)
Social studies skills. The student communicates in written, oral, and visual forms.
113.16(b)(26)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

128.7., Spanish Language Arts and Reading, Grade 5, Adopted 2017

128.7(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
128.7(b)(6)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
128.7(b)(7)(F)
respond using newly acquired vocabulary as appropriate
128.7(b)(7)(G)
discuss specific ideas in the text that are important to the meaning.
128.7(b)(8)(D)
analyze the influence of the setting, including historical and cultural settings, on the plot.
128.7(b)(10)(C)
analyze the author's use of print and graphic features to achieve specific purposes;
128.7(b)(12)(C)
compose argumentative texts, including opinion essays, using genre characteristics and craft
128.7(b)(3)(D)
identify, use, and explain the meaning of idioms, adages, and puns
128.7(b)(3)(B)
use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
128.7(b)(3)(A)
use print or digital resources to determine meaning, syllabication, pronunciation, and word origin;
128.7(b)(3)(C)
identify the meaning of and use base words with affixes, including trans-, super-, anti-, semi-, -logía, -ificar, -ismo, and -ista and roots, including audi, crono, foto, geo, and terr;
128.7(b)(9)
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.
128.7(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
128.7(b)(9)(D)(iii)
organizational patterns such as logical order and order of importance;
128.7(b)(9)(D)(ii)
features such as insets, timelines, and sidebars to support understanding
128.7(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.7(b)(11)(D)(viii)
subordinating conjunctions to form complex sentences;
128.7(b)(11)(D)(ix)
capitalization of initials, acronyms, and organizations;
128.7(b)(11)(D)(x)
punctuation marks, including commas in compound and complex sentences, em dash for dialogue, italics and underlining for titles and emphasis, and quotation marks for titles
128.7(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.7(b)(11)(D)(vii)
pronouns, including personal, possessive, objective, reflexive, prepositional, and indefinite;
128.7(b)(11)(D)(v)
conjunctive adverbs;
128.7(b)(11)(D)(i)
complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
128.7(b)(11)(D)(ii)
irregular verbs;
128.7(b)(11)(D)(iii)
collective nouns;
128.7(b)(11)(D)(iv)
adjectives, including those indicating origin, and their comparative and superlative forms;
128.7(b)(11)(D)(vi)
prepositions and prepositional phrases and their influence on subject-verb agreement;
128.7(b)(12)(D)
compose correspondence that requests information.
128.7(b)(12)(B)
compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
128.7(b)(12)(A)
compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
128.7(b)(11)(B)(i)
organizing with purposeful structure, including an introduction, transitions, and a conclusion
128.7(b)(13)(G)
develop a bibliography
128.7(b)(13)(H)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
128.7(b)(13)(E)
demonstrate understanding of information gathered;
128.7(b)(13)(D)
understand credibility of primary and secondary sources;
128.7(b)(13)(A)
generate and clarify questions on a topic for formal and informal inquiry;
128.7(b)(13)(B)
develop and follow a research plan with adult assistance;
128.7(b)(13)(C)
identify and gather relevant information from a variety of sources;
128.7(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.
128.7(b)(1)(C)
give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively
128.7(b)(1)(B)
follow, restate, and give oral instructions that include multiple action steps;
128.7(b)(1)(A)
listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;

110.7., English Language Arts and Reading, Grade 5, Adopted 2017

110.7(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
110.7(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
110.7(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.7(b)(9)
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.
110.7(b)(6)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.7(b)(7)(F)
respond using newly acquired vocabulary as appropriate
110.7(b)(7)(G)
discuss specific ideas in the text that are important to the meaning.
110.7(b)(8)(D)
analyze the influence of the setting, including historical and cultural settings, on the plot.
110.7(b)(10)(C)
analyze the author's use of print and graphic features to achieve specific purposes;
110.7(b)(12)(C)
compose argumentative texts, including opinion essays, using genre characteristics and craft
110.7(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.
110.7(b)(12)
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.
110.7(b)(11)
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.
110.7(b)(13)
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.

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

Science:

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.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.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.B.1
Understand how scientific research and technology have an impact on ethical and legal practices.
S.IV.B.2
Understand how commonly held ethical beliefs impact scientific research.
S.IV.C.1
Understand the historical development of major theories in science.
S.IV.C.2
Recognize the role of people in important contributions to scientific knowledge.
S.V.C.1
Recognize patterns of change.
S.V.E.1
Use models to make predictions.
S.V.E.2
Use scale to relate models and structures.
S.VI.C.1
Know multiple categories of evidence for evolutionary change and how this evidence is used to infer evolutionary relationships among organisms.
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.D.2
Understand the types, uses, and regulations of the various natural resources.
S.X.E.1
Describe the different uses for land (land management).
S.X.E.2
Understand the use and consequences of pest management.
S.X.E.3
Know the different methods used to increase food production.
S.X.E.4
Understand land and water usage and management practices.
S.X.E.5
Understand how human practices affect air, water, and soil quality.

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.B.2
 Identify and evaluate sources and patterns of change and continuity across time and place.
SS.I.B.3
 Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
SS.I.C.1
 Evaluate different governmental systems and functions.
SS.I.C.2
 Evaluate changes in the functions and structures of government across time.
SS.I.E.2
 Define the concept of socialization and analyze the role socialization plays in human development and behavior.
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.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.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.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.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.B.4
Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.
ELA.II.D.1
Make text-to-self, text-to-text, and text-to-world connections.
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.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
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.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
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.2
Interpret the relationships between the different representations of numbers.
M.I.B.1
Use estimation to check for errors and reasonableness of solutions.
M.I.C.2
Convert units within and between systems of measurement.
M.I.C.1
Select or use the appropriate type of method, unit, and tool for the attribute being measured.
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.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.VI.C.1
Apply known functions to model real-world situations.
M.VI.C.2
Develop a function to model a situation.
M.VII.C
Logical reasoning
M.VII.D
Real-world problem solving
M.VII.A.1
Analyze given information.
M.VII.D.1
Interpret results of the mathematical problem in terms of the original real-world situation.
M.VII.D.2
Evaluate the problem-solving process.
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.C.2
ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.3
Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
M.VIII.C.1
Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.VIII.A.3
Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.VIII.B.2
Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
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.
M.IX.A.2
Connect mathematics to the study of other disciplines.
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