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GM-OH

Grade 7, Science

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Description of Unit

In this task, seventh-grade students will study the genetics behind genetically modified organisms (GMOs), work collaboratively to understand a real-world problem, use mathematics and research to develop an argument, and use technology to present a solution.

This guide links the GM-OH unit to the Texas Essential Knowledge and Skills (TEKS) for seventh graders. GM-OH is a science unit that puts students into a real-life scenario where they must make a recommendation to the school board about the purchase of genetically modified foods for school lunches. Though a problem-based science unit, GM-OH also teaches students skills in English language arts, mathematics, social studies, and technology. For example, students will use research skills to understand a problem and develop possible solutions. The following document includes the applicable TEKS and the details of the GM-OH 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

Teacher Notes: If you are not familiar with the issues involved in the genetically modified organism (GMO) debate, you might want to listen to the podcast “Science Vs. GMO” (https://gimletmedia.com/shows/science-vs/gmhnb3/gmo-omg). This 27-minute podcast gives an overview of the entire GMO issue, including the history and current science. The podcast is not really pro-GMO in nature, but it does use science to deflect many of the myths about GMOs.

Before undertaking this unit of study, students should have already studied cell structures and cell theory.

  1. What is Selective Breeding?
    Students will begin the unit by thinking of a living organism that has been bred to improve a characteristic. The students will share this organism with the class and create a mind map to answer the following questions:

    • What specific characteristic is this organism bred for?
    • Are household pets bred for specific characteristics?
    • Are certain flowers bred for specific characteristics?
    • Do you think it is right to breed organisms for specific characteristics?

    There are many free and collaborative mind map tools available online for students to use (e.g., https://www.mindmup.com/, https://bubbl.us/). Students should create a mind map that lists the type of animal and the specific characteristics each was bred for. This can also be done with fruits and vegetables.

    Teacher Notes: Examples of selective breeding can be found in almost all agricultural products (e.g., cows that provide more milk and meat; larger Thanksgiving turkeys; giant tomatoes and strawberries). You might want to show the class some examples, such as a wild strawberry next to a domesticated one or a wild turkey compared to a turkey raised on a farm.

    Ask students if they have ever heard of a Labradoodle dog (i.e., a mix of a Labrador retriever and a poodle). Conduct a short class discussion to promote deeper thinking about this introductory topic. You may select the discussion strategy that will work best for your class (https://www.cultofpedagogy.com/speaking-listening-techniques).

  2. What are Genotypes?
    CK12.org provides 12 resources for introducing students to the concepts of Mendellian Genetics. Some of these resources are articles, some are interactives, and some are study guides (https://www.ck12.org/search/?q=Mendels%20laws%20and%20genetics&source=ck12&subject=biology).

  3. Practicing with Punnett Squares
    Have students watch a 15-minute video on Gregor Mendel and the beginning of genetics (https://www.ck12.org/life-science/Punnett-Squares-in-Life-Science/rwa/Of-Monks-and-Peas/?referrer=concept_details). Punnett squares are a fairly simple way to calculate the probability of an organism having a specific trait.

    Have students read, watch the video, and then complete the background information provided on Punnett Squares (https://www.ck12.org/life-science/Punnett-Squares-in-Life-Science/lesson/Punnett-Squares-MS-LS/).

    There are other online Punnett Square labs similar to the ones above. Check to see if your science textbook has a virtual lab.

Phase II. Independent Research

A. Research process

  1. Choosing a topic. Students are presented with a letter from the school board asking them to be on a committee (see the “Sample Letter” attachment). The purpose of the committee is to make a recommendation at the next school board meeting on whether the school district should purchase genetically modified potatoes and corn for school lunches in the next school year. The students’ recommendation is due in one week.

    Student Groupings: Students will be placed in groups of four or five students with roles as follows:

    Student 1
    Concerned parent: This parent is worried that his or her children will accidentally be poisoned by GMOs. This person is neither for nor against genetically modified (GM) foods.

    Student 2
    Environmentalist: This person does not trust GMOs and feels that they are created by Big Business as a way to make money. This person is against GM foods.

    Student 3
    Local farmer: This farmer uses GM seeds to grow crops each year. This person is neither for nor against GM foods. The farmer only wishes to produce as much food as possible to maximize his or her profits each growing season.

    Student 4
    Geneticist from a local university: This person works in a lab creating genetically modified organisms. This person is for GM foods.

    Student 5
    Student: This person will have to eat the food produced in the cafeteria. The student is neither for nor against GM foods.

    Teacher Notes: Explain to students that all of these people can have their positions changed by the end of the task. The student has to keep in mind the position of the stakeholder to ensure that his or her point of view or concerns are being considered in the solution.

    The more official your letter looks to your students, the more interest they will have in the problem. Teachers could consider using actual school board members’ names (with permission) on school district letterhead. You may also want to let your administrator know about the lesson ahead of time so that they are aware of the scenario the students will be playing out in class.

  2. Asking guiding questions. Guiding questions have been provided for each stakeholder in this scenario.

    Student 1
    Concerned parent: This parent is worried that his or her children will accidentally be poisoned by foods that contain GMOs. This person is neither for nor against genetically modified (GM) foods. Guiding questions may include the following:

    • Does using each type of organism have a possible impact on human health?
    • What is the current scientific consensus on the safety of GM foods?

    Student 2
    Environmentalist: This person does not trust GMOs and feels that they are created by Big Business as a way to make money. This person is against GM foods. Guiding questions may include the following:

    • What are some of the impacts on the natural environment caused by using these types of organisms?
    • Does using each type of organism have a possible impact on human health? How do you know?
    • Are there possible impacts on other agricultural products in the area that could be caused by using each type of organism?
    • Are these organisms being grown near our city?

    Student 3
    Local farmer: This farmer uses GM seeds to grow crops each year. This person is neither for nor against GM foods. The farmer only wishes to produce as much food as possible to maximize his or her profits each growing season. Guiding questions may include the following:

    • Are there current laws and regulations governing the use of each type of organism?
    • Where are GM potatoes and corn grown?
    • What are some common plant-breeding techniques used in agriculture that are not related to GMOs?
    • Are these organisms being grown near our city?

    Student 4
    Geneticist from a local university: This person works in a lab creating genetically modified organisms. This person is for GM foods. Guiding questions may include the following:

    • What is the difference between an organic organism, a non-GMO, and a GMO?
    • What are some of the benefits and disadvantages of using organic organisms, non- GMOs, and GMOs?
    • What is the current scientific consensus on the safety of the use of GM foods?

    Student 5
    Student: This person will have to eat the food produced in the cafeteria. The student is neither for nor against GM foods. Guiding questions may include the following:

    • How much of a typical school lunch includes potato or corn products?
    • Do other cafeteria foods (e.g., breakfast items, snacks) contain potato or corn products?

  3. Creating a research proposal. After being presented with the problem letter and being assigned a role, students begin to narrow the problem that needs to be solved. In a large group, students create a chart that lists what they know, what they need to know, and what they think they know. This is a brainstorming session, and all questions should be allowed. Students should have more questions about what they need to know than what they already know.

    After giving students a sufficient amount of time to develop this chart, they should review the list of what they need to know and identify the top three to five questions. Those questions will be the basis for the unit. Teachers should monitor the list of what they need to know to make sure that the questions are related to the learning. For instance, students might ask the question, “What is a school board?” While that might seem important, it is not truly related to the outcome of this task. The teacher should gently direct them towards topics relevant to GMOs.

    By the end of this section, students should have three to five questions related to GMOs that need to be answered. The questions students develop in this section are the basis for learning. Typical questions should look something like the following:

    • What is a genetically modified organism (GMO)?
    • Who makes GMOs?
    • Are GMOs safe for students to eat?
    • How long have GMOs been around?
    • Who is using GM foods now?
    • Are we eating GM foods without our knowledge?
    • How are GM foods made?

  4. Conducting the research. Based on the role that they are playing, students will use basic research techniques and begin gathering information on GMOs. Students can work with other students in the same role to gather information. For instance, all the environmentalists can work together and all the concerned parents can work together. This information will be used back in the groups to convince fellow committee members.

    Resources for teachers and students:

    During this process, student jigsaw groups will be collecting primary and secondary sources to help build their knowledge base and justify their recommendations. Primary sources may include interviews with experts in the field. All sources used must be documented in a formatted bibliography. Primary and secondary sources must be identified and listed separately.

    Teacher Notes: If at all possible, the teacher should make arrangements for students to conduct interviews with experts in the field. Experts can include farmers, biology professors, environmentalists, or industry leaders. Experts do not have to be physically present. Consider using telecommunication or videoconference programs to contact experts who may not be available to actually come to your school.

    Students may also use a collaborative spreadsheet (e.g., Office 365, Excel, Google Sheets, Apple Numbers) to complete their chart on what they need to know. Teachers can set up the chart prior to class and share it with students. Simply make a sheet with three headings: What We Know; What We Need to Know; and What We Think We Know. If teachers make a sheet for each class, students can later refer to what other classes are working on and expand the conversation outside of class. Students in each role can also create shared collaborative documents where they can share their research.

B. The product

After the research has been completed, it is time for the jigsaw members to return to their original groups and present the information they have learned. Before they return to their groups, have each group revisit their chart on what they need to know:

  • Are there any questions that they would now add to the chart?
  • Were there questions that now seem too easy to answer?
  • What would be some ways to extend this learning?
  • Are there deeper questions that could be added here?

This is also a good time to check and see that students have stayed on topic and researched material based on the role that they have been given. Has the concerned parent stayed essentially neutral in his or her research? Has the environmentalist stayed against GMOs? Has the geneticist stayed for GMOs?

Once students return to their original groups, they will begin presenting the information that they learned from their research and the stand that they are taking on the topic. Each member is given equal time to explain his or her viewpoint, and then the group will be asked to come to a consensus about the recommendations that they will be making to the school board. Each presentation should not last any longer than five minutes. There should be a few minutes of Q&A after each presentation. Teachers can use the Q&A to check for deeper understanding.

Teachers can add authenticity to the project by having adults act as the school board. They can ask questions directly to students after the five-minute presentation.

C. Communication

Mock School Board Presentation: Teachers should check that the presentation showed alignment to the TPSP rubric in a variety of ways, including the following:

  • Developed a comprehensive response to the topic
  • Used a variety of sources that accessed advanced content and included multiple perspectives
  • Collected information using the tools of the discipline
  • Analyzed and interpreted information and data
  • Communicated research findings, learning, and ideas to an audience using the language of the discipline

Students will construct their school board presentations. The students can use a wide variety of presentation tools (e.g., PowerPoint, Google Slides, Apple Keynote, Press). Students might also consider non-traditional presentation tools, such as Microsoft SWAY.

D. A completed project consists of:

  1. A completed question and research chart
  2. A bibliography of primary and secondary resources
  3. A Mock School Board Presentation

This unit may address the following TEKS.

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

110.23(b)(3)
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 adjust fluency when reading grade-level text based on the reading purpose.
110.23(b)(5)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.23(b)(6)(E)
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
110.23(b)(6)(F)
respond using newly acquired vocabulary as appropriate;
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)(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)(8)(E)(iii)
identifying the intended audience or reader
110.23(b)(8)(E)(i)
identifying the claim;
110.23(b)(8)(E)(ii)
explaining how the author uses various types of evidence and consideration of alternatives to support the argument
110.23(b)(8)(F)
analyze characteristics of multimodal and digital texts.
110.23(b)(9)(B)
analyze how the use of text structure contributes to the author's purpose;
110.23(b)(11)(C)
compose multi-paragraph argumentative texts using genre characteristics and craft
110.23(b)(12)(E)
differentiate between primary and secondary sources;
110.23(b)(12)(H)
examine sources for:
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)(5)(G)
evaluate details read to determine key ideas;
110.23(b)(8)(D)
analyze characteristics and structural elements of informational text, including:
110.23(b)(5)(H)
synthesize information to create new understanding
110.23(b)(9)
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.
110.23(b)(9)(G)
explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations.
110.23(b)(9)(C)
analyze the author's use of print and graphic features to achieve specific purposes;
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)(10)(D)
edit drafts using standard English conventions, including:
110.23(b)(10)(E)
publish written work for appropriate audiences.
110.23(b)(10)(C)
revise drafts for clarity, development, organization, style, word choice, and sentence variety;
110.23(b)(10)(B)
develop drafts into a focused, structured, and coherent piece of writing by:
110.23(b)(10)(A)
plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
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)(11)(D)
compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.
110.23(b)(6)(B)
write responses that demonstrate understanding of texts, including comparing sources within and across genres;
110.23(b)(6)(C)
use text evidence to support an appropriate response;
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)(12)(A)
generate student-selected and teacher-guided questions for formal and informal inquiry;
110.23(b)(12)(D)
identify and gather relevant information from a variety of sources;
110.23(b)(12)(B)
develop and revise a plan;
110.23(b)(12)(G)
differentiate between paraphrasing and plagiarism when using source materials;
110.23(b)(12)(I)
display academic citations and use source materials ethically
110.23(b)(12)(C)
refine the major research question, if necessary, guided by the answers to a secondary set of questions;
110.23(b)(12)(F)
synthesize information from a variety of sources;
110.23(b)(12)(J)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
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.

110.24., English Language Arts and Reading, Grade 8, Adopted 2017

110.24(b)(3)
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 adjust fluency when reading grade-level text based on the reading purpose.
110.24(b)(5)(G)
evaluate details read to determine key ideas;
110.24(b)(5)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.24(b)(6)(I)
reflect on and adjust responses as new evidence is presented
110.24(b)(6)(J)
defend or challenge the authors' claims using relevant text evidence.
110.24(b)(6)(F)
respond using newly acquired vocabulary as appropriate;
110.24(b)(6)(E)
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
110.24(b)(6)(A)
describe personal connections to a variety of sources, including self-selected texts;
110.24(b)(12)(F)
synthesize information from a variety of sources;
110.24(b)(12)(E)
differentiate between primary and secondary sources;
110.24(b)(7)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.24(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.
110.24(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.24(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.
110.24(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.
110.24(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.
110.24(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)(6)
Proportionality. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships.
111.27(b)(6)(A)
represent sample spaces for simple and compound events using lists and tree diagrams;
111.27(b)(6)(B)
select and use different simulations to represent simple and compound events with and without technology;
111.27(b)(6)(C)
make predictions and determine solutions using experimental data for simple and compound events;
111.27(b)(6)(D)
make predictions and determine solutions using theoretical probability for simple and compound events;
111.27(b)(6)(E)
find the probabilities of a simple event and its complement and describe the relationship between the two;
111.27(b)(6)(F)
use data from a random sample to make inferences about a population;
111.27(b)(6)(I)
determine experimental and theoretical probabilities related to simple and compound events using data and sample spaces.

112.19, Science, Grade 7

112.19(b)(2)
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations.
112.19(b)(2)(E)
analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
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)(3)(A)
in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
112.19(b)(3)(B)
use models to represent aspects of the natural world such as human body systems and plant and animal cells;
112.19(b)(3)(C)
identify advantages and limitations of models such as size, scale, properties, and materials;
112.19(b)(3)(D)
relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.
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)(11)(C)
identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals.
112.19(b)(14)
Organisms and environments. The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material.
112.19(b)(14)(A)
define heredity as the passage of genetic instructions from one generation to the next generation;
112.19(b)(14)(C)
recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus.

113.19, Social Studies, Grade 7

113.19(b)(20)
Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas.
113.19(b)(20)(E)
analyze how scientific discoveries and technological innovations have resulted in an interdependence among Texas, the United States, and the world.
113.19(b)(21)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology.
113.19(b)(21)(A)
differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas;
113.19(b)(21)(B)
analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
113.19(b)(21)(C)
organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
113.19(b)(21)(D)
identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants;
113.19(b)(21)(E)
support a point of view on a social studies issue or event;
113.19(b)(21)(F)
identify bias in written, oral, and visual material;
113.19(b)(21)(G)
evaluate the validity of a source based on language, corroboration with other sources, and information about the author;
113.19(b)(21)(H)
use appropriate mathematical skills to interpret social studies information such as maps and graphs.
113.19(b)(22)
Social studies skills. The student communicates in written, oral, and visual forms.
113.19(b)(22)(A)
use social studies terminology correctly;
113.19(b)(22)(B)
use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources;
113.19(b)(22)(C)
transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate;
113.19(b)(22)(D)
create written, oral, and visual presentations of social studies information.
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.
113.19(b)(23)(A)
use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
113.19(b)(23)(B)
use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

126.15, Technology Applications, Grade 7

126.15(c)(1)
Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products.
126.15(c)(1)(A)
identify, create, and use files in various formats such as text, raster and vector graphics, video, and audio files;
126.15(c)(1)(B)
create and present original works as a means of personal or group expression;
126.15(c)(1)(C)
explore complex systems or issues using models, simulations, and new technologies to make predictions, modify input, and review results;
126.15(c)(1)(D)
discuss trends and make predictions.
126.15(c)(2)
Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning.
126.15(c)(2)(A)
create personal learning networks to collaborate and publish with peers, experts, or others using digital tools such as blogs, wikis, audio/video communication, or other emerging technologies;
126.15(c)(2)(B)
communicate effectively with multiple audiences using a variety of media and formats;
126.15(c)(2)(C)
create products using technical writing strategies.
126.15(c)(3)
Research and information fluency. The student acquires, analyzes, and manages content from digital resources.
126.15(c)(3)(A)
create a research plan to guide inquiry;
126.15(c)(3)(B)
use and evaluate various search strategies, including keyword(s) and Boolean operators;
126.15(c)(3)(C)
select and evaluate various types of digital resources for accuracy and validity;
126.15(c)(3)(D)
process data and communicate results.
126.15(c)(4)
Critical thinking, problem solving, and decision making. The student makes informed decisions by applying critical-thinking and problem-solving skills.
126.15(c)(4)(A)
identify and define relevant problems and significant questions for investigation;
126.15(c)(4)(B)
plan and manage activities to develop a solution, design a computer program, or complete a project;
126.15(c)(4)(C)
collect and analyze data to identify solutions and make informed decisions;
126.15(c)(4)(D)
use multiple processes and diverse perspectives to explore alternative solutions;
126.15(c)(4)(E)
make informed decisions and support reasoning;
126.15(c)(4)(F)
transfer current knowledge to the learning of newly encountered technologies.
126.15(c)(6)
Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations.
126.15(c)(6)(A)
define and use current technology terminology appropriately;
126.15(c)(6)(B)
select and apply technology tools based on licensing, application, and support;
126.15(c)(6)(C)
identify, understand, and use operating systems;
126.15(c)(6)(D)
understand and use software applications, including selecting and using software for a defined task;
126.15(c)(6)(E)
identify, understand, and use hardware systems;
126.15(c)(6)(F)
understand troubleshooting techniques such as restarting systems, checking power issues, resolving software compatibility, verifying network connectivity, connecting to remote resources, and modifying display properties;
126.15(c)(6)(G)
implement effective file management strategies such as file naming conventions, location, backup, hierarchy, folder structure, file conversion, tags, labels, and emerging digital organizational strategies;
126.15(c)(6)(H)
explain how changes in technology throughout history have impacted various areas of study;
126.15(c)(6)(I)
explain the relevance of technology as it applies to college and career readiness, life-long learning, and daily living;
126.15(c)(6)(J)
use a variety of local and remote input sources;
126.15(c)(6)(K)
use keyboarding techniques and ergonomic strategies while building speed and accuracy;
126.15(c)(6)(L)
create and edit files with productivity tools, including:
126.15(c)(6)(L)(i)
a word processing document using digital typography standards such as page layout, font formatting, paragraph formatting, and list attributes;
126.15(c)(6)(L)(ii)
a spreadsheet workbook using advanced computational and graphic components such as complex formulas, basic functions, data types, and chart generation;
126.15(c)(6)(L)(iii)
a database by manipulating components such as defining fields, entering data, and designing layouts appropriate for reporting;
126.15(c)(6)(L)(iv)
a digital publication using relevant publication standards;
126.15(c)(6)(M)
plan and create non-linear media projects using graphic design principles;
126.15(c)(6)(N)
integrate two or more technology tools to create a new digital product.

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.D.1
Demonstrate literacy in computer use.
S.I.D.2
Use computer models, applications, and simulations.
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.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.A.1
Recognize how scientific discoveries are connected to technological innovations.
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.

Social Studies:

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.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.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.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.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.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.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.3
Follow relevant rules governing attribution.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.
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