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Getting the Dirt on Soil: A Worm’s-Eye View

Grade 1, Science

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Description of Unit

In this task, students will integrate science, fine arts, and English language arts by creating an accordion book that they will use to reflect their study of soils. The accordion book will be used to house soil samples and record observations. Students will also learn to paint with soil by using various soils as media. Students will create their own vermicomposting bin and watch their worm population prosper as the worms enrich the soil. The research on soil can be expanded to explore how organisms such as Willie the Worm could be essential to terraforming the Moon or planets like Mars (i.e., places where dirt exists but soil does not). What would Willie need to live and prosper on Mars? What would we call an earthworm on Mars? This introduction to the interrelationship between living and non-living components of an ecosystem builds a foundation for understanding current topics, such as soil conservation and ecological awareness.

This guide links the Getting the Dirt on Soil: A Worm’s-Eye View unit to the Texas Essential Knowledge and Skills (TEKS) for first graders. Getting the Dirt on Soil: A Worm’s-Eye View has connections to science, fine arts, and English language art. Students will dive into the dark recesses of the Earth with Willie the Worm to explore his dirty realm. They will learn how soils are formed and how to distinguish between various types of soils by observing physical properties. Students will also learn the importance of organisms like Willie the Worm to the overall health of the planet, serving as one example of the delicate relationship between living and non-living organisms. The following document includes the applicable TEKS and the details of the Getting the Dirt on Soil: A Worm’s-Eye View 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. Observe different types of soil (e.g., sand, humus, clay) and distinguish between the various physical properties that can indicate their origin:
    • As a class, view a video about the composition of soil (https://www.youtube.com/watch?v=if29mjcd5bc&feature=youtu.be).
    • In small groups, have individuals place a small amount (i.e., a tablespoon) of three different types of soil (sand, humus, and clay) on a paper plate.
    • Provide students with a hand lens and allow them to observe the soils closely.
    • Have students discuss and describe some of each soil’s properties (e.g., texture, color, composition) with their table partners and then with the class. Are there any clues to its origin, such as twigs or leaves in the humus?
    • Record students’ observations on a chart tablet, which will serve as a model for entries in their interactive science notebooks.
    • Use an eye dropper or pipette to put three drops of water onto each soil type. Encourage students to observe how the different soils react to water. Have the students describe any changes they see. Do all soils behave the same when they come in contact with water? Students will record observations in their journals.
    • Have students take a small portion of moistened soil and try to make a ball. Which soil can be molded into different shapes? Students will describe and record observations.
  2. Students will create an accordion book to house soil samples and record observations. The teacher will model the process for the whole class and monitor student progress at each step. (See the “Accordion Book” attachment.)
    • Using a large piece of white or beige construction paper, fold the paper in half and then again into quarters.
    • Fold the paper one more time to create eighths.
    • Unfold the paper back into halves.
    • Take the folded edge of the paper and cut down the folded line to the intersecting point of the next folded line (i.e., halfway down the length of the paper).
    • Unfold the paper to observe the slit in the middle.
    • Fold the paper in half lengthwise and grasp the two opposing edges.
    • Push the opposing edges to the center as you would if playing an accordion.
    • Squeeze the overlapping pages together to form a small book.
    • Create a title for the book (e.g., “My Soil Book”) and include the student’s name as author.
    • Prepare a small portion of clear book tape (about three inches for each soil type) and use it to affix a small sample of soil to the soil book.
    • Inside the first page, carefully stretch a small well in the tape and affix about a quarter teaspoon of soil to it while holding the edges. Carefully place the tape and the soil into the book. Make sure there is a good seal around the edges. Make sure the tape has a complete seal around the sample or soil will spill out of booklet.
    • Have students label the soil in the book and describe where they have seen this soil type and how they might use it (e.g., “I can use humus soil for planting. I have seen this soil at my grandma’s house in her potted plants”). They can also use descriptive words to define its physical properties.
    • Continue to place taped soil samples in the book. Include descriptors and illustrations to support the text.
  3. Students will paint a landscape by using various colors of soil as a medium. The teacher will model the process for the whole group, provide small groups with materials, and monitor progress:
    • Provide several landscape pictures for students to observe (e.g., old calendar images, jigsaw puzzles). Images from the Internet can also be used. Post these images in a prominent place in the classroom for observation. Alternatively, you may distribute the images to small groups or individuals.
    • Describe the landscape. Have students describe colors, textures, and shapes they see in the image. For example, mountains may be angular, but a desert mesa could be more rectangular. Give students a piece of paper and a pencil. Ask them to draw their chosen landscape.
    • Line a table or work area with newspaper to minimize clean-up efforts.
    • Provide each student or student pair with a small disposable cup that has a portion of glue (this can be watered down slightly to aid distribution as a paint source). Provide each student or student pair with few more cups of different colored soils (e.g., sand, humus, clay) and a paint brush. Have students paint glue on the paper where the darkest soils appear on their chosen landscape.
    • Once the glue has been applied, carefully pour the soil onto the paper and allow it to stick to the glue. Pick up the paper and create a cone-like funnel shape to return any unused soil back into the cup.
    • Repeat the glue and soil painting procedure until all appropriate landscape areas are covered. Let the landscape dry before adding additional colors and textures to complete the art form. The sky, trees, and other organisms can be added using other media forms (e.g., crayons, oil pastels, colored pencils).
    • Have students sign their mixed-media artwork and give it a title before putting it on display for others to critique.
    • Have students take a gallery walk and discuss the prominent features in each piece. Provide the students with sentence starters, such as the following:
      • I most admire the ______________ in this piece because ______________.
      • I like the way this artist used ______________ in this piece because ______________.
      • I am curious about how the artist ______________.
  4. Students will create their own vermicomposting bin to observe the interaction between living and non-living elements of an ecosystem. What type of soil will make the best home for worms? How will we know if one soil is better for worms than another? How can we improve our worms’ home? Guide the students through the instructions for making a vermicomposting bin:
    • In a small group of two to four students, prepare a small worm bin in a plastic container with a lid.
    • Make sure the container has some ventilation so air can circulate within. If no ventilation is present, carefully poke or drill some holes near the base of the container or in the lid.
    • Have students shred newspaper or provide a bit of straw to line the floor of the container and act as bedding. This will absorb any excess moisture or worm castings. Over time, the worms will turn the bedding into nutrient-rich compost. You can harvest the composted soil and replace it with new bedding for the worms. Sprinkle the bedding with a handful of moistened dirt. Provide layers of brown materials (e.g., dried leaves, sawdust, other fibrous materials) and moisten these layers with water. Allow the water to seep through for a day or so before adding the worms.
    • Choose your worms. There are several varieties of worms that are bred and sold commercially for vermicomposting. Digging up earthworms from your backyard is not recommended. Red Wigglers (eisenia feida) are most commonly used for vermicomposting. They are capable of eating more than half their own weight in food every day. They are about four inches long, are mainly red with a yellow tail, and can be easily purchased on the Internet or from a gardening club. A pound of worms would be more than enough for a typical classroom of 22 students. You might also consider European Night Crawlers (eisenia hortensis). They are a bit hardier, grow a bit larger, and eat coarser paper and cardboard. They make great fishing worms, but they do not reproduce as quickly as the Red Wigglers. Keep in mind that these are a non-native species. They can upset the delicate balance of an ecosystem if let out in the wild.
    • Maintain and harvest the compost in your worm bin regularly. Replace the bedding and provide your worms with a steady diet of food scraps about once a week. Worms eat fruit and vegetable scraps, bread, grains, tea leaves, and coffee grounds. Mix the scraps into the bedding and cover with moistened paper or soil. Don’t leave the scraps on top of the compost heap. For a plastic bin the size of a shoebox, a few tablespoons of table scraps a week should suffice. Keep the heap warm, dark, and moist. Sprinkle with water every other day. You will want the bedding to have the dampness of a wrung-out sponge.
    • To harvest your composted soil, wear rubber gloves to remove any material that has not been composted. Set this material aside and scoop up sections of the compost and worms onto a piece of newspaper or plastic wrap.
  5. Research soils to understand how organisms (e.g., the earthworm) are essential to the health of our planet. The teacher can establish a bin with several books for students to use in their research. Here are a few suggested titles:
    • Christian Ditchfield – Soil
    • Robin Koonz – Composting: Nature’s Recyclers
    • Steve Tomecek – Dirt
    • Becky Olien – Erosion
    • Sally M. Walker – Soil

    Provide the students with the “Webquest” handout to use while searching the Internet for additional background on soil. The QR codes may be scanned to facilitate access to websites. Students will then discuss and review with a partner to determine what information to enter on the “Webquest” research form.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Each student will choose a soil type to research. He or she will use the Internet and books to gain a deeper understanding of the various soil types found on Earth.
  2. Asking guiding questions. Once the student has selected a type of soil to research, the teacher will assist him or her in creating guiding questions to research and answer in a research log:
    • What are some physical properties of this soil type?
    • What are some possible origins of this soil type? How do you know? What evidence do you find to support your claim?
    • Where do we find this type of soil? Would you expect to find this soil type in both a desert and a rain forest?
    • What are some uses of this soil? Why is this soil type better for a particular use than another soil type? What qualities make this soil a good choice? What makes this type of soil so important? Does it exist anywhere else on the planet?
  3. Creating a research proposal. Willie the Worm will be traveling to an extraterrestrial home. He might end up on the Moon or even go to Mars. Will he be able to survive? Use what you have learned about soil and help create a home where Willie the Worm can begin his new life away from Earth. Describe what life will be like for Willie as you plan his new life as a pioneer in terraforming.

B. The product

For each event, allow students to choose their favorite method for presenting information. All presentations should include a Willie the Worm product and a written or oral report.

  1. Choose one the following Willie the Worm products or create something similar:
    • Create a 3D representation of the proposed terraforming plan on either the Moon or another planet. Be prepared to describe how Willie the Worm’s new home differs from his home on Earth. What are the problems Willie is facing on his new home?
    • Conduct an interview with Willie the Worm that describes similarities and differences in the physical properties of the soil. Discuss how Willie plans on changing the soil to promote plant growth and help sustain life for other pioneers on the planet.
    • Share what you have researched through poetry, drawing, painting, technology, or drama.
  2. All students will prepare a written or oral report on the product they have created.

C. Communication

Share research from Getting the Dirt on Soil: A Worm’s-Eye View by sharing your product with the whole class through one of the following options:

  • Host a share fair where students rotate through stations and then compare and comment on the event’s offerings. The students will pretend to be judges at an Engineering Expo or Science Fair.
  • Host a show-and-tell session for the class or another class.
  • Create a news story, either acted out by the student in an impromptu staging of a televised news show or as a mixed-media representation of a news hour (e.g., a puppet show or digital media app). The news story should include a scripted report reflecting the research.

D. A completed project consists of

  1. a Willie the Worm product,
  2. research notes, and
  3. a written or oral report.

This unit may address the following TEKS.

112.12, Science, Grade 1

112.12(b)(1)
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices.
112.12(b)(1)(A)
recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately;
112.12(b)(1)(C)
identify and learn how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals.
112.12(b)(2)
Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations.
112.12(b)(2)(A)
ask questions about organisms, objects, and events observed in the natural world;
112.12(b)(2)(B)
plan and conduct simple descriptive investigations such as ways objects move;
112.12(b)(2)(C)
collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools;
112.12(b)(2)(D)
record and organize data using pictures, numbers, and words;
112.12(b)(2)(E)
communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations.
112.12(b)(3)
Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving.
112.12(b)(3)(A)
identify and explain a problem such as finding a home for a classroom pet and propose a solution in his/her own words;
112.12(b)(4)
Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world.
112.12(b)(4)(A)
collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as classroom demonstration thermometers and wind socks; materials to support observations of habitats of organisms such as aquariums and terrariums;
112.12(b)(5)
Matter and energy. The student knows that objects have properties and patterns.
112.12(b)(5)(A)
classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture;
112.12(b)(7)
Earth and space. The student knows that the natural world includes rocks, soil, and water that can be observed in cycles, patterns, and systems.
112.12(b)(7)(A)
observe, compare, describe, and sort components of soil by size, texture, and color;

111.3, Mathematics, Grade 1

111.3(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.3(b)(1)(A)
apply mathematics to problems arising in everyday life, society, and the workplace;
111.3(b)(1)(C)
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
111.3(b)(1)(D)
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
111.3(b)(1)(E)
create and use representations to organize, record, and communicate mathematical ideas;
111.3(b)(2)
Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value.
111.3(b)(2)(A)
recognize instantly the quantity of structured arrangements;
111.3(b)(2)(C)
use objects, pictures, and expanded and standard forms to represent numbers up to 120;
111.3(b)(2)(F)
order whole numbers up to 120 using place value and open number lines;
111.3(b)(7)
Geometry and measurement. The student applies mathematical process standards to select and use units to describe length and time.
111.3(b)(7)(A)
use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement;
111.3(b)(7)(D)
describe a length to the nearest whole unit using a number and a unit;

113.12, Social Studies, Grade 1

113.12(b)(17)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.12(b)(18)
Social studies skills. The student communicates in oral, visual, and written forms.
113.12(b)(19)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

126.6, Technology Applications, Kindergarten-Grade 2

126.6(b)(1)
Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products.
126.6(b)(1)(C)
explore virtual environments, simulations, models, and programming languages to enhance learning;
126.6(b)(2)
Communication and collaboration. The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning.
126.6(b)(2)(A)
use communication tools that allow for anytime, anywhere access to interact, collaborate, or publish with peers locally and globally;
126.6(b)(3)
Research and information fluency. The student acquires and evaluates digital content.
126.6(b)(3)(C)
evaluate the usefulness of acquired digital content.
126.6(b)(6)
Technology operations and concepts. The student demonstrates knowledge and appropriate use of technology systems, concepts, and operations.
126.6(b)(6)(G)
use the help feature online and in applications.

128.3., Spanish Language Arts and Reading, Grade 1, Adopted 2017

128.3(b)(6)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures with adult assistance;
128.3(b)(6)(H)
synthesize information to create new understanding with adult assistance
128.3(b)(7)(E)
interact with sources in meaningful ways such as illustrating or writing
128.3(b)(7)(F)
respond using newly acquired vocabulary as appropriate.
128.3(b)(7)(C)
use text evidence to support an appropriate response;
128.3(b)(9)(D)(iii)
organizational patterns such as chronological order and description with adult assistance;
128.3(b)(11)(B)(ii)
developing an idea with specific and relevant details;
128.3(b)(13)(B)
develop and follow a research plan with adult assistance;
128.3(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.
128.3(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
128.3(b)(3)(D)
identify and use words that name actions, directions, positions, sequences, categories, and locations.
128.3(b)(10)
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
128.3(b)(6)(E)
make connections to personal experiences, ideas in other texts, and society with adult assistance;
128.3(b)(9)(D)(i)
the central idea and supporting evidence with adult assistance;
128.3(b)(6)(G)
evaluate details to determine what is most important with adult assistance;
128.3(b)(1)(B)
follow, restate, and give oral instructions that involve a short, related sequence of actions;
128.3(b)(1)(A)
listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

110.3., English Language Arts and Reading, Grade 1, Adopted 2017

110.3(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.
110.3(b)(6)
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
110.3(b)(6)(H)
synthesize information to create new understanding with adult assistance
110.3(b)(7)(E)
interact with sources in meaningful ways such as illustrating or writing
110.3(b)(7)(F)
respond using newly acquired vocabulary as appropriate.
110.3(b)(7)(C)
use text evidence to support an appropriate response;
110.3(b)(9)(D)(iii)
organizational patterns such as chronological order and description with adult assistance;
110.3(b)(11)(B)(ii)
developing an idea with specific and relevant details;
110.3(b)(13)(B)
develop and follow a research plan with adult assistance;
110.3(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.3(b)(3)(D)
identify and use words that name actions, directions, positions, sequences, categories, and locations.
110.3(b)(10)
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
110.3(b)(6)(E)
make connections to personal experiences, ideas in other texts, and society with adult assistance;
110.3(b)(9)(D)
recognize characteristics and structures of informational text, including:
110.3(b)(6)(G)
evaluate details to determine what is most important with adult assistance;
110.3(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.

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.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.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.V.E.1
Use models to make predictions.
S.IX.E.4
Describe the rock cycle and its products.
S.X.A.2
Know the major features of the geosphere and the factors that modify them.
S.X.A.5
Be familiar with Earth's major bionomes.
S.X.E.1
Describe the different uses for land (land 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.

Social Studies:

SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
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.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
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.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
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.II.A.1
 Use effective prereading strategies.
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.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.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.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.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
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.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.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.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.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.B.1
Model and interpret mathematical ideas and concepts using multiple representations.
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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