Goal Possibilities 1 - 3Levels.org

Category: Academic learning/course content

Overlap with Learning Results

21st Century Skills

Communication and Collaboration Communicate Clearly

Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts

Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions

Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)

Communicate effectively in diverse environments (including multi-lingual)

Critical Thinking and Problem Solving Reason Effectively

Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation

Use Systems Thinking

Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems

Make Judgments and Decisions

Effectively analyze and evaluate evidence, arguments, claims and beliefs

Analyze and evaluate major alternative points of view

Synthesize and make connections between information and arguments

Interpret information and draw conclusions based on the best analysis

Reflect critically on learning experiences and processes

Solve Problems

Solve different kinds of non-familiar problems in both conventional and innovative ways

Identify and ask significant questions that clarify various points of view and lead to better solutions

Maine's Guiding Principles

A Self-Directed and Lifelong Learner who

A Creative and Practical Problem Solver who:

A Responsible and Involved Citizen who:

1. Participates positively in the community and designs creative solutions to meet human needs and wants.

An Integrative and Informed Thinker who:

Maine Learning Results Guiding Principles Standards

Maine Learning Results

Career and Education Development

CED.C4.6-8 Students identify and explain how diverse and changing societal and global needs, including economic needs, influence personal decision-making.

CED.C4.9-D Students analyze and evaluate strategies for addressing diverse and changing societal and global economic needs that influence personal decision-making for workplace success.

Writing

W.1 Argue effectively in writing. Make and support claims on an important topic or text. Use quality evidence based on valid reasoning.

WHST.1 WHST: Include discipline-specific content, including data. Explain claims and counterclaims and compare their strengths.

W+.7 Complete both short and in-depth research projects. Show understanding by answering a question or otherwise addressing a topic with multiple sources.

Reading

RL.RI.1 Read closely to understand a text. Use direct evidence from the text to make logical conclusions about what it says.

RH.1 H: Analyze primary and secondary sources by citing specific evidence in the text. Use insights gained from details to better understand the text as a whole.

RST.1 ST: When citing specific evidence in a text, note distinctions the author makes as well as any gaps or inconsistencies.

RL.RI.2 Determine the main ideas in a text and the message(s) the author is trying to convey. Analyze how they relate to characters (LT) or other ideas (IT). Summarize the text.

RH.2 H: Determine the main ideas of a primary or secondary source. Accurately summarize those ideas, including how they interrelate and develop through the text.

RST.2 ST: Determine the main ideas or conclusions of a text. Summarize complex parts by paraphrasing them in simpler but still accurate terms.

RL.RI.4 Interpret words and phrases in a text by determining technical, secondary, and figurative meanings. Analyze how word choices impact meaning or convey a tone (e.g., solemn, light, etc.).

RH.4 H: Intepret words and phrases describing political, social, or economic events or concepts.

RST.4 ST: Determine the meaning of scientific symbols, key terms, and other relevant words and phrases.

RL.RI.7 Compare the effectiveness and content of print, video or other forms of media for sharing information or telling a story.

RH.7 H: Use and evaluate charts, maps, videos, and other forms of media, including to address a question or solve a problem.

RST.7 ST: Translate a chart or other visual into text and vice versa. Integrate information in charts, video, or other formats to address a question or solve a problem.

RL.RI.8 Describe and evaluate the argument and specific claims in a text. Assess the validity of the reasoning as well as how relevant and sufficient the evidence is.

RH.8 H: Distinguish between facts, opinions, and reasoned judgment in a text. Assess how well the evidence and reasoning support the author's claims.

RST.8 ST: Distinguish between facts, speculation, and research-based judgments in a text. Evaluate hypotheses, data, analyses, and conclusions.

RL.RI.9 Compare how different sources discuss a certain topic, such as where they differ in presenting evidence or making interpretations.

RH.9 H: Build a coherent understanding of an idea or event by comparing accounts from different primary and secondary sources.

RST.9 ST: Build a coherent understanding of a process or concept by comparing information from texts, experiments, and other sources.

RL.RI.10 Independently read and understand writing (both LT and IT) of increasing complexity based on grade level.

RH.10 Independently read and understand writing of increasing complexity based on grade level.

RST.10 Independently read and understand writing of increasing complexity based on grade level.

Speaking and Listening

SL.2 Obtain information from books, journals, blogs, videos, etc. Evaluate its accuracy and credibility and use it to develop opinions or make informed decisions.

SL.3 Evaluate a speaker's point of view, reasoning, use of specific evidence, and overall ability to speak persuasively.

SL.4 Make effective verbal claims by including pertinent facts or examples, sequencing ideas logically, and using valid reasoning. Also employ eye contact and clear pronunciation.

SL.5 For presentations use multimedia like sound recordings, video, or slides in ways that clarify points and enhance audience understanding and engagement.

SL.6 Speak effectively to match different contexts and to accomplish varied tasks. Use formal English when useful or appropriate.

Language

L.3 Understand impacts of word choice and syntax. Use them when writing to convey ideas effectively. When reading or listening apply this to comprehend more fully.

L.4 Learn new words or uses for them. To do this use clues like context, Latin or Greek suffixes or prefixes, or related English words. Then compare your interpretation to a reference source.

L.6 Build and use a vocabulary to effectively read, write, speak, and listen in college or a work place. Follow a process to expand this vocabulary independently

Social Studies

A1.6-8 Students research, select, and present a position on a current social studies issue by proposing and revising research questions, and locating and selecting information from multiple and varied sources.

A1.9-D Students research, develop, present, and defend positions on current social studies issues by developing and modifying research questions, and locating, selecting, evaluating, and synthesizing information from multiple and varied sources.

A2.6-8 Students make individual and collaborative decisions on matters related to social studies using relevant information and research and discussion skills.

A2.9-D Students make individual and collaborative decisions (real or simulated and related to the classroom, school, community, civic organization, Maine, United States, or international entity) related to social studies using relevant information and research, discussion, and ethical reasoning skills.

A3.6-8 Students select, plan, and implement a civic action or service-learning project based on a school, community, or state asset or need, and analyze the project’s effectiveness and civic contribution.

A3.9-D Students select, plan, and implement a civic action or service-learning project based on a community, school, state, national, or international asset or need, and evaluate the project’s effectiveness and civic contribution.

B2.6-8 Students understand constitutional and legal rights, civic duties and responsibilities, and roles of citizens in a constitutional democracy.

B2.9-D Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world.

C2.6-8 Students understand economic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans.

C2.9-D Students understand economic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities.

Science

A1.6-8 Students describe and apply principles of systems in man-made things, natural things, and processes.

A1.9-D Students apply an understanding of systems to explain and analyze man-made and natural phenomena.

A2.6-8 Students use models to examine a variety of real-world phenomena from the physical setting, the living environment, and the technological world and compare advantages and disadvantages of various models.

A2.9-D Students evaluate the effectiveness of a model by comparing its predictions to actual observations from the physical setting, the living environment, and the technological world.

B2.6-8 Students use a systematic process, tools, equipment, and a variety of materials to design and produce a solution or product to meet a specified need, using established criteria.

B2.9-D Students use a systematic process, tools and techniques, and a variety of materials to design and produce a solution or product that meets new needs or improves existing designs.

NexGen Science Standards

Life Science

HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Earth Space Science

MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

HS-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

HS-ESS3-3 Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.

HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Engineering/Technology

HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

More Suggestions

Objective Examples

Knowledge: Students can identify characteristics of an effective persuasive letter or speech related to a community issue.

Skills: Students can compose or deliver a persuasive letter or speech on a community need-related subject.

Values: Students show commitment to communicating persuasively in advocating for a community program or effort.

Learning Strategies/Project Components

Research
Planning
Skill preparation
On-site experience
Product development
Demonstration or presentation
Reflection
Assessment
Impact extension steps

Reflection Topics

Grades 6+

Describe how an on-site activity, event, observation, or discovery relates or compares to a class discussion or reading (i.e., course content, including vocabulary and concepts).

Grades 9+

Have class discussions or readings influenced how you perceive or interact with community members? If so, describe how

Can you identify any underlying issues (e.g., environmental conditions) that influence the problem or need addressed by the project?

Assessment Questions/Items

Grades 6+

(Before) How confident are you about applying your academic work (knowledge and skills developed through school) to your life in meaningful ways? Not at all/ Minimally/ Somewhat/ Confident/ Very

(During) Describe a concept learned in class that has been useful during the project, along with how.

(At the end) How useful do you consider knowledge and skills developed through projects like this to be for your life in general? Not at all/ Minimally/ Somewhat/ Useful/ Very

Grades 9+

(At the end) How well did your academic work (knowledge and skills developed through school) prepare you for this experience? Not at all/ Minimally/ Somewhat/ Prepared/ Very