|
Deeper Learning Competencies
|
Effective Communication
|
- With support, I can share my learning by speaking and writing clearly about my National Park using facts from my research notes, and I can respond to questions from others during discussions and the gallery walk.
|
- I can communicate my research and ideas clearly for a real audience by explaining how landforms, weathering, and erosion connect to my park, using accurate paraphrased facts and a logical order in my visitor guide and short speaking prompt.
|
- I can strengthen my communication by revising my writing and presentation using feedback from peers and adults; I can use relevant text features (headings, captions, labeled parts, and illustrations) and connect scientific information to “why it matters” with strong clarity and detail.
|
- Independently, I can engage an audience as a park expert by combining accurate research with purposeful organization and strong language choices (sensory details and line breaks in my poem); I can speak confidently using evidence from my zine, listen to others’ ideas in discussions, and adjust my explanation to fit audience questions.
|
|
Deeper Learning Competencies
|
Critical Thinking & Problem Solving
|
- I can ask focused questions about my National Park and find information from provided sources to explain one part of why it is worth protecting (like landforms, weathering, erosion, wildlife, or natural resources)
- I can choose simple evidence from notes and connect it to my claim with teacher support.
|
- I can investigate my focused questions by comparing information across multiple sources and selecting the most relevant facts
- I can organize my research into clear sections and explain relationships (how landforms and processes change the park over time), using accurate details and quoting or paraphrasing with support.
|
- I can plan and revise my thinking using feedback by testing different ways to explain “why this park matters.” I can analyze evidence (what it shows and how it connects) to build a stronger, more complete explanation of conservation needs, and I can correct inaccuracies during revision.
|
- I can independently conduct and extend short research by refining questions, evaluating source reliability, and synthesizing evidence to develop a well-reasoned case for protection
- I can revise my writing and speaking for a real audience by making clear connections between science ideas and my overall message, using varied, purposeful text features.
|
|
Deeper Learning Competencies
|
Content Expertise
|
- I can use my research notes to write an informational visitor-guide section about my National Park with key facts I learned
- With guidance, I can organize my ideas into simple paragraphs and include basic text features (like a heading or labels) and accurate captions or illustrations.
|
- I can conduct a focused investigation of my National Park and select relevant facts about landforms, weathering, erosion, wildlife, and people from sources or notes
- I can plan and revise my informational writing by improving organization, adding explanatory details, and using more accurate paraphrased information with at least a few clear text features (headings, captions, and labeled illustrations).
|
- I can independently use a focused question to guide my research and build knowledge across multiple aspects of my park (landforms + how processes like weathering/erosion shape it, and why the park matters)
- I can strengthen my visitor-guide writing through revising and editing so my paragraphs clearly explain relationships, use accurate paraphrased facts, and analyze content for a real audience with strong organization and multiple purposeful text features.
|
- I can conduct sustained research that connects scientific ideas (natural resources, weather/climate, and erosion/weathering) to specific features of my park and to conservation “why it matters” claims
- I can independently draft, revise, and edit a polished visitor-guide zine that communicates complex information clearly and accurately, thoughtfully selecting evidence, strengthening transitions, and using text features (headings, captions, diagrams/labels) to make the guide easy to navigate for families and guests.
|
|
Deeper Learning Competencies
|
Collaboration
|
- I can work with a group by taking a clear role and doing my part during research, writing, or revision time with reminders from a teacher or group leader
- I can listen to teammates and share one idea when it’s my turn.
|
- I can collaborate by sharing ideas, asking questions, and building on teammates’ suggestions during group discussions about our park
- I can take responsibility for my assigned tasks and help keep the group organized (for example, using our checklist or timeline).
|
- I can collaborate effectively by using evidence from my research to contribute to group decisions about what to include in our visitor guide zine and how to explain park ideas
- I can actively listen, respond respectfully to feedback, and suggest specific edits or improvements that strengthen writing for an audience.
|
- I can collaborate independently and lead when needed by organizing group work, facilitating shared decision-making, and ensuring different voices are included
- I can revise or write with peer feedback in mind, clearly explaining how my choices (facts, text features, organization, and language) improve our final zine and poem for the public audience.
|
|
Deeper Learning Competencies
|
Self Directed Learning
|
- I can follow a research and writing plan with reminders, using checklists to complete steps (collect notes, draft, revise, edit) for my National Park visitor guide and poem.
|
- I can set simple goals for my work and use teacher/peer feedback to make clear improvements, showing what I changed in my draft and organizer using evidence from my notes.
|
- I can independently manage my time across drafts by using feedback and my own reflection to revise for accuracy and clarity, making purposeful choices about content, organization, and text features (headings, captions, labeled landforms).
|
- I can monitor my learning across the project by asking focused questions, evaluating my research for accuracy, and selecting the best revision strategies to strengthen my writing for a real audience, then I can explain how my revisions improved my final zine and speaking piece.
|
|
Deeper Learning Competencies
|
Academic Mindset
|
- I can keep trying to learn about my National Park by using class notes and research organizers with help, and I can tell what information I’m supposed to find (facts about landforms, weathering/erosion, wildlife, and people)
- I can describe one way the park is worth protecting using a sentence starter from class.
|
- I can plan my work for my visitor guide zine and poem by setting short goals, choosing which notes and sources to use, and checking my progress with teacher feedback
- I can revise my writing for clarity and accuracy by making changes based on peer/teacher comments and explaining one change I made.
|
- I can independently research and track answers to focused questions about how landforms and weathering/erosion shape my park and why it needs protection, using my organizer to guide my work over time
- I can strengthen my informational writing and poem by selecting relevant details, refining word choice/imagery, and revising multiple times with feedback from others.
|
- I can take ownership of my learning by setting clear goals, managing time for research and revision, and monitoring my accuracy and organization before sharing publicly
- I can justify my choices (which facts, text features, and poem techniques I used and why) and reflect on how my writing grew, then use that reflection to set next-step improvements for future projects.
|