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Read The World
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Evaluate use of techniques and technology
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- With guidance, I can notice when an author/creator did something to attract my attention and describe it in my own words. I can say what I liked about the work and why.
Project-specific:- I can identify and describe techniques and technologies used to address light pollution by explaining how they impact bird migration and contribute to environmental health, sharing specific examples of what I found interesting or effective.
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- I can look for specific ways the maker did something to attract my attention and talk about the effect it had on me. I can share ideas about why the author/creator might have made choices about what to make stand out.
Project-specific:- I can explore and discuss specific techniques used in projects similar to mine by identifying how they attract attention
- I can reflect on how these techniques impact my thinking and why creators might choose to highlight certain elements.
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- I can identify specific ways the maker used media features (e.g., words, phrases, images, music) to attract my attention, and I can generate ideas about why these techniques were used. I can use a set of given criteria to evaluate a work.
Project-specific:- I can identify specific media features, such as images and music, used in addressing light pollution and explain how they capture attention
- I can also generate my own ideas about the purpose of these techniques and use a given set of criteria to evaluate their effectiveness.
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- I can highlight examples of the maker’s use of techniques and tools and discuss their purpose, effectiveness, and how they contribute to the overall effect of the work. I can use criteria to evaluate and, when applicable, compare multiple works.
Project-specific:- I can identify and explain how different techniques and technology are used to address light pollution and its effects on bird migration, providing specific examples from my project
- I can evaluate these methods based on their effectiveness and discuss how they contribute to creating a healthier urban environment.
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- I can evaluate the maker’s use of techniques and tools and how well they served the maker’s purpose. I can analyze how all the elements of a work (e.g., subject, form, technique) and its context combine to create effect. I can develop and use criteria to evaluate and compare works.
Project-specific:- I can thoughtfully assess the effectiveness of techniques and tools used in our light pollution project, recognizing how each element contributes to the overall impact on wildlife and community stakeholders
- I can confidently use criteria I've developed to compare and refine the solutions based on real-time data analysis and expert feedback.
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- I can evaluate the maker’s use of techniques and tools and how well they served the maker’s purpose and/or achieved beauty, power, or persuasiveness. I can analyze how all the elements of a work and its context combine to create effect, as well as how different audiences might experience the work differently. I can develop and use criteria to evaluate and compare works, considering such factors as production value, accessibility, or originality.
Project-specific:- I can expertly evaluate the techniques and technologies used in our project to address light pollution, critically analyzing how well they served our purpose in achieving ecological impact, persuasiveness, and community engagement
- I can thoughtfully assess how different elements of our work, including production value and accessibility, intersect to create an effective outcome and how varied audiences might experience our project, using this insight to refine our approach.
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Sustain Well-Being
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Connect to the natural world
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- With guidance, I can use my senses and name what I see, hear, feel, or smell in the natural world (e.g., soft leaves, loud birds). I can notice and name things from the natural world that I like or find beautiful. With guidance, I can help care for the natural world (e.g., watering plants, picking up litter).
Project-specific:- I can actively use my senses to notice and describe specific sounds of birds and the way their behavior changes due to artificial lighting
- I can articulate my observations clearly and express appreciation for the natural world by identifying elements I find beautiful or intriguing
- Additionally, I can engage in activities that support the environment, such as creating awareness among peers and participating in efforts to reduce light pollution to protect wildlife.
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- I can use my senses and name what I see, hear, feel, or smell in the natural world. I can notice and name things from the natural world and share what makes them beautiful or special to me. I can help care for the natural world including plants, animals, and land. With guidance, I can share some ways that my nature-based actions (e.g., creating a garden, caring for animals) help both nature and myself.
Project-specific:- I can describe how artificial lighting affects bird migration and ecosystems by sharing my observations and experiences of light pollution with others
- I can name specific changes I notice in the environment and explain why they matter, helping to develop solutions and care for our natural world.
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- I can use sensory experiences to see patterns (e.g., symmetry, cycles, etc.) and grow my understanding of the natural world. I can regularly notice things from the natural world, share what makes them beautiful or special to me, and identify how they make me feel. I can help care for the natural world and join activities, groups, or events to expand that effort within my communities. I can share how my nature-based actions help and/or harm both nature and myself.
Project-specific:- I can explore my surroundings and recognize patterns, like the cycles of bird migration affected by light pollution
- I can describe how these patterns influence both ecosystems and my immediate environment
- I can participate in efforts to reduce light pollution by gathering data, and I can explain how my actions contribute positively to both the natural world and my community.
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- I can seek out and reflect on sensory experiences to help me grow my knowledge and understanding of the natural world, experience and share nature’s stories, and notice how they affect my feelings and moods. I can seek out beauty and awe from the natural world and reflect on my emotional responses. I can take individual initiative to be a steward of the natural world, support and join collective environmental actions within my communities, and help educate others in taking care of the natural world. I can engage in behaviors and practices that show a reciprocal relationship with nature (e.g., restoring a habitat, helping plants grow) and identify ways that I’m balancing my needs with nature’s needs.
Project-specific:- I can actively explore and observe the impact of light pollution on local wildlife, especially bird populations, by participating in data collection activities and engaging with experts
- I confidently share my findings with the community, emphasizing the importance of balancing urban development with ecological stewardship.
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- I can integrate sensory experiences from nature into my self-care routines and use them for continual learning and sharing. I can seek out beauty and awe from the natural world, reflect on my emotional responses, and use those experiences to find greater connection and humility. I can participate in, advocate for, and lead individual and collective responsibilities for environmental stewardship within my communities. I can engage in and advocate for individual and community behaviors that reflect a reciprocal relationship with nature.
Project-specific:- I can actively participate in creating and deploying a sensor-driven system to gather data on light pollution and its impact on bird migration, using insights to advocate for practical solutions that enhance our connection and responsibility to the natural world within my community
- I demonstrate understanding and appreciation for the beauty of nature by sharing how our project fosters ecological awareness and promotes healthier urban environments.
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- I can integrate sensory experiences from nature into my self-care routines, use them for continual learning and sharing, and support others in developing their sensory connection to nature. I can integrate experiences of beauty and awe in the natural world into my ongoing self-care and spiritual practice. I can take individual and collective action for stewardship of the more-than-human world and organize and lead long-term environmental stewardship efforts that promote systemic change. I can engage in and teach others how to develop a reciprocal relationship with nature and advocate for systemic change that honors this relationship.
Project-specific:- I can create and implement a comprehensive plan that integrates sensory experiences from nature into daily practices to foster personal well-being and collective environmental stewardship
- I collaborate with community partners to design innovative strategies, advocate for systemic changes in urban lighting policies, and lead initiatives that encourage a deeper reciprocal connection with the natural world.
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Design Solutions
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Identify an issue or design challenge
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- With guidance, I can notice and describe something that isn’t working well or that I think could work better.
- With guidance, I can ask questions to better understand the need or opportunity.
Project-specific:- With guidance, I can recognize and discuss the problem of excessive artificial lighting and describe how it affects ecosystems and the well-being of humans.
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- With guidance, I can identify a need or opportunity that is interesting or important to me, my community, and/or the natural world.
- I can ask questions and/or explore information to better understand the need or opportunity.
- I can share ideas for how a tool, model, or action could help people, animals, and/or the natural world.
Project-specific:- I can identify a challenge related to light pollution and explain how it affects local ecosystems, especially birds
- With guidance, I can explore and ask questions to deepen my understanding of this issue and why it's important to address in my community.
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- I can identify and frame a need, opportunity, or issue that is interesting or important to me, my community, and/or the natural world.
- I can gather and record information to better understand the need, opportunity, or issue (e.g., Who or what is affected? What has already been tried? How long has this been a challenge?) and explain it to others.
- I can create design criteria for a successful tool, model, or action that names and considers those affected by the challenge (e.g., specific users, communities, or parts of the natural world).
Project-specific:- I can identify and clearly describe the problem of light pollution affecting ecosystems and human health by engaging in hands-on research and activities
- I can collect and organize relevant information to gain a deeper understanding of how excessive artificial lighting impacts bird migration and community well-being
- I can explain these findings to others, focusing on specific groups affected, such as bird populations and local residents.
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- I can identify and Identify an issue or design challenge and explain its significance for those most impacted (e.g., specific users, communities, or parts of the natural world).
- I can gather, record, and summarize information to better understand the need, opportunity, or issue; its context from multiple perspectives; and key design constraints (e.g., costs, timelines, materials available, ethical considerations, etc.).
- I can create design criteria for a successful tool, model, or action that includes the perspectives (e.g., needs, desires, preferences, culture, values) of those affected by the challenge.
Project-specific:- I can gather detailed information about light pollution's impact on bird migration, summarizing findings from various sources, including community input and expert guidance, to address the challenge's significance for affected ecosystems.
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- I can identify, define, and/or reframe a complex and/or enduring issue or design challenge and explain its significance for those most impacted.
- I can gather, record, and analyze information—including original user experience data—drawing on multiple perspectives and sources of wisdom.
- I can use my research to help me understand the context, causes, and contributing factors from multiple perspectives and to define key design constraints.
- I can create design criteria for a successful tool, model, or action that prioritizes the perspectives of those most affected by the challenge and seek stakeholder feedback on my criteria.
Project-specific:- I can thoroughly analyze the impact of light pollution on ecosystems and human health by using diverse research methods and insights from environmental experts, ensuring my definition of the issue considers multiple perspectives.
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- I can identify, frame, and/or reIdentify an issue or design challenge and explain its significance for those most impacted.
- I can gather, record, and analyze information—including original user experience data—drawing on multiple perspectives and sources of wisdom (e.g., others’ research, interviews, oral histories, cultural traditions, nature, etc.).
- I can use my research to help me understand the need, opportunity, or issue; to define its context from multiple perspectives; and to define key design constraints.
- I can create design criteria for a successful tool, model, or action that prioritizes the perspectives of those most affected by the challenge.
Project-specific:- I can thoughtfully identify a complex issue, such as light pollution, and clearly explain its significance to urban ecosystems, particularly to bird migration and biodiversity, by incorporating insights from community partners and scientific data
- I can articulate how this problem affects both the environment and community well-being, using comprehensive research and diverse sources to ground my understanding.
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Engage In Inquiry
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Gather and organize original data
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- With guidance, I can make observations related to my inquiry. I can record what I notice using drawings or notes.
Project-specific:- I can work with guidance to observe patterns of light pollution in my community using drawings or notes to capture the impact on bird migration and ecosystems accurately and thoughtfully
- I can collaborate with mentors to refine how I collect and organize this information to better understand and address the challenge.
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- I can make observations related to my inquiry and record information using drawings, notes, charts, and/or diagrams.
Project-specific:- I can gather data on light pollution by using tools like sensors and carefully record my findings with drawings, notes, and charts, while working alongside experts to organize the information clearly.
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- I can follow a plan to collect data, record information, and present my results honestly. With guidance, I can organize my data to help me make meaning (e.g., organizers, maps, charts, graphs, tables). I can point out and discuss important or interesting details about my data (e.g., patterns, outliers).
Project-specific:- I can follow a plan to collect original data on light pollution, accurately record the information I gather, and present my findings clearly
- With guidance, I use tools like charts, maps, or graphs to organize my data, helping me identify and discuss key patterns or interesting details about the impact of artificial lighting.
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- I can implement my data collection plan while attending to basic research ethics tied to collecting and reporting information (e.g., informed consent, fair subject selection, respect for participant privacy, transparent reporting). I can organize my data using graphical displays (e.g., maps, charts, graphs, tables). I can identify patterns and outliers in my data set and explain what they mean in the context of my inquiry.
Project-specific:- I can execute my data collection strategy by carefully attending to ethical practices like informed consent and maintaining participant privacy
- Additionally, I can organize my findings in visually clear formats such as charts and graphs, identify patterns and outliers, and articulate their significance in understanding the effects of light pollution on bird migration.
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- I can implement my data collection plan, gathering data from multiple diverse sources and attending to research ethics. I can organize and represent my data using graphical displays, relevant digital tools, and basic mathematical analysis (e.g., mean, median, mode, variability). I can use a range of tools or strategies to identify and explain important relationships among variables/factors in the data.
Project-specific:- I can effectively gather data from various sources using my data collection plan, ensuring the process is ethical
- I organize and display the collected data using graphs and digital tools, applying measures like mean, median, and mode to analyze variability
- Additionally, I confidently use different tools to unravel and articulate the relationships between variables within the data, supporting my findings with explanations.
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- I can implement my data collection with precision and accuracy, gathering data from multiple diverse sources or repetitions of the experiment and attending to ethical considerations. I can organize and represent my data sets using graphical displays, statistical analysis tools and functions (e.g., slope, intercept, correlation coefficient for linear fits), and other relevant technologies. I can use a range of tools or strategies to form insights about the relationships among variables/factors in the data and to make sense of disconfirming data.
Project-specific:- I can expertly gather comprehensive, original data by utilizing advanced sensors and implementing precise data collection methods across various environmental conditions, ensuring accuracy and ethical integrity
- I seamlessly organize and represent my data using sophisticated graphical displays and statistical tools, and I effectively extract insights to identify patterns and relationships among variables, integrating disconfirming data to refine my understanding and solutions.
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Engage In Inquiry
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Select and evaluate sources
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- With guidance, I can choose from provided sources to learn more about my question. With guidance, I can ask questions to learn more about the source.
Project-specific:- I confidently use the sources provided by my mentors and ask questions to deepen my understanding of light pollution and its effects on birds, ensuring I have accurate information to support my solution.
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- With guidance, I can find some sources of information to help me answer my question. I can check basic information to ensure the sources will help me answer my question (e.g., topic focus, fiction vs. nonfiction).
Project-specific:- I can find several sources of information with some help, and I can check if they are focused on light pollution and its effects on ecosystems, making sure they are nonfiction and related to my project question.
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- With guidance, I can learn and practice basic search methods (e.g., keywords/categories, databases, websites) to find relevant sources for my inquiry. I can ask questions about my sources to help me determine if they are credible (e.g., When was it made? Who made it? Why was it made, and for whom? Who published it?).
Project-specific:- I can learn and practice using search methods by exploring different databases and websites to find sources that help me understand how artificial lighting affects wildlife
- With guidance, I can ask questions about my sources, such as who created them and when, to judge if they are reliable for addressing light pollution challenges.
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- I can use basic search methods to help me choose relevant and diverse sources for my inquiry. I can consider multiple factors about my sources to determine their credibility and usefulness to my inquiry (e.g., currency, authority, accuracy).
Project-specific:- I can effectively use advanced search techniques to identify diverse and relevant sources for my inquiry on light pollution
- I thoughtfully evaluate each source by considering factors like credibility, authority, and how current the information is, ensuring I use the best evidence to support my findings and solutions.
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- I can use criteria, relevant search methods, and tools to identify relevant and diverse sources for my inquiry in line with my purpose. I can analyze my sources along multiple dimensions to determine their credibility and usefulness to my inquiry (e.g., origin and context; evidence based; extent to which information can be verified by other reliable sources; financial interests). I can note important gaps or limitations in my sources.
Project-specific:- I can effectively identify diverse sources relevant to the issue of light pollution by applying specific criteria and using search tools designed to align with my inquiry's purpose
- I can thoroughly analyze the credibility and usefulness of these sources by examining their origin, context, evidence basis, and whether information can be verified by other reliable sources
- I actively recognize and note any gaps or limitations in my research to refine my understanding and approach.
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- I can use advanced search criteria (e.g., affiliate institutions, times cited) and advanced search methods and tools (e.g., academic journals, Boolean operators) to select relevant and diverse sources for my inquiry in line with my purpose. I can analyze my sources along multiple dimensions to determine their credibility and usefulness to my inquiry, noting important gaps or limitations in my sources. I can attend to the impacts of bias in my research methods and use strategies to pursue a more global perspective and/or culturally inclusive sources (e.g., international searches, local community research).
Project-specific:- I can expertly employ advanced search techniques, such as Boolean operators and affiliation filters, to curate a diverse selection of sources that align with my research purpose
- I thoroughly analyze each source's credibility and usefulness, identifying gaps and limitations while considering bias
- I integrate culturally inclusive and global perspectives to ensure my inquiry is well-rounded and impactful.
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Engage In Inquiry
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Frame a question
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- I can pose a question I feel excited to explore about something I observe, experience, or wonder. I can share why it excites me and/or describe how it connects to my life, interests, or experiences.
Project-specific:- I can create a thoughtful, curiosity-driven question about how artificial lighting impacts bird migration, sharing why the topic interests me and how it connects to my experiences in the city.
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- I can share something I feel curious about. With guidance, I can pose a question to help me learn more about it.
Project-specific:- I can share my fascination with how light pollution affects bird migration and, with some guidance, pose a specific question that helps me learn more about this impact.
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- I can pose a focused question or testable hypothesis that relates to a passion/interest, issue, or phenomenon that I am exploring. I can share what excites me about the question or topic and why it matters to me.
Project-specific:- I can pose a specific question about light pollution that sparks my curiosity and is connected to its impact on bird migration
- I share what interests me about the topic and explain why it matters to me, showing understanding through discussions with my peers and mentors.
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- I can pose a focused question or testable hypothesis that relates to a passion/interest, issue, or phenomenon I am investigating for a defined purpose or outcome (e.g., compose a text, prepare for an experience or event, conduct an experiment). I can explore sources to build my understanding of the context for my inquiry (e.g., Who else has explored it? Why might others care about it? What related issues, events, or big ideas are important to my question?).
Project-specific:- I can pose a well-focused question that connects with the challenge of light pollution and its impacts, demonstrating my curiosity and interest in exploring solutions
- I can also identify relevant sources that have addressed similar issues and discuss why this topic is significant, both for myself and the broader community.
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- I can pose a focused question or testable hypothesis that relates to a passion/interest, issue, or phenomenon I am investigating for a defined purpose or outcome. I can frame my question to reflect the type of inquiry that aligns to my purpose (e.g., exploratory, causal, descriptive, qualitative, predictive). I can cite one or more relevant sources from my initial exploration of the issue or topic and provide a rationale for the importance or relevance of my inquiry.
Project-specific:- I can confidently pose a focused question that enhances my investigation into light pollution and its effects on wildlife migration
- I thoughtfully frame my question to align with the exploratory nature of my pursuit, illustrating how my inquiry is relevant to community needs and scientific understanding
- I support my question with multiple credible sources and clearly articulate the significance of my work, demonstrating a thorough comprehension of the topic and a commitment to engaging others in meaningful dialogue.
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- I can formulate a focused question or testable hypothesis that addresses an enduring issue in a community or discipline and/or that builds on, challenges, or advances current thinking on the topic. I can frame my question to reflect the type of inquiry that aligns to my purpose. I can cite relevant sources and important concepts (e.g., theories, models, frameworks) to contextualize and/or justify my inquiry.
Project-specific:- I can craft a precise and thought-provoking question about how light pollution affects urban bird populations, making sure it challenges existing ideas and highlights my intended inquiry
- I am able to reference scientific theories and expert sources to justify my focus, ensuring my question is aligned with the purpose of understanding and addressing ecological disruptions in my community.
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Sustain Well-Being
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Build cultural intelligence
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- With guidance, I can share some practices, beliefs, and celebrations that are important to me and/or my community. With guidance, I can learn about practices, beliefs, and celebrations of communities and people who are different from me. With guidance, I can name and celebrate some of the differences between me and others.
Project-specific:- I can, with guidance, describe some of the practices and beliefs that are important to my community and articulate how these are affected by light pollution
- With guidance, I can identify different cultural practices related to the use of light and reflect on how my community can adapt to benefit the environment.
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- I can participate in an event or experience that is important to me, my community, and/or to people from other communities. I can name similarities and differences between my culture/lived experiences and others I learn about or experience. I can share some ways that the differences between me and others are interesting or special.
Project-specific:- I can engage in discussions with my peers and mentors to explore how different cultures are affected by light pollution, and I can describe both similarities and unique aspects of those cultural impacts
- I can reflect on how understanding these differences enhances my appreciation for diverse perspectives.
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- I can participate in an event or experience that is culturally relevant and/or diverse and reflect on aspects that I appreciated. I can name similarities and differences between or among cultures/lived experiences I learn about or experience without making value judgments. With guidance, I can identify stereotypes and/or misinformation about people or groups and try out some ways to counteract them (e.g., check assumptions, verify facts, broaden sources or experiences, seek additional context).
Project-specific:- I can engage in diverse cultural activities with curiosity and appreciation, recognizing both differences and similarities without judgment
- With support, I am able to pinpoint stereotypes or misinformation and actively seek additional facts or perspectives to deepen my understanding and foster inclusivity.
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- I can participate in and reflect on an event or experience that is culturally relevant and/or diverse and choose ways to adapt my style of engagement and/or express my appreciation. I can ask open-ended questions to learn about cultures and lived experiences other than my own (e.g., traditions, norms, languages, rituals, values, arts) without making value judgments and helping others use a similar inquiry stance. I can recognize stereotypes that relate to aspects of social or cultural identity (mine or others’) and I can counter them with verifiable facts or evidence. I can identify one or more of my own implicit biases and practice some ways to counteract them.
Project-specific:- I can actively engage in culturally relevant events by asking thoughtful, open-ended questions that help me learn about different traditions and practices
- I can choose ways to adapt how I engage with these events to show appreciation and respect
- I can identify and challenge stereotypes about cultural identities, including my own or those of others, using factual information
- Additionally, I can recognize some of my own biases and actively work on strategies to minimize them.
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- I can participate in and reflect on both culturally relevant and diverse experiences and choose ways to adapt my style of engagement and/or express my appreciation. I can take initiative to learn about cultures and lived experiences other than my own without making value judgments and while helping others use a similar inquiry stance. I can disrupt stereotyping when I observe it happening by noting it and countering it with facts, evidence, or insights from history and/or my own lived experiences. I can reflect on my own implicit biases and how they are presenting in my interactions with others, and I can practice strategies to counteract them.
Project-specific:- I can actively engage with NYC community members and the Audubon Society to explore cultural perspectives on light pollution, demonstrating appreciation and understanding of diverse insights
- I can take initiative to learn about the unique impacts of artificial lighting in urban settings from community stakeholders, and share my own observations respectfully
- I can challenge stereotypes about urban areas and ecological practices by presenting factual evidence and insights gathered during my project work, while reflecting on and adapting my approach when interacting with others.
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- I can regularly seek out and engage in both culturally relevant and diverse experiences and choose responsive ways to adapt my style of engagement and/or express my appreciation. I can take initiative to learn about cultures and lived experiences other than my own without making value judgments or reductive comparisons and while helping others use a similar inquiry stance. I can disrupt stereotyping or explicit bias when I observe it happening by promptly noting it, naming the harm it causes, and countering it with facts, evidence, or insights from history and/or my own lived experiences. I can regularly reflect on my implicit biases, practice curiosity and courage in understanding their impact on others, and consistently use strategies to counteract them.
Project-specific:- I can skillfully engage with diverse cultural experiences by actively seeking to understand and appreciate perspectives different from my own, using thoughtful communication and reflective understanding
- I can take the initiative to educate myself and others about cultural diversity, tackling stereotypes and biases by sharing informed, evidence-based insights and personal experiences.
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Design Solutions
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Build models, prototypes, or action plans
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- With guidance, I can share ideas for helping or solving the problem and pick one idea to try. With guidance, I can build a prototype, model, or plan by myself or with others to help create a solution.
Project-specific:- I can share my ideas for reducing light pollution after discussing with my team and, with guidance, select one solution to try out
- Together, we build a model or plan that represents our chosen idea, working collaboratively and sharing responsibilities to bring our concept to life.
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- I can come up with a list of possible solutions or ways to help. I can select one idea from the list that I am most interested in testing out or trying. By myself or with others, I can build a prototype, model, or plan to test my idea that helps people, animals, and/or the natural world.
Project-specific:- I can brainstorm a few different ideas to help reduce light pollution, choosing one that I'm excited to explore further
- With some support, I can create a simple model or plan to test my idea, focusing on how it can benefit both people and the environment.
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- I can generate a list of possible solutions and/or actions from practical to seemingly impossible. I can select one idea that is testable: I can realistically prototype it because I have considered design criteria and constraints (e.g., time, resources, specialized knowledge, or skills) and some potential impacts of my idea on people, animals, and/or the natural world. I can build a prototype, model, or action plan that meets most or all of my design criteria.
Project-specific:- I can think of different creative and practical ideas to solve the problem of light pollution and choose the most realistic one to try out
- I consider what I need to make it, like the time, resources, and any skills or help from experts, and I think about how my solution might affect people, animals, and nature
- I can then build a prototype or plan that mostly meets my design goals.
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- I can use diverse strategies (e.g., mapping, visualizing, scenario-building) to come up with a wide range of possible solutions or actions. I can select one testable idea that also considers ethical factors (e.g., fairness, harm, benefit) and, if applicable, community strengths and assets. I can build a prototype, model, or action plan that meets my design criteria and constraints and draws on additional research or mentorship support as needed.
Project-specific:- I can brainstorm various solutions for mitigating light pollution, using tools like mapping and visualizations
- After considering ethical aspects such as fairness and community strengths, I select the most promising idea
- I build a prototype or action plan that aligns with my design goals, incorporates guidance from mentors, and effectively addresses the identified challenge.
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- I can use diverse strategies to come up with a wide range of possible solutions or actions. I can select several ideas to test with input from multiple stakeholders while attending to my design criteria, constraints, ethical factors, and, if applicable, community strengths and assets. I can build prototypes, models, or action plans that meet my design criteria and constraints, integrate input from those most impacted, and enable me to test, study, and/or iterate my design.
Project-specific:- I can thoughtfully explore different approaches to address light pollution, critically evaluating each idea with guidance from community stakeholders including the NYC Audubon Society
- I construct detailed prototypes or models that reflect both the ecological needs and community strengths, ensuring my design is ethically sound and viable within the given constraints
- Through collaboration and testing, I refine my prototypes to effectively mitigate light pollution and protect bird populations.
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- I can use and lead others through idea generation processes and strategies to generate a wide range of possible solutions or actions. I can select several ideas to test with input from multiple stakeholders while attending to my design criteria and constraints as well as ethical, legal, and cultural considerations. I can build prototypes, models, or action plans that meet my design criteria and constraints and enable me to test or study different variables that impact the design and its potential efficacy/impact.
Project-specific:- I can expertly guide my peers through various creative idea generation techniques, ensuring we explore a diverse array of potential solutions for reducing light pollution
- I can choose multiple promising ideas for testing, considering feedback from community stakeholders, while addressing design criteria, constraints, and ethical, legal, and cultural factors
- I can construct detailed prototypes or action plans that successfully meet all design requirements and allow us to thoroughly examine different factors affecting our design and its overall impact.
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Design Solutions
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Test, act, iterate
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- With guidance, I can test a prototype/model or take steps in a plan to see how it works. With guidance, I can come up with ideas about how to improve my model design or plan.
Project-specific:- I can work with a mentor to test my prototype on reducing light pollution, observing how it functions in real-world settings, and suggest possible improvements to enhance its effectiveness based on the feedback I receive.
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- I can test my prototype/model or take steps in my action plan and record and share my results. I can identify one important change that would improve my design based on what I learned through testing or acting.
Project-specific:- I can test my prototype to see how well it reduces light pollution and gather data on its effectiveness
- After reviewing the results, I can identify one specific improvement I could make to enhance my design based on what I learned.
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- I can test my prototype/model or take steps in my action plan, record data and results, and share my findings. I can engage in an improvement cycle to improve one aspect of my design.
Project-specific:- I can test my prototype and carefully record the data and results
- After analyzing the findings, I can choose one part of my design to improve and make thoughtful adjustments, then share the updated results with my team.
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- I can test my prototype/model or implement my action plan through various use cases relevant to my design criteria, record detailed data and results, and share my findings. I can engage in an improvement cycle that includes user feedback to eliminate one or more significant flaws and/or limitations in my design. If applicable, I can give credit to the thinkers and activists whose work I draw upon, past and/or present.
Project-specific:- I can effectively test my design solution across different scenarios by thoroughly deploying sensors to gather data, analyze its performance, and thoughtfully iterating based on the feedback I collect
- I can accurately document each stage of my testing process and clearly communicate any changes I made to improve my solution, acknowledging any inspirations from previous innovators or peers.
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- I can test my prototype/model or implement my action plan through various use cases relevant to my design criteria and record and share detailed data, results, and key insights. I can engage in multiple improvement cycles that include user feedback to enhance the design and/or eliminate significant flaws or limitations. I can discuss the viability of my prototype, model, or action plan and its potential for further development, considering design criteria and constraints. If applicable, I can amplify the voices of those most impacted and give credit to the thinkers and activists whose work I draw upon, past and/or present.
Project-specific:- I can test my prototype for reducing light pollution by setting up sensors in various city areas and recording detailed data to gauge its effectiveness
- I actively seek feedback from community members and environmental experts to refine the design, eliminating major flaws and enhancing its impact based on real-world use cases
- I can explain how my solution can evolve further and discuss its potential benefits for biodiversity conservation, drawing on insights from those deeply affected by light pollution.
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- I can test my prototype/model or implement my action plan through various use cases relevant to my design criteria and record and share detailed data, results, and key insights. I can engage in multiple improvement cycles that include user feedback to enhance the design and/or eliminate significant flaws or limitations, gathering input from key stakeholders and/or experts with relevant specialized knowledge or skills. I can discuss the viability of my prototype, model, or action plan and its potential for further development, considering design criteria and constraints and insights derived from testing, iteration, and user feedback. If applicable, I can amplify the voices of those most impacted and give credit to the thinkers and activists whose work I draw upon, past and/or present.
Project-specific:- I can rigorously test my sensor-driven AI system in various real-world scenarios, gathering detailed data on light pollution impacts and refining my design based on feedback from community members and environmental experts
- I actively engage in iterative improvement cycles, addressing any identified limitations and consistently enhancing the solution's effectiveness
- I can clearly discuss the feasibility and potential expansion of my solution, thoughtfully considering the feedback received and acknowledging the contributions of mentors and key figures whose work supports my project.
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Engage In Inquiry
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Synthesize sources or findings
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- With guidance, I can identify the main idea from the source(s).
Project-specific:- I can, with guidance, find the main idea from different sources about light pollution's impact on bird migration, and explain how these insights help us develop a solution by summarizing findings in a way that informs our community project.
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- I can identify the main idea (e.g., theme, position, outcome, result) from each source. I can share something I learned from my sources that I didn’t know before.
Project-specific:- I can identify the main ideas from multiple sources about light pollution and its effects on bird migration
- I can explain one new insight I gained from my research, showing my growing understanding of the topic.
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- I can compare the main ideas from each source. I can describe a new understanding or perspective I have about my research question based on what I’ve learned from my inquiry.
Project-specific:- I can compare the main ideas from each source related to light pollution, and I can explain a new understanding or perspective I've gained about how it affects bird migration and ecosystems, using examples from my research.
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- I can determine the important ideas and information from my sources and how they connect to one another and/or my research question. I can form a working thesis or answer to my question using supporting details from my inquiry. I can cite my sources.
Project-specific:- I can effectively combine information from various sources to show how they relate to light pollution and its impact on ecosystems
- I can develop a strong thesis that answers my research question, using evidence from my findings, and I make sure to properly credit all my sources.
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- I can determine the important ideas and information from my sources and generate new understandings or insights related to my question and/or its broader context (e.g., the discipline or field, prevailing traditions). I can form a working thesis or answer to my question citing key ideas or concepts, supporting details, and evidence from among my sources. I can cite my sources using formatting consistent with the discipline.
Project-specific:- I can gather and analyze key information from various sources to uncover new insights on how light pollution impacts bird populations, developing a well-supported thesis that highlights the connections between artificial lighting and ecological disruption
- I ensure my findings are clearly communicated, using correct citation formats to maintain credibility and respect intellectual property.
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- I can determine the important ideas and information from my sources and generate new understandings or insights related to my question and/or its broader context. I can form an argument, solution, or expressive work citing key ideas or concepts, supporting details, and evidence while attending to ethical considerations and standards for intellectual integrity. I can discuss the limitations of my findings and/or methods and implications for future research. I can cite my sources using formatting consistent with the discipline.
Project-specific:- I can skillfully analyze and combine key ideas from multiple sources to generate insightful conclusions about light pollution and its impact on ecosystems and human health
- I thoughtfully create and present a well-supported argument or solution, citing evidence and maintaining high ethical standards
- I adeptly discuss the limitations of my research methods and suggest directions for future inquiry
- Additionally, I consistently cite my sources accurately, using the appropriate format for my discipline.
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