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Students were not just talking and writing about subjects but were visiting the river and participating in solving the problems first hand.

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Students were connected to real life problems that they can see and understand that have an impact in their life now.

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The teacher used guided questions that were open ended to get students to dive deeper into the subject and scaffold their understanding.

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Students worked collaboratively on the school's website about the river.

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In the lesson of the spiders, students are writing a story using the research they gathered about their spider to explain to others about that spider in a fun story.

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The spider and the ecosystem units were very student centered.

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The ecosystem class was excited about solving the problems of the river nearby and to be able to teach other kids about it.

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The teacher in the spider unit used meaningful questions to introduce the topic of spiders to her students.

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The teacher in the ecosystem unit asked open ended questions with the groups to get them on the right track to learn what she needed them to learn.

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This was shown in the spider unit by having the students do research about a spider of their choice.

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2 - Even with the little ones, they were learning how to advocate and communicate, as their minds had likely changed about their feelings towards spiders. They were able to see how stories can help change minds.

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2 - Even with the little ones, they were learning how to advocate and communicate, as their minds had likely changed about their feelings towards spiders. They were able to see how stories can help change minds.

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2 - Students used their personal experiences (of likely not liking spiders) to learn about a spider of their choosing.

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2 - Students used their personal experiences (of likely not liking spiders) to learn about a spider of their choosing.

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Partnering with a local organization so learners can see how they impact the environment and understand the reason for learning those concepts to be a part of the solution

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Learners were able to choose the spider of their choice, research their interest, and construct their own story

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Learners were able to choose the spider of their choice, research their interest, and construct their own story

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Students learned about spiders by connecting previous knowledge of fear with new knowledge to debunk the misconceptions about spiders

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Learners played an active role through decision making and ownership.

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Students are in charge of their learning by conducting research and coming up with their own ideas to solve the real world problems presented.

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The students made real world connections by learning about the ecosystem and the value spiders provide to the environment.

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The teacher guided discussions with the class using meaningful questions to help the students understand the real world problem and come up with solutions.

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Learners were able to show their learning by creating books about spiders from their research. The teacher worked with the students to edit their books and provide time for the student to show their thinking.

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Higher order thinking is incorporated throughout the project by allowing students to complete many activities and processes with the overarching theme of spiders.

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Both activities in the video were student centered. In the spider story activity, students chose their own spider, researched that spider, then composed an argumentative piece in the form of a story. In the river project, students were actively participating by going to the river and learning about the ecosystem hands on. Students were allowed to guide their learning through inquiry.

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Students were making a connection to their own community with the river project. They could see how the pollution damaged their surroundings and could feel the impact of it.

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The teacher asked questions not just about the subject, but also about the students' feelings. When the student answered the question "Why write do we write stories?" with "to change people's hearts," that was coming from a very personal perspective.

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The teachers in the video used guiding questions to encourage students to explore more about the subject they were studying. The students conducted research and used their new understanding to compose arguments and solutions.

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Students linked prior knowledge of spiders to their writing. They discussed how spiders were perceived and challenged these misconceptions through their own research and storytelling.

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Student testimony demonstrates student-centered learning. Students stated that they enjoyed researching the topics and 'figuring it out' over it being 'taught.'

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The river project allowed students to make a direct connection with their community, which motivated learning. Students were excited to collaborate and provide solutions that could improve their community and environment.

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Students were asked to be creative and develop a story or solution and present their findings to the group, which highlighted shared perspectives.

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The teachers developed lessons and activities that encouraged students to explore and guide students in their own learning. Students were supported with a framework but asked to utilize problem solving throughout the project.

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Students demonstrated the ability to acknowledge common preconceptions and misconceptions and  synthesize what they had learned. For example, the students realizing the power of storytelling in shaping perception.

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2 accomplished - The students were responsible for their own learning. They had a problem to solve by working together with the teacher as a bystander to offer guidance if needed. They were using technology to achieve their goals as well as hands on work. They were able to reap the rewards in the end by reflecting on work they could see in their own environment.

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2 accomplished - These topics and activities were so important because the problems they were solving were close to home. The students get to see the impact right in their own backyards which is a great example of linking learning to a real world issue. They are working with a society for that river to hopefully make a difference in their own community. What's more of a real world connection than that?!

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2 accomplished - The teacher posed questions and the students answered and shared perspectives. They were researching together and then literally digging in the dirt or creating experiments together. It was honestly amazing to watch even the 1st graders were researching and sharing important information. They were so engaged and hard working.

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2 accomplished - The teacher was posing questions and facilitating more questions as he or she walked around monitoring the students' work. The students were conducting research and composing arguments. All the students were focused and participating.

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2 accomplished - All the students from 1st-8th were using technology, research, and collaboration to solve real world problems in their area.

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Students played an active role in the lesson, and they were the ones engaged in the most dialogue. They were the ones solving a problem and creating a meaningful product. Teacher served as a facilitator. One student mentioned in the video they  did their own research and could see how it improved their writing and thinking skills.

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The students were problem solving not only the ecosystem of the rivers in their community to make it a  better place, but also connecting to their lives and global community. For example, when the little girl was discussing the spider she researched and all the problems it went through to find the perfect place to live to call home. I felt like her story went beyond the context. Perhaps she or a member of her family was going through similar tribulations to find the perfect place to call home, and she made the connection to a real life dilemma through her spider story.

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The teacher asked questions that not only pertained to the Spider Stories but were meaningful to the students and allow them to create a personal product. For example when she asked, why create stories, the students responded to change people minds and their hearts. How powerful is that coming from such a young student!

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Students were in groups doing research, asking questions, and problem solving, the teacher was walking around facilitating conversation that pertained to their community.

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Students were problem solvers, they had both computers and papers engaged in authentic problems such as the ecosystem in their own community. One older student summed it by saying kids get to PRACTICE of weighing information.

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This was the entire video!! everything was student centered and student lead. Each student had their own spider to research and write their own story. It was great.

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When the students were writing about their own environments and creating websites to teach others about their own community that creates value beyond the activity. This will stick with the students because it will effect them outside of school and it is relevant to others around them, not just their classmates.

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I saw this when the teacher was facilitating the students creating a website.

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I loved how the teacher spoke about the spiders and allowed the younger students to show feeling through words. Creating a story was golden to use creativity, writing, and explanation/argument to create a product that shows what they are learning.

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2:44 Students did individual research about a type of spider and wrote their own stories about the spider in order to demonstrate learning and problem solving.

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3:07-3:45 Students are making real-world connections to an impacted ecosystem in their own community. This makes the project more meaningful to them, and they are creating solutions to a current problem.

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Questions were age appropriate and guided student reasoning and curiosity. "Why write stories?" 1:40

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I saw each component as accomplished. Even if students didn't have a background knowledge of spiders, they read books on the subject. Students learned about ecosystems in order to make the real-world connection of the importance of each species.

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The teacher posed open-ended questions related to the topic that encouraged students to want to share out