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Deeper Learning Competencies
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Collaboration
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- I can follow shared team roles during the Rocky Shore Mystery Lab by contributing materials, recording evidence in my field notebook, and staying on task while using the team’s agreed-upon routine for notice-and-wonder questions.
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- I can co-design and revise our team artifacts by proposing ideas, asking for input, and building consensus during planning and updates (e.g., zone map and food-web model work) while respectfully addressing disagreements using evidence from our observations.
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- I can take purposeful leadership in collaboration by coordinating decisions, distributing tasks fairly, and integrating feedback from Birch Aquarium educators and marine science partners to improve our field guide, habitat map, and data story board.
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- I can demonstrate relational agency by proactively resolving team conflict, supporting quieter peers, and leading an effective public showcase workflow (gallery walk station CER, video walkthroughs, and response-card feedback) while reflecting on how our teamwork improved the quality and clarity of our science communication.
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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can use evidence from specimen photos, tide charts, weather data, and organizer materials to choose a likely habitat zone for an organism and explain my reasoning using a simple claim–evidence–reasoning (CER).
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- I can compare multiple evidence sources (e.g., tide timing, wave conditions, and weather changes) to identify patterns that justify where the organism lives and how it survives, and I can revise my explanation after feedback.
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- I can generate and test multiple hypotheses about how changing tides, waves, and weather affect an organism’s survival by selecting relevant data, ruling out alternatives, and connecting adaptation traits to interdependence in the food web.
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- I can independently design a problem-solving approach for new scenarios (e.g., an unfamiliar organism card or altered environmental conditions), synthesize data plus expert evidence into a robust, multi-step model of habitat and survival tradeoffs, and clearly justify my conclusions with precise, testable reasoning.
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Deeper Learning Competencies
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Effective Communication
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- I can communicate my observations and evidence from specimen photos, tide charts, and weather data using science-accurate vocabulary, and I can write a basic CER (claim, evidence, reasoning) for where an organism lives and how it survives
- I can share this in my team’s field notebook or station presentation with a clear sequence of ideas and listen to feedback.
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- I can communicate evidence-based explanations that connect habitat zones to adaptations and changing conditions (tides, waves, weather) by revising my CER after receiving feedback from peers or Birch Aquarium educators
- I can present my thinking at gallery walk stations with supporting charts or labeled sketches and respond to questions by referencing specific evidence.
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- I can communicate a coherent scientific story by synthesizing multiple evidence sources (organism cards, short Birch videos, counts/measurements, and field notes) into a stronger claim and more precise reasoning
- I can adapt my communication for different audiences (teammates, families, scientists) and use analogies (e.g., Pokémon moves/abilities) only when I can defend them with observations and an adaptation claim.
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- I can lead effective communication for a public showcase by coordinating how our team explains interdependence, food webs, and environmental change across products (field guide, habitat map, food web mural, data story board, and science-talk video)
- I can deliver clear, persuasive presentations with consistent data/visual support, facilitate two-way dialogue (ask/answer, clarify, and build on others’ ideas), and reflect on how my communication improved over time.
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Deeper Learning Competencies
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Content Expertise
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- I can use Birch Aquarium evidence and field/organism-card observations to describe where a rocky shore organism lives and name at least one key survival adaptation (e.g., feeding, attachment, or moisture tolerance) using accurate science vocabulary.
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- I can explain how a rocky shore organism’s adaptations help it survive changing tides, waves, or weather by connecting multiple pieces of evidence (charts, counts, sketches, or video notes) to a clear, CER-style claim.
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- I can analyze patterns in data to justify habitat-zone predictions and describe interdependence by linking adaptations to food-web roles, using evidence from multiple sources and correcting my thinking based on feedback.
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- I can independently synthesize across data, observations, and expert input to produce a public-ready explanation (field guide text, habitat/map labels, and science-talk script) that predicts where organisms survive under changing conditions and supports my claims with accurate, well-organized evidence and reasoning.
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Deeper Learning Competencies
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Academic Mindset
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- I can notice what I’m learning about rocky shore systems and track my questions using a notice-and-wonder protocol, then record how my observations connect to claims in my field notebook
- I can identify my role on the team and take responsibility for completing assigned data collection and writing tasks with basic quality checks.
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- I can explain how my understanding of habitats, adaptations, tides, waves, and weather is changing over time by revising my concept maps/CERs after feedback from Birch Aquarium educators and peers
- I can set specific learning goals for the team and use evidence-based patterns from charts or tide/weather data to guide my next steps in the field guide and habitat products.
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- I can take ownership of my learning by seeking clarification and using local expert/model feedback to strengthen the accuracy and reasoning in my organism claims (including my organism-to-Pokémon adaptation comparison)
- I can reflect on how my identity, strengths, and collaboration choices support the team’s progress, and I can propose improvements to our evidence collection, organization, or explanations.
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- I can demonstrate a resilient academic mindset by making strategic, evidence-driven revisions across multiple products (field guide, habitat map, food web mural, and data story board) when data or reasoning challenges my first ideas
- I can articulate a clear “shift in thinking” with specific evidence and patterns, and I can lead reflection and action—helping the team refine questions for the next aquarium visit and improve how we communicate to the public.
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