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Toys That Matter

Grade 5, Science

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Description of Unit

Fifth-grade students will study the physical properties of matter: mass, magnetism, physical state (solid, liquid, or gas), relative density, solubility in water, and the ability to conduct or insulate thermal or electric energy. This task integrates science, English language arts, and social studies. In this project, students will identify the physical properties of various toys. They will determine how these toy properties can be measured, classified, changed, and used. Students will learn about toys that are currently on the market and safety rules and regulations in the toy industry. To complete the task, students will have the opportunity to develop a prototype design, model, or illustration of their own original toy. They will create an advertisement for the original toy that focuses on its physical properties.

This guide links the Toys that Matter unit to the Texas Essential Knowledge and Skills (TEKS) for fifth graders. Toys that Matter is a science unit that allows students to study the physical properties of matter: mass, magnetism, physical state (solid, liquid, or gas), relative density, solubility in water, and the ability to conduct or insulate thermal or electric energy. Students will relate these properties of matter to products found in everyday life by focusing on the specific physical properties of toys. Toys that Matter also has interdisciplinary connections to the English language arts, reading, and social studies disciplines. For example, students will use writing as a tool for learning in research, as described in the English Language Arts and Reading TEKS. They will also learn about the impact of science and technology on society in the United States, as included in the Social Studies TEKS. The following document includes the applicable TEKS and the details of the Toys that Matter 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 will begin the unit by holding a class discussion on their favorite toys. They will detail the most fun or entertaining features of these toys.
  2. Students will discuss the physical properties of matter (e.g., mass, magnetism, physical state, relative density, solubility in water, the ability to conduct or insulate thermal or electric energy) and give an example of each property. They will review the differences between the three states of matter, along with what makes something a solid, liquid, or gas.

    Students will form small groups and examine a baggie full of putty, oobleck (https://www.livescience.com/21536-oobleck-recipe.html), or any other gooey substance. Students will work together to describe its observable physical properties.
    • What is its coloration?
    • Does it have an odor?
    • Can it hold its shape or does it change to the shape of its container?
    • Does it change its state when heated or cooled?
    • Is it soluble or buoyant in water?
    • Does it conduct electricity or is it an insulator?
    Student groups will describe the item’s physical properties of matter and list them on a chart. The groups will create the charts on pieces of butcher paper, listing the physical properties at the top and their descriptions in corresponding columns below.
  3. Each student group will receive a specific toy to study. It is important to provide groups with a variety of toys (e.g., toys that use batteries, have magnetic pieces, float, are heavy or light, have interchangeable parts). Students will observe their toy and identify its physical properties of matter. Questions for the groups to consider include the following:
    • What state of matter is the toy?
    • Does it contain or use any other state of matter?
    • Does it use electricity or magnetism in any way?
    • Would it float or dissolve in water?
    • What is its mass?
    Student groups will record as many observations as possible to share with the other groups. They will share the properties of their toy with the class orally, demonstrate the uses of the toy, and show if it can be changed or modified.
  4. Students will research popular toys that are currently on the market. They will need to identify what it is about the toy that consumers like. Some questions to consider as they research popular toys include the following:
    • What does the toy do?
    • Is there motion or action involved that requires a source of electricity?
    • Is it magnetic?
    • Does it dissolve?
    • Does it float in water?
    • What is the current supply and demand for this toy?
    Students can use advertisements, catalogues, or the Internet to search for popular toys and their descriptions and pictures. They will select one toy and record the toy’s details, features, and physical properties of matter in a descriptive and informative paragraph.
  5. Students will research and identify how toys are classified or grouped in stores (brick-and-mortar and online). They should consider the following questions in their research:
    • How are toys displayed? By gender or type of toy?
    • Are toys classified by their physical properties?
    • How are the toys organized?
    • What types of toys are placed together on the store shelves or aisles?
    • Why are they placed together?
    • How are they labeled and grouped in online stores?
  6. Students will explore the relationship between advertising and toys. Students need to identify the correlation between the most popular toys and their successful advertisement campaigns. The teacher will hold a discussion on the strategies used by popular toy companies to get the attention of children (or other target audiences). Students should think about the following questions during their discussion:
    • How are toys advertised?
    • How are the physical properties of the toys highlighted in the commercials or ads?
    • Where and when might be the best possible place or time to advertise toys?
    • How do advertisements successfully target a specific audience?
  7. Students will investigate safety rules and regulations in the toy industry. They will research the safety standards for various toys as they relate to the physical properties of heat or electrical conduction. Students will look for standards that must be put into place for toys with batteries or magnets. They will consider how consumers can be made aware of the dangers of possible injury caused by electricity or magnetism. Suggested resources to guide their research include the following:

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Each student will select at least three physical properties of matter that he or she would like include in an original toy design. The student will brainstorm an idea or design for an original toy, name the toy, and write a descriptive paragraph about it. This will include how the toy will work, its physical properties, and a general illustration of the toy.
  2. Asking guiding questions. Once each student has designed a toy, he or she should consider the following guiding questions:
    1. What age group will your toy target?
    2. What safety precautions will you take in designing this toy for the appropriate age group?
    3. What are the physical properties of your toy?
      1. Is it magnetic or will it conduct heat or electricity?
      2. Does it need electricity as a source of energy?
      3. Is it soluble or will it float in water?
      4. What is its mass or size?
    4. How will the toy be classified or used?
    5. What category of toy does it fit into?
    6. Can the toy change? Do its physical properties change?
    7. What will the toy be made of? Can you make a prototype of it?
    8. What resources will you need?

      While these are general examples, the student’s questions should be specific to the toy design and its properties of matter. The questions should lead to research-based opinions.
  3. Creating a research proposal. Each student will determine what sources (primary and secondary) he or she will use to collect information. This information will support the student in the creation of an original toy. He or she will create a rough-draft sketch or design for his or her proposal.
  4. Conducting research. The student will research the process of creating a unique toy. Each student will design and illustrate his or her toy, demonstrating or labeling three or more physical properties of matter. The toy can be made up of old toys or parts of toys that have been altered or changed. It is important for the student to draw a design, labeling the different parts of the toy and its properties, prior to actually making the prototype. Parent or teacher supervision will be needed when adding the electrical or heating components of the toy.
  5. Drawing conclusions. The student should consider the following questions:
    1. What materials will the toy require? Are these materials readily available?
    2. Were the physical properties of matter used in the toy development and design
    3. Were there three or more observable properties?
    4. Were the appropriate safety rules and regulations followed?
    5. For what age group is the toy most appropriate?
    6. How is the toy classified?
    7. Can it be changed or adapted in any way to improve its design?
    8. What makes this toy unique or different from other toys?
    9. Would it be possible to manufacture this toy in the future?

B. The product

Each student will exhibit what he or she has learned through one of the following products:

  1. An advertisement for a magazine, newspaper, catalogue, or online website that features the physical properties of matter of the designed toy. Each ad should include the toy name, a description, its uses and functions, and its physical properties. The ad should identify the toy’s safety features and targeted age group.
  2. A commercial (online or television) to market the toy. The commercial must include a slogan or jingle relating the key physical properties of the toy. The student will use the prototype as a key feature in the commercial and target a specific core audience.
  3. A store display featuring the toy, its physical properties of matter, and functions/uses. The classroom will be turned into a toy store for the day, and each student must decide where his or her toy display would best fit according to its classification. Each student will design and build an interactive store display and take part in “selling” his or her toy to other classmates or students. This display may also include an ad, brochure, or commercial.

C. Communication

The student will present to the class what he or she has learned about the properties of matter in relation to the toy that he or she designed and created. This will be a multimedia presentation that utilizes research, sketches, designs, charts, graphs, etc. The student should describe each property of matter that is modeled or used in his or her toy. He or she will include an ad/brochure, video commercial, or store display that clearly communicates the name of the toy, a description, its uses and functions, and its physical properties. The audience will be given time for a question and answer session.

D. A completed project consists of:

  1. A research proposal
  2. An original toy design, description, and labeled illustration
  3. A product/toy prototype design with ad/brochure, commercial, or store display
  4. A multimedia presentation (e.g., research, sketches, designs, charts, graphs)

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)(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)(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)(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)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
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.
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.

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)(5)
Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used.

113.16, Social Studies, Grade 5

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)(23)
Science, technology, and society. The student understands the impact of science and technology on society in the United States.
113.16(b)(24)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.16(b)(25)
Social studies skills. The student communicates in written, oral, and visual forms.
113.16(b)(26)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

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

128.7(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
128.7(b)(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)(D)
compose correspondence that requests information.
128.7(b)(12)(B)
compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
128.7(b)(12)(A)
compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
128.7(b)(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)(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)(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.I.A.1
Utilize skepticism, logic, and professional ethics in science.
S.I.B.1
Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.C.1
Collaborate on joint projects.
S.I.C.2
Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.
S.I.C.3
Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures.
S.I.D.1
Demonstrate literacy in computer use.
S.I.D.2
Use computer models, applications, and simulations.
S.I.D.3
Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.A.1
Use correct applications of writing practices in scientific communication.
S.III.B.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.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.A.2
Understand the typical states of matter (solid, liquid, gas) and phase changes among these.
S.V.B.2
Know the processes of energy transfer.
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.VII.A.1
Know that physical and chemical properties can be used to describe and classify matter.
S.VII.A.2
Recognize and classify pure substances (elements, compounds) and mixtures.
S.VII.C.2
Recognize the trends in physical and chemical properties as one moves across a period or vertically through a group.
S.VII.I.1
Understand the behavior of matter in its various states
S.VII.I.2
Understand properties of solutions.
S.VIII.A.2
Understand states of matter and their characteristics.
S.VIII.A.3
Understand the concepts of mass and inertia.
S.VIII.A.4
Understand the concept of density.
S.VIII.A.5
Understand the concepts of gravitational force and weight.
S.VIII.I.1
Discuss electric charge and electric force.
S.VIII.I.7
Understand magnetic fields and their relationship to electricity.
S.VIII.I.8
Relate electricity and magnetism to everyday life.

Social Studies:

SS.I.A.2
 Analyze the interaction between human communities and the environment.
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.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.II.B.6
 Analyze how individual and group identities are established and change over time.
SS.III.A.2
 Connect regional or local developments to global ones.
SS.III.B.1
 Apply social studies methodologies to compare societies and cultures.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.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.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.B.3
Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.D.1
Make text-to-self, text-to-text, and text-to-world connections.
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.
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