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The Secret Lives of Public Spaces

Grade 2, Interdisciplinary

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Description of Unit

In this task, students will explore the history behind a local park or public space. Students investigate the design of the space, examine its significance historically, understand its usage by community participants, and propose additions or modifications to encourage further awareness or use of the space. Students learn about key contributions by citizens and governmental representatives and identify to whom to address a persuasive letter suggesting their changes. Students work as a team to design improvements, depict them in a brochure, and craft a letter to send to the appropriate city official. Individuals within each small group then build on this research to develop interdisciplinary products aligned with their interest. For instance, students interested in English Language Arts and Reading might create original works of fiction, students interested in mathematics might conduct data analysis and make projections, students interested in science might design and environmental impact study, and students interested in social studies might create a campaign for a public celebration of the space.

This guide links The Secret Lives of Public Spaces unit to the Texas Essential Knowledge and Skills (TEKS) for second graders. The Secret Lives of Public Spaces is an interdisciplinary unit that allows students to study a local public space such as a park or public square from a variety of angles—history and civics, mathematics, natural sciences, and English Language Arts and Reading (ELAR). For example, students will compose original texts and engage in persuasive writing, as outlined in the ELAR TEKS; identify ways in which people have modified the physical environment, as described in the Social Studies TEKS; apply mathematics to problems arising in everyday life, society, and the workplace, as outlined in the Mathematics TEKS; and plan and conduct descriptive investigations, as described in the Science TEKS. The following document includes the applicable TEKS and the details of The Secret Lives of Public Spaces unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Introduce students to the concept of shared, public spaces. Hold a discussion on the differences between public and private spaces such as parks and public squares versus private homes and lands. You may want to share some clips from the PBS documentary, History of the National Parks at http://www.pbs.org/nationalparks/history/. On the board, or on a large sheet of chart paper, create five columns. In the first column, generate a list of the public spaces in the local area. Ask students how they have used public spaces such as parks over the course of their lives. Write the answers in the second column. Ask students what other activities and events might happen in these places and write these responses in the third column. In the fourth column ask students if they know how these parks/public spaces came into being. (Most likely students will now know these answers yet — add a question mark to signify this as an area for research.) In the final column, ask students how they might improve upon the space (again, this most likely will not yet be known).
  2. Divide students into small groups and give each a KWL chart. In collaboration with the school or local librarian, conduct research on one of the local parks or public spaces. Each small group should focus their research on the history of the location and associated events and individuals.
  3. Invite a speaker from the city parks department or local historical society to give a press-­‐conference presentation to the class on the history and future projections for the space. Ask students to form interview questions and gather information from the speaker for their KWL charts. Possible questions might include:
    • Who provided the land for the park or public space?
    • What contributions to the park or public space resulted from actions by concerned citizens?
    • What local groups or governmental agencies help to maintain the space?
    • How many individuals visit the space and how do they use its resources?
    • What challenges in maintaining the space does the city face?
    • What obstacles or barriers to use exist for various populations who might wish to access the space?
    • What hazards or dangers exist in the space?
    • How does the space accommodate natural plants and animals?
    • What materials compose the manmade structures and why were these materials selected?
  4. Create a timeline depicting the history of the park/public space.
  5. Take a field trip to the space. Collect measurements, observe natural and manmade structures, postulate hypothesis on the natural organisms and food chains within the space, and list possible additions or changes that might improve the space. Depict these findings through maps, diagrams and sketches.
  6. Conduct interviews and focus groups with family and neighbors to gather their perspectives on the current uses of the park/public space and ascertain the effectiveness of suggested alterations, interventions, or modifications to the space.
  7. Create a proposal for a new feature or program for improving the park/public space. Write a persuasive letter to the city council, parks department head, or mayor. Create a brochure depicting your proposed solution to include with the letter.

During the product development in Phase II: Independent Research, students will work independently to extend their small group findings by creating interdisciplinary products highlighting their learning. For instance, a student interested in natural sciences may augment his/her group’s proposal by studying the food chain in the environment and suggesting ways to increase natural habitats. A student with interests in English Language Arts and Reading might create an original work of fiction, depicting the story of the park, told from the point of view of the park as a character or told from a character who encounters the park as part of the story’s setting.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. As each student reflects on the findings from the small group research projects, he/she should determine which final product best aligns with his/her interests. For example, students who have interests in English Language Arts and Reading might choose to write a work of historical fiction based on the group’s findings.
  2. Asking guiding questions. Each student must determine if the information the group collected is sufficient to inform his/her original composition or study. The student should refer back to the group KWL chart and pose additional questions such as:
    • What other sources might I need to contact to find additional information related to my individual project?
    • How will I gather the necessary data?
    • In what ways will I organize my work to create the final product?
  3. Creating a research proposal. Brainstorm with students how to find the answers to the questions in their W column. Since each student may pursue a different interdisciplinary area for his/her final product, possible sources of information will vary from conducting field experiments, to collecting quantitative data from archived records, to conducting interviews and holding focus groups.
  4. Conducting the research. Students should conduct their research to support their interdisciplinary project. Collaboration with librarians and/or parent volunteers for scientific field research may be required for some projects.
  5. Sharing findings. Each student presents their findings to the class following the small group presentations on the history and proposed alterations of the space.

B. The product

Students demonstrate their learning through the development of one of the following products depending upon individual interests:

  1. The creation of a short work of fiction based on the research—either told from the point of view of the park/public space as a character, or depicting a plot that unfolds within the park/public space as a setting
  2. A natural habitat impact study resulting in a proposal for a conservation program in the public space
  3. A study on the usage patterns of the public space presented through numerical data using charts and graphs. Students pursuing this project should make projections based on their data for how the proposed alterations to the space might impact the usage numbers
  4. A poster campaign inviting people to attend a celebration of history of the park or public space. Posters should include information depicting the events of the day, a map of where activities will occur within the park/public space, and program dates and times

C. Communication

Each group will present their proposals for improvements to the park or public space. Individual students within the group will then present their interdisciplinary original works. An informal Q&A session will be held following each presentation.

D. A completed project consists of:

  1. KWL chart
  2. Historical timeline and map of the space
  3. Persuasive letter for proposed changes
  4. Brochure illustrating suggested modifications and summarizing small group research
  5. Individual composition or study extending the group research across disciplines
  6. Video or audio of the classroom presentations and Q&A sessions

This unit may address the following TEKS.

110.4., English Language Arts and Reading, Grade 2, Adopted 2017

110.4(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
110.4(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.
110.4(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.
110.4(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.
110.4(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.
110.4(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.
110.4(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.

111.5, Mathematics, Grade 3

111.5(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.5(b)(2)
Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.
111.5(b)(4)
Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

111.4, Mathematics, Grade 2

111.4(b)(3)
Number and operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole.
111.4(b)(6)
Number and operations. The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares.
111.4(b)(8)
Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties.
111.4(b)(9)
Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time.
111.4(b)(10)
Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems.
111.4(b)(11)
Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.

112.13, Science, Grade 2

112.13(b)(1)
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures.
112.13(b)(2)
Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations.
112.13(b)(3)
Scientific investigation and reasoning. The student knows that information and critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions.
112.13(b)(4)
Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world.
112.13(b)(5)
Matter and energy. The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used.
112.13(b)(6)
Force, motion, and energy. The student knows that forces cause change and energy exists in many forms.
112.13(b)(7)
Earth and space. The student knows that the natural world includes earth materials.
112.13(b)(8)
Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky.
112.13(b)(9)
Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment.

113.13, Social Studies, Grade 2

113.13(b)(1)
History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation.
113.13(b)(2)
History. The student understands the concepts of time and chronology.
113.13(b)(3)
History. The student understands how various sources provide information about the past and present.
113.13(b)(4)
History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.
113.13(b)(5)
Geography. The student uses simple geographic tools such as maps and globes.
113.13(b)(6)
Geography. The student understands the locations and characteristics of places and regions in the community, state, and nation.
113.13(b)(7)
Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns.
113.13(b)(8)
Geography. The student understands how humans use and modify the physical environment.
113.13(b)(10)
Economics. The student understands the roles of producers and consumers in the production of goods and services.
113.13(b)(11)
Government. The student understands the purpose of governments.
113.13(b)(12)
Government. The student understands the role of public officials.
113.13(b)(13)
Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals.
113.13(b)(14)
Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and principles that contribute to our national identity.
113.13(b)(15)
Culture. The student understands the significance of works of art in the local community.
113.13(b)(17)
Science, technology, and society. The student understands how science and technology have affected life, past and present.
113.13(b)(18)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.13(b)(19)
Social studies skills. The student communicates in written, oral, and visual forms.
113.13(b)(20)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

128.4., Spanish Language Arts and Reading, Grade 2, Adopted 2017

128.4(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
128.4(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.
128.4(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.4(b)(11)(D)(viii)
coordinating conjunctions to form compound subjects and predicates;
128.4(b)(11)(D)(ix)
capitalization of proper nouns and the salutation and closing of a letter;
128.4(b)(11)(D)(x)
punctuation marks at the end of declarative sentences and the beginning and end of exclamatory and interrogative sentences
128.4(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.4(b)(11)(D)(vii)
pronouns, including personal, possessive, and objective, and the difference in the use of formal pronoun usted and informal pronoun tú;
128.4(b)(11)(D)(v)
adverbs that convey time and adverbs that convey place;
128.4(b)(11)(D)(i)
complete sentences with subject-verb agreement;
128.4(b)(11)(D)(ii)
past, present, and future verb tense, including the difference between ser and estar;
128.4(b)(11)(D)(iii)
singular, plural, common, and proper nouns, including gender-specific articles;
128.4(b)(11)(D)(iv)
adjectives, including articles;
128.4(b)(11)(D)(vi)
prepositions and prepositional phrases;
128.4(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.
128.4(b)(12)(B)
compose informational texts, including procedural texts and reports
128.4(b)(13)(G)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
128.4(b)(13)(E)
demonstrate understanding of information gathered;
128.4(b)(13)(C)
identify and gather relevant sources and information to answer the questions;
128.4(b)(13)(A)
generate questions for formal and informal inquiry with adult assistance;
128.4(b)(13)(D)
identify primary and secondary sources;
128.4(b)(1)(B)
follow, restate, and give oral instructions that involve a short, related sequence of actions;
128.4(b)(1)(A)
listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
128.4(b)(1)(C)
share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
128.4(b)(1)(D)
work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others
128.4(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.
128.4(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.
128.4(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.

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

Science:

S.I.B.1
Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.C.1
Collaborate on joint projects.
S.I.C.2
Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.
S.I.C.3
Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures.
S.I.D.1
Demonstrate literacy in computer use.
S.I.D.2
Use computer models, applications, and simulations.
S.I.D.3
Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.II.A.3
Understand ratios, proportions, percentages, and decimal fractions, and translate from any form to any other.
S.II.A.4
Use proportional reasoning to solve problems.
S.II.A.6
Estimate results to evaluate whether a calculated result is reasonable.
S.II.A.7
Use calculators, spreadsheets, computers, etc., in data analysis.
S.II.C.4
Understand basic geometric principles.
S.II.D.1
Use dimensional analysis in problem solving.
S.II.E.1
Understand descriptive statistics.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.IV.B.1
Understand how scientific research and technology have an impact on ethical and legal practices.
S.IV.B.2
Understand how commonly held ethical beliefs impact scientific research.
S.IV.C.1
Understand the historical development of major theories in science.
S.IV.C.2
Recognize the role of people in important contributions to scientific knowledge.
S.V.C.1
Recognize patterns of change.
S.V.D.1
Understand that scientists categorize things according to similarities and differences.
S.V.E.1
Use models to make predictions.
S.V.E.2
Use scale to relate models and structures.
S.X.C.1
Recognize variations in population sizes, including human population and extinction, and describe mechanisms and conditions that produce these variations.
S.X.D.2
Understand the types, uses, and regulations of the various natural resources.
S.X.E.1
Describe the different uses for land (land management).
S.X.E.4
Understand land and water usage and management practices.
S.X.E.5
Understand how human practices affect air, water, and soil quality.

Social Studies:

SS.I.A.1
 Use the tools and concepts of geography appropriately and accurately.
SS.I.A.2
 Analyze the interaction between human communities and the environment.
SS.I.A.3
 Analyze how physical and cultural processes have shaped human communities over time.
SS.I.A.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.C.1
 Evaluate different governmental systems and functions.
SS.I.C.2
 Evaluate changes in the functions and structures of government across time.
SS.I.C.3
 Explain and analyze the importance of civic engagement.
SS.I.E.3
 Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
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.III.A.2
 Connect regional or local developments to global ones.
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.

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.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.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.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.C.2
Analyze the relationships between works of literature and the historical periods and cultural contexts in which they were written.
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.I.A.2
Perform computations with rational and irrational numbers.
M.I.A.1
Compare relative magnitudes of rational and irrational numbers, and understand that numbers can be represented in different ways.
M.II.D.1
Interpret multiple representations of equations, inequalities, and relationships.
M.II.D.2
Convert among multiple representations of equations, inequalities, and relationships.
M.III.D
Measurements involving geometry and algebra
M.III.C.2
Make connections between geometry, statistics, and probability.
M.III.C.1
Make connections between geometry and algebraic equations.
M.I.C.2
Convert units within and between systems of measurement.
M.I.C.1
Select or use the appropriate type of method, unit, and tool for the attribute being measured.
M.III.D.3
Determine indirect measurements of geometric figures using a variety of methods.
M.III.D.1
Find the perimeter and area of two-dimensional figures.
M.III.D.2
Determine the surface area and volume of three-dimensional figures.
M.V.A.1
Formulate a statistical question, plan an investigation, and collect data.
M.V.C.4
Identify and explain misleading uses of data.
M.V.C.3
Make predictions using summary statistics.
M.V.C.2
Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software.
M.V.C.1
Analyze data sets using graphs and summary statistics.
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1
Analyze given information.
M.VII.D.1
Interpret results of the mathematical problem in terms of the original real-world situation.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.A.3
Determine a solution.
M.VIII.C.2
ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.3
Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
M.VIII.C.1
Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.VIII.B.1
Model and interpret mathematical ideas and concepts using multiple representations.
M.VIII.A.2
Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.VIII.A.3
Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.VIII.B.2
Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
M.IX.B.3
Know and understand the use of mathematics in a variety of careers and professions.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.2
Connect mathematics to the study of other disciplines.
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