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Impacting Ecological Stability through Sustainability

Grade 5, Interdisciplinary

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Description of Unit

This task designed for fifth-grade students will explore conservational, environmental, and economic sustainability from multiple perspectives and the change over time in relation to invasive species, human interactions, and on the ecological balance within ecosystems. Moreover, students will research exotic and invasive species in Texas and their own communities. As they conduct this research, students will have an opportunity to report sightings of invasive species to the Early Detection & Distribution Mapping System and even become Junior Park Rangers for the Texas Parks and Wildlife. Product options for this task include the following:

  •  Create a wanted poster that depicts the invasive species and why there is a “price on its head.” The poster should include characteristics, last known location, “crime,” award, suspected sightings, etc.
  • Create and produce a documentary depicting an affected ecosystem through an invasive species or human interaction.
  • Create an original work of art that depicts an ecosystem affected by an invasive species or damaged through human interaction AND shows how the ecosystem could look through restorative actions, preservation, etc.
  • Create a mock trial in which the invasive species is the defendant and the ecosystem is the plaintiff. The students will create a script that includes the “crimes,” evidence, attorneys’ dialogues, objections, verdict, etc.
  • Create a community awareness program with the purpose of teaching the community the importance of protecting ecosystems.
  • Create an informative Prezi, Smore, Weebly, or Symbaloo that reflects the research and learning. Follow all district policies and procedures prior to student usage of technology.

This guide links the Impacting Ecological Stability through Sustainability unit to the Texas Essential Knowledge and Skills (TEKS) for fifth graders. Impacting Ecological Stability through Sustainability is an interdisciplinary unit with connections to math, English language arts, social studies, and science disciplines. For example, students will write expository or informational texts—as outlined in the English Language Arts and Reading TEKS—and understand that there are relationships, systems, and cycles within environments, as described in the Science TEKS. The following document includes the applicable TEKS and the details of the Impacting Ecological Stability through Sustainability unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Students should be thinking like an expert regarding organisms and environments. In addition to defining words or creating graphic organizers, what would happen if we asked students the following: “What specialized language is needed to define and/or describe a producer? How would an ecologist describe the introduction of a non-native species or an ‘exotic’ into a fragile ecosystem?”

    We want students to move beyond the mere knowledge that this would be detrimental to the biodiversity of the region. By continuously immersing students in the language of the discipline and stressing relevancy and vital communication skills, students gradually become users of diverse language skills and extensive vocabulary. Instead of, “Wow, putting non-native plants and animals in the wrong place is bad,” how about, “Invasive species can have varied effects on native species, the surrounding ecosystem, and the economy.”

    Continue to think about the ecosystem scenario. How might an economist respond to the same scenario? If the introduction of a non-native species altered the economic stability of an area, how would an economist discuss the situation? How might a politician discuss the scenario if she or he used it as a platform during an election campaign? As we delve into more depth and move beyond mere rote recall of a definition, we establish higher levels of language development and usage in all students. Language of the discipline is not a list of vocabulary words to memorize. It is an immersion in language associated with myriad aspects of a topic, a discipline, specific content, situation, etc.

  2. Prior to beginning this Texas Performance Standards Project task, set up an Interest Center in your classroom. An Interest Center contains articles, books, videos, activities, learning opportunities, and games associated with the forthcoming learning or topic. As students have time, they will explore the Interest Center to begin the immersion process and create interest in the upcoming unit or topic of study. In addition, students will begin asking questions regarding the topic that they would like to explore further. These questions then become part of the learning.
  3. Divide the class into small groups, with four students in each group. Provide each group with the cards from Attachment #1. The cards need to be printed on cardstock and cut apart for each group.

    Once the cards have been distributed, the groups will look for similarities, familiarities, prior understandings, etc., and categorize the words based on their analysis. Once the words have been categorized, the groups will then create a title for each of the categories. The groups must be able to explain and defend the categorizations and titles.

    Then, using available technologies, the groups will view both of the following videos. During the viewings, the students will have the opportunity to pause and/or rewind the video as they hear information and take notes related to the categorized words.

    Understanding Ecosystems for Kids: Producers, Consumers, Decomposers—Free School
    https://www.youtube.com/watch?v=bJEToQ49Yjc

    What is an Ecosystem? Watch, Learn, Discover—Monkeysee
    https://www.youtube.com/watch?v=aYmdrJWLQ4Y

    The groups will then re-categorize and create alternate titles as appropriate based on the new information gleaned through the self-directed learning.

    Groups will then choose one of their categories and create a pictorial representation (without using words or numbers) that demonstrates the Big Idea of the category.

  4. Display the term, “Invasive Species.” Allow the students time to discuss the term and synthesize a possible definition. Then, using available technologies, students will go to the Texas Parks & Wildlife website regarding Exotic and Invasive Species. http://www.tpwd.texas.gov/huntwild/wild/species/exotic

    Allow time for students to explore the site and accompanying links as appropriate. Then, working in pairs, the students will create a GPS Tour—Guided Professional Sightseeing. As they view the information on the site and the links as appropriate, they will record information they find in a field journal using the following headings:

    • Points of Interest
    • Fascinating Facts
    • Off-the-Beaten Path
    • Sites You Don’t Want to Miss
    • Your Favorite Moments
    These entries are reflections of what the students have learned and find interesting. The field journal entries can then be shared with other groups.
  5. As resources allow, encourage students to become a Junior Ranger through the Texas Parks and Wildlife website: http://tpwd.texas.gov/spdest/programs/jr_ranger/. Moreover, arrange a trip to a State Park near you for a nature field trip. An Activity Journal (http://tpwd.texas.gov/publications/pwdpubs/media/pwd_bk_p4000_2028.pdf) is available for the students to use. In addition, the students should also look for any invasive or non-native species that are in the Park. Prior research regarding the types of invasive species in Texas should be conducted prior to the nature field trip.
  6. Students will also begin recording invasive species in their local communities, county, etc. The Early Detection & Distribution Mapping System is another activity that the students, as a whole or individually, could participate in as reporters of sightings of invasive species. http://www.eddmaps.org/ and http://www.eddmaps.org/texas/.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Students will select at least one invasive species affecting Texas and investigate how the species was introduced, the short- and long-term consequences to specific types of ecosystems, and current procedures that are being implemented to prevent the spread of the invasive species, and propose a solution to removing the invasive species or protecting the ecosystem.
  2. Asking guiding questions.
    • What are the invasive species found in my community, county, and state?
    • How are the invasive species affecting local ecosystems?
    • How is the ecosystem adapting to the invasive species?
    • What programs are already in place to remove the invasive species or to protect the ecosystem?
    • If the invasive species are not eradicated, will they spread to other ecosystems?
    • What factors contributed to the introduction of the invasive species into the ecosystem?
    • How have the patterns of the indigenous species been altered by the introduction of invasive species?
    • What commonalities are present regarding invasive species in East Texas compared to invasive species in other regions of Texas?
    • Over time, how will the invasive species affect the ecosystem if they are not removed?
    • What economic factors must be considered when planning the restoration of a damaged ecosystem?
    • Do invasive species cause extinction?
    • What additional factors are harmful to ecosystems?
    • How does industrial development affect ecosystems during and after development?
    • Instead of destroying an ecosystem for industrial development, could ecotourism be implemented?
    Throughout Phase II of this task, the students should be asking questions and recording their ponderings in their field journals. While the guiding questions are provided for examples, the questions developed by the students may be more reflective of their interests and lead to more substantive research.
  3. Creating a research proposal. The students’ interests and the guiding questions most relevant to the chosen topic will guide the research proposal. Attachment #2 may be used as a guide to assist students in creating their research proposals.

B. The product

Each student or groups of students may choose from one or more of the following products or propose an alternate product or performance, pending teacher approval.

  1. Create a wanted poster that depicts the invasive species and why there is a “price on its head.” The poster should include characteristics, last known location, “crime,” award, suspected sightings, etc.
  2. Create and produce a documentary depicting an affected ecosystem through an invasive species or human interaction.
  3. Create an original work of art that depicts an ecosystem affected by an invasive species or damaged through human interaction AND shows how the ecosystem could look through restorative actions, preservation, etc.
  4. Create a mock trial in which the invasive species is the defendant and the ecosystem is the plaintiff. The students will create a script that includes the “crimes,” evidence, attorneys’ dialogues, objections, verdict, etc.
  5. Create a community awareness program with the purpose of teaching the community the importance of protecting ecosystems.
  6. Create an informative Prezi, Smore, Weebly, or Symbaloo that reflects the research and learning. Follow all district policies and procedures prior to student usage of technology.

C. Communication

Each student or student group will present their findings related to the chosen topic. Students are expected to demonstrate and effectively communicate their research and provide substantive answers to the guiding questions through the product or performance chosen. Each student or student group will also be expected to answer questions from the audience regarding their research and product or performance.

D. A completed project consists of:

  1. A completed research proposal that includes guiding questions and answers
  2. A field journal with field observations, discoveries, proposals, etc.
  3. The product and/or performance
  4. Attachment #2 as appropriate

This unit may address the following TEKS.

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

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)(8)
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.
110.7(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)(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)(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.

111.7, Mathematics, Grade 5

111.7(b)(7)
Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system, customary or metric.
111.7(b)(9)
Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

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)(9)
Organisms and environments. The student knows that there are relationships, systems, and cycles within environments.
112.16(b)(10)
Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments.

113.16, Social Studies, Grade 5

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)(9)
Geography. The student understands how people adapt to and modify their environment.
113.16(b)(11)
Economics. The student understands the development, characteristics, and benefits of the free enterprise system in the United States.
113.16(b)(12)
Economics. The student understands the impact of supply and demand on consumers and producers in a free enterprise system.
113.16(b)(13)
Economics. The student understands patterns of work and economic activities in the United States.
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.

126.7, Technology Applications, Grades 3-5

126.7(b)(1)
Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products.
126.7(b)(2)
Communication and collaboration. The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning.
126.7(b)(3)
Research and information fluency. The student acquires and evaluates digital content.
126.7(b)(4)
Critical thinking, problem solving, and decision making. The student researches and evaluates projects using digital tools and resources.
126.7(b)(5)
Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using digital tools and resources.

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)(8)
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.
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)
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.
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)(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)(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;
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.

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

Science:

S.X.D.1
Name and describe major environmental policies and legislation.
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.5
Understand how human practices affect air, water, and soil quality.

Social Studies:

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.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.D.1
 Identify and evaluate the strengths and weaknesses of different economic systems.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
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.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.2
 Explain how historians and other social scientists develop new and competing views of past phenomena.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

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

English Language Arts:

ELA.I.A.5
Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4
Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.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.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
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.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.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
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.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A
Apply listening skills in a variety of settings and contexts.
ELA.V.C
Design and produce an effective product.
ELA.V.C.1
Integrate and organize material effectively.
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.

Mathematics:

M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
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