What's the Diagnosis?

Description of Unit

In this task, students will explore the physical and historical impacts of disease. Students will begin by researching cells, bacteria, and viruses and the role of each in the body. They will then study different diseases (e.g., common cold, HIV/AIDS, bubonic plague) and their impacts on the body. Students will then choose one disease and track its history through time. They will determine the impact on the populations (including future populations) affected, as well as the impact on lifestyles of affected populations (including future populations) throughout the world.

This guide links the What’s the Diagnosis? task to the Texas Essential Knowledge and Skills (TEKS) for high school students. What’s the Diagnosis? is a science unit that allows students to explore the physical and historical effects of viruses and diseases. Though a science unit, What’s the Diagnosis? also helps students practice skills in the other subject areas of English language arts and social studies. For example, students will prepare, organize, and present informative and persuasive oral messages, which the English Language Arts and Reading TEKS address. They will also understand connections between major developments in science and technology and the growth of industrial economies and societies in the 18th, 19th, and 20th centuries, which the Social Studies TEKS cover. The following document includes the applicable TEKS and the details of What’s the Diagnosis? unit. The asterisks indicate the TEKS that are testable on the State of Texas Assessments of Academic Readiness (STAAR). 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

Break up into groups. Have one group research cells, another research viruses, and a third research bacteria. Each group should present to the class their findings on what cells, viruses, and bacteria do to the body, what they are, and why they are present.
Individually, or in small groups, assign each student a cellular or pathological disease. Students will research their disease and create a checklist for that disease as if they were a doctor examining a patient. Include symptoms/signs of the disease, drawings/pictures, and the body’s reaction to each stage of the disease (from onset until the end).
Students will then have a class discussion about the diseases they studied and determine any similarities/differences that are significant, as well as any patterns that doctors, researchers, etc. would need to know to help distinguish the differences between cellular and pathological diseases.

Phase II. Independent Research

A. Research process

Selecting a topic. Each student chooses one disease to determine the effects on the body, from onset to the end, as well as tracking the disease historically.
Asking guiding questions. Once students have selected a topic, each student should think of three to five guiding questions, such as
- How does this disease affect the body during each stage of its progression?
- How have understanding and treatments of this disease evolved throughout history?
- How has this disease impacted the affected populations and their lifestyles? Has it changed the lifestyles of unaffected populations?
- How might this disease affect future populations and their lifestyles? What about the lifestyles of unaffected populations?
Creating a research proposal. Students should identify their topic, guiding questions, and possible resources.
Conducting the research. After the teacher has approved student proposals, each student begins using the resources he/she has identified and others he/she may encounter. During this stage, the student will need to keep a log, note cards, and/or resource process sheets for all the sources he/she uses and what he/she learns from each one.

B. The product

Students will make a formal presentation as if they are experts on the disease they researched and discuss its history, ways to fight the disease, what could hinder this progress, ethical issues in researching and fighting the disease, and economic impacts of the disease.
Students will be given X amount of money in order to research the disease they have been studying. They will then discuss how they will spend the money and the details of their plans.

C. Communication (aligned with 1-2 above)

Formal presentation, as if at a conference, which includes audience questions.
Grant proposal that would be made to the agencies giving the money–should be persuasive. Include time for questions from the audience.

D. A completed project consists of:

Research proposal
Research log, note cards, and/or resource process sheets
The product, including references or works cited
A videotape or audiotape of the class presentation, including the Q&A session

Elicit

Ask students to write freely in their journals about their experiences with sicknesses and disease. These journal entries may or may not be shared depending upon the interests of your students.

Lead the class in an informal discussion about health and disease? What is disease? How do diseases spread? What are the relationships between cells, bacteria, and viruses with regards to both wellness and disease?

Engage

Break students up into small groups. Ask one group to research cells, another to research viruses, and a third to research bacteria. You may wish to collaborate with the local librarian, the local epidemiologist, or area healthcare professionals to obtain source material for student research. Guide students in identifying reputable internet sources. While researching the topic of healthcare and wellness on the internet, students should practice media literacy skills such as questioning, identifying sources and perspectives, and critically examining the material presented.

Explain

Each group should develop a scientific poster and present it to the class highlighting their findings on what cells, viruses, and bacteria do to the body, what they are, and why they are present. Groups should clearly cite their sources of information. After each presentation, allow for an informal question and answer session. Leave the posters on display. Students may wish to revisit the posters through a gallery walk during later parts of this activity.

Explore

Individually, or in small groups, assign each student a cellular or pathological disease. Students will research their disease and create a checklist for that disease as if they were doctors examining a patient. Include symptoms/signs of the disease, drawings/pictures, and the body’s reaction to each stage of the disease (from onset until the end).

Explain

Allow each group to present their findings to the class. Hold a discussion about the diseases they studied and determine any similarities/differences that are significant, as well as any patterns that doctors, researchers, or other healthcare workers would need to know to help distinguish the differences between cellular and pathological diseases.

What are some of symptoms of the disease?
How are these symptoms similar to, or different from, other diseases?
What type of bacteria or pathogen causes this disease and how does it spread both within the body as well as from person to person?
What might be some of the risk factors for developing this disease?
Where are the geographic hotspots for this disease (i.e., are there some areas on the globe where the disease is more prevalent)?
How does the disease appear across various socio-economic or age-related groups?
What are factors contributing to more or less frequent evidence of the disease in these populations?

Elaborate (Phase II)

Research process

Selecting a topic. Each student chooses one disease to determine the effects on the body, from onset to the end, as well as tracking the disease historically.
Asking guiding questions. Once students have selected a topic, each student should think of three to five guiding questions, such as:
- How does this disease affect the body during each stage of its progression?
- How have understanding and treatments of this disease evolved throughout history?
- How has this disease impacted the affected populations and their lifestyles? Has it changed the lifestyles of unaffected populations?
- How might this disease affect future populations and their lifestyles? What about the lifestyles of unaffected populations?
Creating a research proposal. Students should identify their topic, guiding questions, and possible resources.
Conducting the research. After the teacher has approved student proposals, each student begins using the resources he/she has identified and others he/she may encounter. During this stage, the student will need to keep a log, note cards, and/or resource process sheets for all the sources he/she uses and what he/she learns from each one.

Explain

The product

Students will make a formal presentation as if they are experts on the disease they researched and discuss its history, ways to fight the disease, what could hinder this progress, ethical issues in researching and fighting the disease, and economic impacts of the disease.
Students will be given X amount of money in order to research the disease they have been studying. They will then discuss how they will spend the money and the details of their plans.

Communication (aligned with 1-2 above)

Formal presentation, as if at a conference, which includes audience questions.
Grant proposal that would be made to the agencies giving the money–should be persuasive. Include time for questions from the audience.

Evaluate

Use the TPSP High School/Exit Level Rubric to assess each student’s learning. Additionally, you may wish to develop self- or peer-assessments based on the rubric that students could use to evaluate their products.

A completed project consists of:

Research proposal
Research log, note cards, and/or resource process sheets
The product, including references or works cited
A videotape or audiotape of the class presentation, including the Q&A session

In what ways did the student:

Develop sophisticated, open-ended questions about the self-selected topic;
Use a variety of sources that access advanced content and include multiple perspectives;
Collect data using the tools of the discipline;
Analyze and interpret the data;
Capture and apply their analysis through an original product; and
Communicate his/her research findings, learning, and ideas to an audience using the language of the discipline.

Extend

Interdisciplinary extension activities include the following project ideas.

Mathematics
Maria has largely been eradicated in developed countries, however much of the world still combats this preventable/treatable disease. What is the economic toll of a disease such as malaria on the developing world? With the help of your local librarian, gather data from research studies, articles, and sources such as the World Health Organization and chart the impacts of the disease on a particular population. How much do treatments and preventative therapies for malaria cost? What are the obstacles that prevent the eradication of the disease from the entire world’s population? Design a multimedia presentation using charts and graphs to communicate your quantitative analysis. Act as if you are founding a non-profit with the aim of eradicating malaria from the planet and you are stating your case to donors and investors.

Social Studies
Diseases such as bubonic plague, smallpox, and cholera decimated populations and left indelible marks on history. Research a disease that substantially altered the history of a community or culture and create a museum exhibit that conveys that information to your peers. What might the community have been like had that disease been eradicated or prevented? How did the disease change the course of events and how might these changes have impacted surrounding communities or cultures? Include timelines, geographic maps, and images in your presentation.

English language arts
Find a story where disease factors into the plot. In what ways does the illness act as a character in the story? How does it impact the other characters and move the plot forward to the conclusion? Rewrite the story with two possible alterations—either switch the disease to one that you studied, or treat the patient to a full recovery. How do these deviations impact the characters and alter the plot? Share your work with classmates through a public reading.

Additional Resources

Students are encouraged to work with their teachers and parents/guardians to conduct the research necessary to support and enhance each task, following local district guidelines. Online resources like The Smithsonian Museum, The Library of Congress, The Texas State Archives, Texas State Historical Association, and National Geographic’s Kids offer information on a variety of topics and could serve as a good starting place.

This unit may address the following TEKS.

110.31, English Language Arts and Reading, English I

110.31(b)(1): Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.31(b)(2): Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.31(b)(8): Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.
110.31(b)(11): Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.31(b)(12): Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.31(b)(13): Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.31(b)(16): Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:
110.31(b)(17): Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.31(b)(18): Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.31(b)(19): Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.31(b)(20): Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.31(b)(21): Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.31(b)(23): Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
110.31(b)(24): Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.31(b)(25): Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

110.32, English Language Arts and Reading, English II

110.32(b)(1): Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.32(b)(2): Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.32(b)(8): Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.
110.32(b)(9): Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
110.32(b)(12): Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.32(b)(13): Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.32(b)(14): Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing.
110.32(b)(16): Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:
110.32(b)(18): Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.32(b)(20): Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.32(b)(21): Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.32(b)(24): Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.32(b)(25): Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

110.33, English Language Arts and Reading, English III

110.33(b)(1): Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.33(b)(2): Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.33(b)(8): Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze how the style, tone, and diction of a text advance the author's purpose and perspective or stance.
110.33(b)(13): Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.33(b)(14): Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing.
110.33(b)(16): Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:
110.33(b)(18): Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.
110.33(b)(20): Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.33(b)(21): Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.33(b)(23): Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
110.33(b)(24): Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.33(b)(25): Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

110.34, English Language Arts and Reading, English IV

110.34(b)(1): Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.34(b)(2): Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.34(b)(6): Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement in literary essays, speeches, and other forms of literary nonfiction.
110.34(b)(8): Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the consistency and clarity of the expression of the controlling idea and the ways in which the organizational and rhetorical patterns of text support or confound the author's meaning or purpose.
110.34(b)(9)(B): explain how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints;
110.34(b)(11): Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.34(b)(12): Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.34(b)(13): Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.34(b)(15): Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.34(b)(17): Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.34(b)(18): Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.
110.34(b)(20): Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.34(b)(21): Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.34(b)(23): Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
110.34(b)(24): Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.34(b)(25): Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to formulate sound arguments by using elements of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

112.34, Biology

112.34(c)(7): Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life.
112.34(c)(9): Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms.
112.34(c)(10): Science concepts. The student knows that biological systems are composed of multiple levels.
112.34(c)(11): Science concepts. The student knows that biological systems work to achieve and maintain balance.

112.37, Environmental Systems

112.37(c)(7): Science concepts. The student knows the relationship between carrying capacity and changes in populations and ecosystems.
112.37(c)(8): Science concepts. The student knows that environments change naturally.

113.41, United States History Studies Since 1877

113.41(c)(1): History. The student understands the principles included in the Celebrate Freedom Week program.
113.41(c)(15): Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920.
113.41(c)(16): Economics. The student understands significant economic developments between World War I and World War II.
113.41(c)(21): Government. The student understands the impact of constitutional issues on American society.
113.41(c)(25): Culture. The student understands the relationship between the arts and the times during which they were created.
113.41(c)(28): Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States.
113.41(c)(29): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.41(c)(30): Social studies skills. The student communicates in written, oral, and visual forms.
113.41(c)(31): Social studies skills. The student uses geographic tools to collect, analyze, and interpret data.

113.43, World Geography Studies

113.43(c)(2): History. The student understands how people, places, and environments have changed over time and the effects of these changes.
113.43(c)(3): Geography. The student understands how physical processes shape patterns in the physical environment.
113.43(c)(4): Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them.
113.43(c)(5): Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions.
113.43(c)(6): Geography. The student understands the types, patterns, and processes of settlement.
113.43(c)(15): Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels.
113.43(c)(16): Culture. The student understands how the components of culture affect the way people live and shape the characteristics of regions.
113.43(c)(17): Culture. The student understands the distribution, patterns, and characteristics of different cultures.
113.43(c)(18): Culture. The student understands the ways in which cultures change and maintain continuity.
113.43(c)(21): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.43(c)(22): Social studies skills. The student communicates in written, oral, and visual forms.
113.43(c)(23): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

113.45, Psychology

113.45(c)(3): Science of psychology. The student understands the relationship between biology and behavior.
113.45(c)(13): The individual in society. The student will understand the influence of society and culture on behavior and cognition.
113.45(c)(14): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.45(c)(15): Social studies skills. The student communicates in written, oral, and visual forms.
113.45(c)(16): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
113.45(c)(18): Science and technology. The student understands the relationship of changes in technology to personal growth and development.

113.46, Sociology

113.46(c)(1): Foundations of sociology. The student understands the theoretical perspectives of the historical interpretations of human social development.
113.46(c)(2): Foundations of sociology. The student understands how society evolves and cause and effect of social and institutional change.
113.46(c)(3): Culture and social structure. The student examines world cultures.
113.46(c)(4): Culture and social structure. The student understands types of groups and their functions.
113.46(c)(7): Individual and society. The student understands the concept of adolescence and its characteristics.
113.46(c)(8): Individual and society. The student understands the life stage of adulthood and its characteristics.
113.46(c)(10): Social inequality. The student understands the nature of social stratification in society.
113.46(c)(12): Social inequality. The student understands changing societal views on gender, age, and health.
113.46(c)(14): Social institutions. The student identifies the basic social institutions of economics and politics and explains their influence on society.
113.46(c)(17): Changing world. The student understands how population and urbanization contribute to a changing social world.
113.46(c)(18): Changing world. The student understands how collective behavior, social movements, and modernization contribute to a changing social world.
113.46(c)(19): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.46(c)(20): Social studies skills. The student communicates in written, oral, and visual forms.
113.46(c)(21): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

Esta unidad puede abordar los siguientes TEKS.

110.31, English Language Arts and Reading, English I

110.31(b)(1): Desarrollo de lectura/vocabulario. Comprende vocabulario nuevo y lo utiliza al leer y al escribir.
110.31(b)(2): Lectura/comprensión de textos literarios/tema y género. Analiza, infiere y saca conclusiones sobre el tema y el género en diferentes contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión.
110.31(b)(8): Lectura/comprensión de textos informativos/cultura e historia. Analiza, infiere y saca conclusiones sobre el propósito del autor en contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión. Se espera que los estudiantes expliquen la idea central y el propósito específico de un texto expositivo y distingan lo más importante de entre los detalles menos importantes que apoyan el propósito del autor.
110.31(b)(11): Lectura/comprensión de textos informativos/textos de instrucción. Comprende cómo recabar y usar información en textos de instrucción y en documentos.
110.31(b)(12): Lectura/textos publicitarios. Utiliza destrezas de comprensión para analizar cómo las palabras, las imágenes, las gráficas y los sonidos interactúan de diferentes maneras para impactar el significado. Los estudiantes continuarán aplicando estándares anteriores a mayor profundidad en textos de complejidad cada vez mayor.
110.31(b)(13): Escritura/proceso de escritura. Utiliza los elementos del proceso de escritura (planificar, hacer borradores, revisar, corregir y publicar) para redactar un texto.
110.31(b)(16): Escritura/textos persuasivos. Escribe textos persuasivos para influenciar las actitudes o acciones de un público específico sobre temas específicos.
110.31(b)(17): Convenciones orales y escritas/Convenciones. Comprende la función y el uso de las convenciones del lenguaje académico al hablar y al escribir. Los estudiantes continúan aplicando estándares previos con mayor complejidad.
110.31(b)(18): Convenciones orales y escritas/escritura, uso de mayúsculas y puntuación. Escribe con letra legible y usa correctamente las letras mayúsculas y los signos de puntuación en sus composiciones.
110.31(b)(19): Convenciones orales y escritas/ortografía. Los estudiantes escriben correctamente. Se espera que los estudiantes escriban correctamente, incluyendo el uso de diversos recursos para determinar y verificar una ortografía correcta.
110.31(b)(20): Investigación/plan de investigación. Formula preguntas abiertas de investigación y desarrolla un plan para responderlas.
110.31(b)(21): Investigación/recolección de fuentes. Determina, localiza y explora todas las fuentes de información relevantes para responder a una pregunta de investigación y sistemáticamente registra la información recopilada.
110.31(b)(23): Investigación/organización y presentación de ideas. Organiza y presenta sus ideas y su información de acuerdo con el propósito de la investigación y de su público.
110.31(b)(24): Escuchar y hablar/escuchar. Usa destrezas de comprensión para escuchar con atención a los demás en ambientes formales e informales. Los estudiantes continuarán aplicando estándares previos con mayor complejidad.
110.31(b)(25): Escuchar y hablar/hablar. Habla claramente y de forma directa utilizando las convenciones del lenguaje. Los estudiantes continúan aplicando estándares previos con mayor complejidad. Se espera que los estudiantes den presentaciones usando lenguaje informal, formal y técnico de manera efectiva para atender las necesidades de audiencia, propósito y ocasión, empleando contacto visual, velocidad al hablar (p. ej., pausas para efectos específicos), volumen, enunciación, gesticulaciones intencionadas y convenciones del lenguaje para comunicar ideas de manera eficaz.

110.32, English Language Arts and Reading, English II

110.32(b)(1): Desarrollo de lectura/vocabulario. Comprende vocabulario nuevo y lo utiliza al leer y al escribir.
110.32(b)(2): Lectura/comprensión de textos literarios/tema y género. Analiza, infiere y saca conclusiones sobre el tema y el género en diferentes contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión.
110.32(b)(8): Lectura/comprensión de textos informativos/cultura e historia. Analiza, infiere y saca conclusiones sobre el propósito del autor en contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión. Se espera que los estudiantes analicen la idea central y el propósito específico de un pasaje y los elementos textuales que los apoyan elaboran, incluyendo los detalles más importantes y los detalles menos importantes.
110.32(b)(9): Lectura/comprensión de textos informativos/textos expositivos. Analiza, infiere y saca conclusiones sobre el texto expositivo y proporciona evidencia del texto para apoyar su comprensión.
110.32(b)(12): Lectura/textos publicitarios. Utiliza destrezas de comprensión para analizar cómo las palabras, las imágenes, las gráficas y los sonidos interactúan de diferentes maneras para impactar el significado. Los estudiantes continuarán aplicando estándares anteriores a mayor profundidad en textos de complejidad cada vez mayor.
110.32(b)(13): Escritura/proceso de escritura. Utiliza los elementos del proceso de escritura (planificar, hacer borradores, revisar, corregir y publicar) para redactar un texto.
110.32(b)(14): Escritura/textos literarios. Escribe textos literarios para expresar sus ideas y sentimientos sobre personas, eventos e ideas reales o imaginarias. Los estudiantes son responsables de al menos dos formas de escritura literaria.
110.32(b)(16): Escritura/textos persuasivos. Escribe textos persuasivos para influenciar las actitudes o acciones de un público específico sobre temas específicos.
110.32(b)(18): Convenciones orales y escritas/escritura, uso de mayúsculas y puntuación. Escribe con letra legible y usa correctamente las letras mayúsculas y los signos de puntuación en sus composiciones.
110.32(b)(20): Investigación/plan de investigación. Formula preguntas abiertas de investigación y desarrolla un plan para responderlas.
110.32(b)(21): Investigación/recolección de fuentes. Determina, localiza y explora todas las fuentes de información relevantes para responder a una pregunta de investigación y sistemáticamente registra la información recopilada.
110.32(b)(24): Escuchar y hablar/escuchar. Usa destrezas de comprensión para escuchar con atención a los demás en ambientes formales e informales. Los estudiantes continúan aplicando estándares previos con mayor complejidad.
110.32(b)(25): Escuchar y hablar/hablar. Habla claramente y de forma directa utilizando las convenciones del lenguaje. Los estudiantes continuarán aplicando estándares anteriores en textos de complejidad cada vez mayor. Se espera que los estudiantes presenten primero un argumento coherente que incorpore una tesis clara y una progresión lógica de evidencias válidas de fuentes confiables y que empleen contacto visual, velocidad al hablar (p. ej., pausas para dar efecto deseado), volumen, pronunciación, gesticulaciones intencionadas y reglas del lenguaje para comunicar ideas de manera efectiva.

110.33, English Language Arts and Reading, English III

110.33(b)(1): Desarrollo de lectura/vocabulario. Comprende vocabulario nuevo y lo utiliza al leer y al escribir.
110.33(b)(2): Lectura/comprensión de textos literarios/tema y género. Analiza, infiere y saca conclusiones sobre el tema y el género en diferentes contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión.
110.33(b)(8): Lectura/comprensión de textos informativos/cultura e historia. Analiza, infiere y saca conclusiones sobre el propósito del autor en contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión. Se espera que los estudiantes analicen cómo el estilo, el tono y la dicción de un texto aportan al propósito y perspectiva o postura del autor.
110.33(b)(13): Escritura/proceso de escritura. Utiliza los elementos del proceso de escritura (planificar, hacer borradores, revisar, corregir y publicar) para redactar un texto.
110.33(b)(14): Escritura/textos literarios. Escribe textos literarios para expresar sus ideas y sentimientos sobre personas, eventos e ideas reales o imaginarias. Los estudiantes son responsables de al menos dos formas de escritura literaria.
110.33(b)(16): Escritura/textos persuasivos. Escribe textos persuasivos para influenciar las actitudes o acciones de un público específico sobre temas específicos.
110.33(b)(18): Convenciones orales y escritas/escritura, uso de mayúsculas y puntuación. Escribe con letra legible y usa correctamente las letras mayúsculas y los signos de puntuación en sus composiciones. Se espera que los estudiantes usen las convenciones de puntuación y uso de mayúsculas de manera correcta y consistente.
110.33(b)(20): Investigación/plan de investigación. Formula preguntas abiertas de investigación y desarrolla un plan para responderlas.
110.33(b)(21): Investigación/recolección de fuentes. Determina, localiza y explora todas las fuentes de información relevantes para responder a una pregunta de investigación y sistemáticamente registra la información recopilada.
110.33(b)(23): Investigación/organización y presentación de ideas. Organiza y presenta sus ideas y su información de acuerdo con el propósito de la investigación y de su público.
110.33(b)(24): Escuchar y hablar/escuchar. Usa destrezas de comprensión para escuchar con atención a los demás en ambientes formales e informales. Los estudiantes continúan aplicando estándares previos con mayor complejidad.
110.33(b)(25): Escuchar y hablar/hablar. Habla claramente y de forma directa utilizando las convenciones del lenguaje. Los estudiantes continúan aplicando estándares previos con mayor complejidad. Se espera que los estudiantes den una presentación formal que exhiba una estructura lógica, transiciones fluidas, evidencia precisa, detalles y figuras retóricas bien seleccionados y que empleen contacto visual, velocidad al hablar (p. ej., pausas para efecto), volumen, enunciación, gesticulaciones intencionadas y convenciones del lenguaje para comunicar ideas de manera eficaz.

110.34, English Language Arts and Reading, English IV

110.34(b)(1): Desarrollo de lectura/vocabulario. Comprende vocabulario nuevo y lo utiliza al leer y al escribir.
110.34(b)(2): Lectura/comprensión de textos literarios/tema y género. Analiza, infiere y saca conclusiones sobre el tema y el género en diferentes contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión.
110.34(b)(6): Lectura/comprensión de textos literarios/literatura que no es de ficción. Comprende, infiere y saca conclusiones sobre las variadas estructuras y rasgos de la literatura de no ficción, y proporciona evidencia del texto para apoyar su comprensión. Se espera que los estudiantes analicen el efecto de la ambigüedad, contradicción, sutileza, paradoja, ironía, sarcasmo y la exageración en ensayos literarios, discursos y otras formas literarias no ficticias.
110.34(b)(8): Lectura/comprensión de textos informativos/cultura e historia. Analiza, infiere y saca conclusiones sobre el propósito del autor en contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión. Se espera que los estudiantes analicen la consistencia y la claridad de la expresión de la idea central y las maneras en las que los patrones de organización y retóricos del texto apoyan o confunden el significado o propósito del autor.
110.34(b)(9)(B): expliquen cómo autores que escriben sobre un mismo asunto llegaron a conclusiones diferentes debido a diferencias en los supuestos, evidencias, razonamiento y puntos de vista;
110.34(b)(11): Lectura/comprensión de textos informativos/textos de instrucción. Comprende cómo recabar y usar información en textos de instrucción y en documentos.
110.34(b)(12): Lectura/textos publicitarios. Utiliza destrezas de comprensión para analizar cómo las palabras, las imágenes, las gráficas y los sonidos interactúan de diferentes maneras para impactar el significado. Los estudiantes continuarán aplicando estándares anteriores a mayor profundidad en textos de complejidad cada vez mayor.
110.34(b)(13): Escritura/proceso de escritura. Utiliza los elementos del proceso de escritura (planificar, desarrollar borradores, revisar, corregir y publicar) para redactar un texto.
110.34(b)(15): Escritura/Textos expositivos y de instrucción. Escribe textos expositivos y de instrucción, o textos relacionados con empleos para comunicar propósitos específicos, así como ideas e información a públicos específicos.
110.34(b)(17): Convenciones orales y escritas/Convenciones. Comprende la función y el uso de las convenciones del lenguaje académico al hablar y al escribir. Los estudiantes continúan aplicando estándares previos con mayor complejidad.
110.34(b)(18): Convenciones orales y escritas/escritura, uso de mayúsculas y puntuación. Escribe con letra legible y usa correctamente las letras mayúsculas y los signos de puntuación en sus composiciones. Se espera que los estudiantes usen las convenciones de puntuación y uso de mayúsculas de manera correcta y consistente.
110.34(b)(20): Investigación/plan de investigación. Formula preguntas abiertas de investigación y desarrolla un plan para responderlas.
110.34(b)(21): Investigación/recolección de fuentes. Determina, localiza y explora todas las fuentes de información relevantes para responder a una pregunta de investigación y sistemáticamente registra la información recopilada.
110.34(b)(23): Investigación/organización y presentación de ideas. Organiza y presenta sus ideas y su información de acuerdo con el propósito de la investigación y de su público.
110.34(b)(24): Escuchar y hablar/escuchar. Usa destrezas de comprensión para escuchar con atención a los demás en ambientes formales e informales. Los estudiantes continúan aplicando estándares previos con mayor complejidad.
110.34(b)(25): Escuchar y hablar/hablar. Habla claramente y de forma directa utilizando las convenciones del lenguaje. Los estudiantes continúan aplicando estándares previos con mayor complejidad. Se espera que los estudiantes formulen argumentos sólidos usando elementos de discurso clásico (p. ej., introducción, primera y segunda transición, cuerpo y conclusión), el arte de la persuasión, figuras retóricas, contacto visual, velocidad al hablar (p. ej., pausas para efecto), volumen, enunciación, gesticulaciones intencionadas y convenciones del lenguaje para comunicar ideas de manera eficaz.

112.34, Biology

112.34(c)(7): Conceptos de ciencias. El estudiante sabe que la teoría de la evolución es una explicación científica para la unidad y la diversidad de la vida.
112.34(c)(9): Conceptos de ciencias. El estudiante sabe la importancia de varias moléculas involucradas en procesos de metabolismo y las conversiones de energía que ocurren en los organismos vivos.
112.34(c)(10): Conceptos de ciencias. El estudiante sabe que los sistemas biológicos se componen de múltiples niveles.
112.34(c)(11): Conceptos de ciencias. El estudiante sabe que los sistemas biológicos trabajan para alcanzar y mantener el equilibrio.

112.37, Environmental Systems

112.37(c)(7): Science concepts. The student knows the relationship between carrying capacity and changes in populations and ecosystems.
112.37(c)(8): Science concepts. The student knows that environments change naturally.

113.41, United States History Studies Since 1877

113.41(c)(1): History. The student understands the principles included in the Celebrate Freedom Week program.
113.41(c)(15): Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920.
113.41(c)(16): Economics. The student understands significant economic developments between World War I and World War II.
113.41(c)(21): Government. The student understands the impact of constitutional issues on American society.
113.41(c)(25): Cultura. El estudiante comprende la relación entre las artes y las épocas en que fueron creadas.
113.41(c)(28): Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States.
113.41(c)(29): Destrezas de Estudios Sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.41(c)(30): Destrezas de estudios sociales. Se comunica en forma oral, visual y escrita.
113.41(c)(31): Destrezas de Estudios Sociales. El estudiante usa herramientas geográficas para recopilar, analizar e interpretar datos.

113.43, World Geography Studies

113.43(c)(2): Historia. El estudiante comprende cómo las personas, lugares y medio ambientes han cambiado con el tiempo y los efectos de esos cambios.
113.43(c)(3): Geography. The student understands how physical processes shape patterns in the physical environment.
113.43(c)(4): Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them.
113.43(c)(5): Geografía. El estudiante comprende cómo los procesos políticos, económicos y sociales dan forma a los patrones y a las características culturales en varios lugares y regiones.
113.43(c)(6): Geografía. El estudiante comprende los tipos, patrones y procesos de los asentamientos.
113.43(c)(15): Buena ciudadanía. El estudiante comprende cómo los diferentes puntos de vista influyen en el desarrollo de políticas públicas y procesos de toma de decisiones a niveles local, estatal, nacional e internacional.
113.43(c)(16): Cultura. El estudiante comprende cómo los componentes de la cultura afectan la manera en que las personas viven y dan forma a las características de las regiones.
113.43(c)(17): Cultura. El estudiante comprende la distribución, patrones y características de diferentes culturas.
113.43(c)(18): Cultura. El estudiante comprende las formas en que las culturas cambian y las formas en que mantienen continuidad.
113.43(c)(21): Destrezas de Estudios Sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.43(c)(22): Destrezas de estudios sociales. Se comunica en forma oral, visual y escrita.
113.43(c)(23): Destrezas de estudios sociales. El estudiante utiliza las habilidades para resolver problemas y tomar decisiones en forma independiente y con otros en diferentes ambientes.

113.45, Psychology

113.45(c)(3): Science of psychology. The student understands the relationship between biology and behavior.
113.45(c)(13): El individuo en sociedad. El estudiante comprenderá la influencia de la sociedad y la cultura sobre el comportamiento y la cognición.
113.45(c)(14): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.45(c)(15): Destrezas de Estudios Sociales. Se comunica en forma oral, visual y escrita.
113.45(c)(16): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
113.45(c)(18): Science and technology. The student understands the relationship of changes in technology to personal growth and development.

113.46, Sociology

113.46(c)(1): Foundations of sociology. The student understands the theoretical perspectives of the historical interpretations of human social development.
113.46(c)(2): Foundations of sociology. The student understands how society evolves and cause and effect of social and institutional change.
113.46(c)(3): Cultura y estructura social. El estudiante examina culturas del mundo.
113.46(c)(4): Cultura y estructura social. El estudiante comprende tipos de grupos y sus funciones.
113.46(c)(7): Individual and society. The student understands the concept of adolescence and its characteristics.
113.46(c)(8): Individual and society. The student understands the life stage of adulthood and its characteristics.
113.46(c)(10): Desigualdad social. El estudiante comprende la naturaleza de la estratificación social en la sociedad.
113.46(c)(12): Social inequality. The student understands changing societal views on gender, age, and health.
113.46(c)(14): Social institutions. The student identifies the basic social institutions of economics and politics and explains their influence on society.
113.46(c)(17): Changing world. The student understands how population and urbanization contribute to a changing social world.
113.46(c)(18): Mundo cambiante. El estudiante comprende cómo el comportamiento colectivo, los movimientos sociales y la modernización contribuyen a un mundo social cambiante.
113.46(c)(19): Destrezas de Estudios Sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.46(c)(20): Social studies skills. The student communicates in written, oral, and visual forms.
113.46(c)(21): Destrezas de Estudios Sociales. El estudiante utiliza habilidades para resolver problemas y tomar decisiones, en forma independiente y con otros, en diferentes ambientes.

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

Science:

S.I.A.1: Utilize skepticism, logic, and professional ethics in science.
S.I.A.2: Use creativity and insight to recognize and describe patterns in natural phenomena.
S.I.A.3: Formulate appropriate questions to test understanding of natural phenomena.
S.I.A.4: Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.B.1: Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.C.1: Collaborate on joint projects.
S.I.E.1: Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2: Use essential vocabulary of the discipline being studied.
S.III.A.1: Use correct applications of writing practices in scientific communication.
S.III.B.1: Read technical and scientific articles to gain understanding of interpretations, apparatuses, techniques or procedures, and data.
S.III.B.2: Set up apparatuses, carry out procedures, and collect specified data from a given set of appropriate instructions.
S.III.B.3: Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.B.4: List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1: Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1: Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2: Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.IV.A.1: Recognize how scientific discoveries are connected to technological innovations.
S.IV.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.VI.A.2: Explain how cells can be categorized into two major types
S.VI.A.3: Describe the structure and function of sub-cellular organelles.
S.VI.A.4: Describe the major features of mitosis and relate this process to growth and asexual reproduction.
S.VI.A.5: Understand the process of cytokinesis in plant and animal cells and how this process is related to growth.
S.VI.A.6: Know the structure of membranes and how this relates to permeability.
S.VI.C.1: Know multiple categories of evidence for evolutionary change and how this evidence is used to infer evolutionary relationships among organisms.
S.VI.C.2: Recognize variations in population sizes, including extinction, and describe mechanisms and conditions that produce these variations.
S.X.C.1: Recognize variations in population sizes, including human population and extinction, and describe mechanisms and conditions that produce these variations.

Social Studies:

SS.I.A.1: Use the tools and concepts of geography appropriately and accurately.
SS.I.A.3: Analyze how physical and cultural processes have shaped human communities over time.
SS.I.A.4: Evaluate the causes and effects of human migration patterns over time.
SS.I.A.5: Analyze how various cultural regions have changed 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.F.1: Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2: Analyze ethical issues in historical, cultural, and social contexts.
SS.IV.A.1: Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2: Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3: Evaluate sources from multiple perspectives.
SS.IV.A.4: Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5: Read narrative texts critically.
SS.IV.A.6: Read research data critically.
SS.IV.B.1: Use established research methodologies.
SS.IV.B.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.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.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.B.4: Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.
ELA.II.B.3: Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.1: Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.A.3: Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.2: Use text features to form an overview of content and to locate information.
ELA.II.A.1: Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.4: Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.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.8: Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.7: Compare and analyze how features of genre are used across texts.
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.2: Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1: Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3: Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.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.2: Listen critically and respond appropriately.
ELA.IV.A.1: Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3: Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1: Integrate and organize material effectively.
ELA.V.C.3: Follow relevant rules governing attribution.
ELA.V.C.2: Use and attribute source material ethically.
ELA.V.B.3: Assess the relevance and credibility of sources.
ELA.V.B.1: Explore and collect a range of potential sources.
ELA.V.A.1: Articulate and investigate research questions.
ELA.V.A.2: Explore and refine a research topic.
ELA.V.A.3: Devise a plan for completing work on time.
ELA.V.B.2: Distinguish between and among primary and secondary sources.

Esta unidad puede abordar los siguientes estándares de Texas College and Career Readiness.

Science:

S.I.A.1: Utiliza el escepticismo, la lógica y la ética profesional en las ciencias.
S.I.A.2: Usa la creatividad y el conocimiento para reconocer y describir patrones en fenómenos naturales.
S.I.A.3: Formula preguntas apropiadas para poner a prueba la comprensión de fenómenos naturales.
S.I.A.4: Confía en observaciones reproducibles de evidencias empíricas cuando desarrolla, analiza y evalúa explicaciones de eventos y procesos naturales.
S.I.B.1: Diseña y hace investigaciones científicas en las cuales se formulan y se ponen a prueba hipótesis.
S.I.C.1: Colabora en proyectos conjuntos.
S.I.E.1: Usa varios modos de expresión para describir o caracterizar patrones y fenómenos naturales. Estos modos de expresión incluyen descripción escrita, numérica, gráfica, pictórica, simbólica y con lenguaje corporal.
S.I.E.2: Usa vocabulario esencial de la disciplina que se está estudiando.
S.III.A.1: Usa aplicaciones correctas de prácticas de redacción en la comunicación científica.
S.III.B.1: Lee artículos técnicos y científicos para comprender interpretaciones, aparatos, técnicas o procedimientos y datos.
S.III.B.2: Prepara aparatos, lleva a cabo procedimientos y reúne datos específicos de un conjunto dado de instrucciones apropiadas.
S.III.B.3: Reconoce el vocabulario científico y técnico en el campo de estudio y usa este vocabulario para que la comunicación sea más clara.
S.III.B.4: Hace una lista, usa y da ejemplos de estrategias específicas antes, durante y después de leer para mejorar la comprensión.
S.III.C.1: Prepara y presenta información científica/técnica en formatos apropiados para varios públicos.
S.III.D.1: Usa de manera efectiva motores de búsqueda, bases de datos y otras herramientas digitales para localizar información.
S.III.D.2: Evalúa la calidad, exactitud, integridad, confiabilidad y actualidad de la información de cualquier fuente.
S.IV.A.1: Reconoce cómo los descubrimientos científicos se relacionan con los inventos tecnológicos.
S.IV.C.2: Reconoce el papel de las personas en las contribuciones importantes del conocimiento científico.
S.V.C.1: Reconoce patrones de cambio.
S.V.D.1: Comprende que los científicos clasifican las cosas de acuerdo con semejanzas y diferencias.
S.V.E.1: Usa modelos para hacer predicciones.
S.V.E.2: Usa escalas para relacionar modelos y estructuras.
S.VI.A.2: Explica cómo las células pueden categorizarse en dos tipos principales: procariotas y eucariotas y describe las características principales que distinguen una de otra.
S.VI.A.3: Describe la estructura y la función de los principales organelos subcelulares.
S.VI.A.4: Describe las principales características de la mitosis y relaciona este proceso con el crecimiento y la reproducción asexual.
S.VI.A.5: Entiende el proceso de citocinesis en células vegetales y animales y cómo este proceso se relaciona con el crecimiento.
S.VI.A.6: Conoce la estructura de membranas y cómo se relaciona con la permeabilidad.
S.VI.C.1: Conoce múltiples categorías de evidencias del cambio evolutivo y cómo estas evidencias se usan para inferir relaciones evolutivas entre los organismos.
S.VI.C.2: Reconoce las variaciones en el tamaño de las poblaciones, incluyendo extinción y describe mecanismos y condiciones que producen estas variaciones.
S.X.C.1: Reconoce las variaciones en el tamaño de las poblaciones, incluyendo crecimiento y extinción de las poblaciones de seres humanos, y describe mecanismos y condiciones que producen estas variaciones.

Social Studies:

SS.I.A.1: Usa las herramientas y conceptos de geografía de manera apropiada y precisa.
SS.I.A.3: Analiza cómo los procesos físicos y culturales han configurado las comunidades humanas a través del tiempo.
SS.I.A.4: Evalúa las causas y efectos de los patrones de migración humana a través del tiempo.
SS.I.A.5: Analiza cómo han cambiado varias regiones culturales a lo largo del tiempo.
SS.I.A.6: Analiza la relación entre la geografía y el desarrollo de las comunidades humanas.
SS.I.B.2: Identifica y evalúa las fuentes y patrones de cambio y continuidad a través del tiempo y del espacio.
SS.I.F.1: Usa una variedad de herramientas analíticas y de investigación para explorar exhaustiva e imparcialmente preguntas o temas.
SS.I.F.2: Analiza temas éticos en contextos históricos, culturales y sociales.
SS.IV.A.1: Identifica y analiza las ideas principales y los puntos de vista en las fuentes.
SS.IV.A.2: Ubica una fuente informativa en su contexto apropiado.
SS.IV.A.3: Evalúa fuentes desde múltiples perspectivas.
SS.IV.A.4: Entiende las diferencias entre una fuente primaria y una secundaria y usa cada una de manera apropiada para conducir una investigación y para elaborar argumentos.
SS.IV.A.5: Lee críticamente textos narrativos.
SS.IV.A.6: Lee críticamente datos de investigación.
SS.IV.B.1: Usa metodologías de investigación establecidas.
SS.IV.B.2: Explica cómo los historiadores y otros científicos sociales desarrollan percepciones nuevas y contrapuestas de fenómenos del pasado.
SS.IV.B.3: Reúne, organiza y muestra los resultados de los datos y la investigación.
SS.IV.B.4: Identifica y reúne fuentes.
SS.IV.C.1: Comprende e interpreta críticamente presentaciones.
SS.IV.D.1: Elabora una tesis apoyada en evidencias.
SS.IV.D.2: Reconoce y evalúa contraargumentos.
SS.V.A.1: Usa técnicas apropiadas de comunicación oral según el contexto o la naturaleza de la interacción.
SS.V.A.2: Usa las reglas convencionales de la lengua inglesa escrita.
SS.V.B.1: Acredita las ideas y la información a los materiales de referencia y a los autores.

Cross-Disciplinary Standards:

CDS.I.A.1: Participa en el diálogo y la investigación académica.
CDS.I.A.2: Acepta la crítica constructiva y cambia las opiniones personales cuando la evidencia válida lo justifique.
CDS.I.B.1: Considera los argumentos y conclusiones propias y los de los demás.
CDS.I.B.2: Elabora argumentos con un razonamiento sólido para explicar fenómenos, convalida conjeturas o apoya posturas.
CDS.I.B.3: Reúne evidencias para apoyar argumentos, hallazgos o líneas de razonamiento.
CDS.I.B.4: Apoya o clarifica aseveraciones basadas en los resultados de una investigación.
CDS.I.D.1: Autoevalúa sus necesidades de aprendizaje y busca ayuda cuando es necesario.
CDS.I.D.2: Usa hábitos de estudio necesarios para cumplir metas y requisitos académicos.
CDS.I.D.3: Se esfuerza por ser exacto y preciso.
CDS.I.D.4: Persevera hasta completar y dominar las tareas.
CDS.I.E.1: Trabaja de forma independiente.
CDS.I.E.2: Trabaja de manera colaborativa.
CDS.I.F.1: Acredita ideas e información a las fuentes de referencia y a las personas.
CDS.I.F.2: Evalúa las fuentes en función de la calidad de su contenido, validez, credibilidad y relevancia.
CDS.I.F.3: Incluye las ideas de otros y las complejidades del debate, tema o problema.
CDS.I.F.4: Entiende y adopta códigos de conducta.
CDS.II.A.1: Usa estrategias efectivas de preparación.
CDS.II.A.2: Usa una variedad de estrategias para comprender el significado de palabras nuevas.
CDS.II.A.3: Identifica el propósito del texto y el público al que se dirige.
CDS.II.A.4: Identifica la información principal y los detalles de apoyo.
CDS.II.A.5: Analiza críticamente la información textual.
CDS.II.A.6: Comenta, resume, parafrasea y describe textos cuando sea apropiado.
CDS.II.A.7: Adapta estrategias de lectura acordes con la estructura de los textos.
CDS.II.A.8: Adapta estrategias de lectura acordes con la estructura de los textos.
CDS.II.B.1: Escribe clara y coherentemente usando las reglas convencionales de la escritura.
CDS.II.B.2: Escribe en una variedad de formas para varios públicos y propósitos.
CDS.II.B.3: Redacta y revisa borradores.
CDS.II.C.1: Entiende cuáles temas o preguntas deben investigarse.
CDS.II.C.2: Explora un tema de investigación.
CDS.II.C.3: Afina el tema de investigación con base en una investigación preliminar y establece un calendario para terminar el trabajo.
CDS.II.C.4: Evalúa la validez y confiabilidad de las fuentes.
CDS.II.C.5: Sintetiza y organiza la información de manera efectiva.
CDS.II.C.6: Diseña y presenta un producto efectivo.
CDS.II.C.7: Integra las referencias.
CDS.II.C.8: Presenta un producto final.
CDS.II.D.1: Identifica patrones o divergencias de los patrones entre los datos.
CDS.II.D.2: Usa destrezas estadísticas y probabilísticas necesarias para planear una investigación y recaba, analiza e interpreta datos.
CDS.II.D.3: Presenta datos analizados y comunica los hallazgos en una variedad de formatos.
CDS.II.E.1: Usa tecnología para reunir información.
CDS.II.E.2: Usa tecnología para organizar, manejar y analizar información.
CDS.II.E.3: Usa tecnología para comunicar y mostrar hallazgos de una manera clara y coherente.
CDS.II.E.4: Usa la tecnología apropiadamente.

English Language Arts:

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.B.4: Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.
ELA.II.B.3: Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.1: Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.A.3: Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.2: Use text features to form an overview of content and to locate information.
ELA.II.A.1: Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.4: Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.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.8: Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.7: Compare and analyze how features of genre are used across texts.
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.2: Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1: Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3: Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.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.2: Listen critically and respond appropriately.
ELA.IV.A.1: Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3: Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1: Integrate and organize material effectively.
ELA.V.C.3: Follow relevant rules governing attribution.
ELA.V.C.2: Use and attribute source material ethically.
ELA.V.B.3: Assess the relevance and credibility of sources.
ELA.V.B.1: Explore and collect a range of potential sources.
ELA.V.A.1: Articulate and investigate research questions.
ELA.V.A.2: Explore and refine a research topic.
ELA.V.A.3: Devise a plan for completing work on time.
ELA.V.B.2: Distinguish between and among primary and secondary sources.