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Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

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Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

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Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

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Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

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Students publish or present content that customizes the message and medium for their intended audiences.

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With guidance, plan and conduct an investigation in collaboration with peers. (K-PS2-1)

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With guidance, plan and conduct an investigation in collaboration with peers. (K-PS2-1)

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Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

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Understand that teamwork is necessary in order to complete an investigation with peers.  

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Understand that teamwork is necessary in order to complete an investigation with peers.  

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Group members must communicate, resolve conflicts and agree upon strategies they'll use to successfully complete the investigation.

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CHECKPOINT 5.2Use multiple tools for construction and composition

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CHECKPOINT 5.2Use multiple tools for construction and composition

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Students can decide upon the tools they choose to use to complete the experiment. A variety of tools will be introduced and modeled. Students can decide which tool will work best within the given experiment. Groups can use different tools to show their learning.

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CHECKPOINT 2.5Illustrate through multiple media

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CHECKPOINT 2.5Illustrate through multiple media

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Students will draw, illustrate and use images to describe their tool and why it was choosen for the experiment.  This step gives students opportunitites to 'show' their classmates how their tools were used within their experiment and why they used them.  When students come back to their images of each tool they can recall important information about each tool. Images especially help young readers.

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1-LS1-1.	Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. 

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1-LS1-1.	Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. 

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proper ways to use materials to complete the experiment.  How to handle, use and take care of them.  Identifying ways animals/plants use their external parts to survive, grow and meet their needs.  

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proper ways to use materials to complete the experiment.  How to handle, use and take care of them.  Identifying ways animals/plants use their external parts to survive, grow and meet their needs.  

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CHECKPOINT 3.1Activate or supply background knowledge

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CHECKPOINT 3.1Activate or supply background knowledge

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I will have students use their background knowledge of the material to create conversations about the topic and choose materials to use to design a solution to a human problem. They can use 'what they know' when going throughout the decision making process of 'what will work best' within the experiment.

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CHECKPOINT 5.1Use multiple media for communication

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CHECKPOINT 5.1Use multiple media for communication

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Students can use media they are familiar with or use media that is new and exciting. A list will be given to students to choose from, but it is their choice on which platforms they choose to use.

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CHECKPOINT 4.1Vary the methods for response and navigation

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CHECKPOINT 4.1Vary the methods for response and navigation

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I can provide alternative means for response, selection, and composition. Students will have choice in how they respond to the directions of the assignment.

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CHECKPOINT 8.3Foster collaboration and community

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CHECKPOINT 8.3Foster collaboration and community

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Students will communicate and collaborate effectively with their peers to ask quesitons and find answers to those questions.

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CHECKPOINT 3.2Highlight patterns, critical features, big ideas, and relationships

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CHECKPOINT 3.2Highlight patterns, critical features, big ideas, and relationships

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Students will identify critical features of the assignment that are needed to design a solution to the problem. They will use their existing knowledge to construct new information.

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CHECKPOINT 1.1Offer ways of customizing the display of information

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CHECKPOINT 1.1Offer ways of customizing the display of information

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Allow students to display/create their content. Students can use technology to learn more about their topic and create a presentation for their findings.

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1-LS1-2.	Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

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1-LS1-2.	Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

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Able to read and comprehend text.  Able to use media to show understanding of text.  Able to use media to extend their knowledge and dive deeper into the topic of research. 

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Able to read and comprehend text.  Able to use media to show understanding of text.  Able to use media to extend their knowledge and dive deeper into the topic of research. 

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CHECKPOINT 6.3Facilitate managing information and resources

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CHECKPOINT 6.3Facilitate managing information and resources

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Since students will be asked to illustrate how the shape of an object can be conveyed, students can use a variety of resources (given by teacher) to represent their thinking.  Students do not need to use all the resources.  They can choose which resources they want to use to show their thinking. I will scaffold their thinking by providing templates for data collection and organizing information.

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1-LS3-1.	Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

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1-LS3-1.	Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

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K-2-ETS1-1.	Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

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K-2-ETS1-1.	Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

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K-2-ETS1-2.	Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. the shape of an object helps it function as needed to solve a given problem.

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K-2-ETS1-2.	Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. the shape of an object helps it function as needed to solve a given problem.

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Able to observe and document findings.  Able to show how things are alike and also how they are different.  

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Able to observe and document findings.  Able to show how things are alike and also how they are different.  

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Able to ask questions and find answers to those questions. Able to develop a new or improved tool to improve the situation. 

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Able to ask questions and find answers to those questions. Able to develop a new or improved tool to improve the situation. 

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Able to illustrate sketches, drawings, or physical models of objects.  Able to communicate their thoughts to a given solution.  

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Able to illustrate sketches, drawings, or physical models of objects.  Able to communicate their thoughts to a given solution.  

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CHECKPOINT 3.1Activate or supply background knowledge

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CHECKPOINT 3.1Activate or supply background knowledge

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Students can use their background knowledge to understand text. They might be familiar with ways they are alike and different, but can use media to extend their thinking.

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CHECKPOINT 3.3Guide information processing and visualization

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CHECKPOINT 3.3Guide information processing and visualization

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Students will use what they learn through collaboration and communication and 'represent' that information in some way through images, media, presentation, etc.

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With scaffold support, students will transfer their learning from one form of representation to another. They will use the illustration and show it from their own perspective using some type of media, illustration, sketch, etc.

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Explain Everything is a super-popular screencasting tool. If students want to show off the steps to their experiment or create a tutorial. Explain Everything lets them do just that.

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Students will be encouraged to use multiple resources to show their illustrations. Illustrations can be images, drawings, sketches, etc.

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Students will use materials they feel would work best to design a solution to the problem. Students can change their mind and use something different if they feel like the material selected is no longer a good option for the experiment.

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Students will be encouraged to use multiple resources to 'research' or 'learn about' materials they can use within their experiment to solve a classified problem.

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Students can use Spark Video to create a movie to document their experiment with narration or a spark page that combines images and text.

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Students will use technology to create some kind of presentation using text and images to 'show' their understanding of content.

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Buncee is a fun, easy-to-use creation and presentation tool for students.

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Students will use technology to document their findings using a software system of choice (pick from one we've used throughout the school year).

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Buncee is a fun, easy-to-use creation and presentation tool for students.

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Students will use what they learned though collaboration and communication to create some type of representation of information. This can be done though technology with images, text, presentation, media, etc.

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Students will use what they learned from scaffold support to show their learning through presentation, a platform where you can create an image or sketch, etc.

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Students will choose how they represent their illustration using a platform of choice - one learned this school year.