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9th Grade  Project 5 weeks

MythBusters Studio Menu

Lauren T
Updated
9.DSR.C
9.DSR.D
9.RV.1.G
9.RI.3.B
9.RI.1.C
+ 12 more
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Purpose

Students investigate a real misconception connected to their Studio and learn how confusion forms when people rely on assumptions, incomplete information, or isolated perspectives. Through reading related texts, evaluating evidence, and interpreting meaning across media, they develop a clear, evidence-based judgment that explains the truth to a real audience. The experience helps students see themselves as part of larger systems, contribute their perspective to their Studio community, and communicate with greater clarity, precision, and purpose. By the end, students create and revise a multimedia product and written rationale that show how their thinking shifted from first impressions to fact-based conclusions.

Learning goals

Students will interpret and evaluate information across texts and media to identify a common misconception in their Studio, distinguish fact from judgment or speculation, and justify an evidence-based conclusion using credible sources. They will communicate that conclusion clearly for a real audience by planning, drafting, revising, and refining a multimedia product and written rationale with logical organization, precise language, sentence variety, and accurate evidence. Students will collaborate with peers, teachers, and field experts to test claims, use feedback to strengthen clarity and accuracy, and document how their thinking shifts from first impressions to well-supported understanding. They will also develop purposeful self-awareness by recognizing how their perspective, interests, and role in the Studio community help them make sense of confusion within a larger system.

Standards
  • [Virginia] 9.DSR.C - When responding to text through discussions and/or writing, draw several pieces of evidence from grade-level complex texts to support claims, conclusions, and inferences, including quoting or paraphrasing from texts accurately and tracing where relevant evidence is located (Textual Evidence, K-12).
  • [Virginia] 9.DSR.D - Regularly engage in reading a series of conceptually related texts organized around topics of study to build knowledge and vocabulary (These texts should be at a range of complexity levels so students can read the texts independently, with peers, or with modest support.). Use this background knowledge as context for new learning (Deep Reading on Topics to Build Knowledge and Vocabulary, K-12).
  • [Virginia] 9.RV.1.G - Use newly learned words and phrases in multiple contexts, including students’ discussions and speaking and writing activities.
  • [Virginia] 9.RI.3.B - Evaluate the clarity and accuracy of information found in informational texts, corroborating or challenging conclusions with other sources of information.
  • [Virginia] 9.RI.1.C - Distinguish among, facts, reasoned judgments, and/or speculation in texts to determine where a position/argument is to be confirmed, disproved, or modified.
  • [Virginia] 9.RI.1.A - Analyze the development of main ideas over the course of texts, including how they emerge, are shaped, and are refined by specific details to help reveal the author’s intended purpose for writing.
  • [Virginia] 9.LU.1.B - Craft and apply a variety of sentence structures to infuse sentence variety in writing.
  • [Virginia] 9.W.1.A - Write extended pieces that: (i) introduce a topic clearly by providing context, presenting well-defined theses, and previewing what follows, (ii) adopt an organizational structure that clarifies relationships among ideas and concepts, (iii) develop the topic through sustained use of the most significant and relevant facts, concrete details, quotations, or other information from multiple authoritative sources appropriate to the audience's knowledge, and (iv) provide a concluding section that follows from the information or explanation presented.
  • [Virginia] 9.C.1.A - Facilitate and contribute to a range of sustained collaborative discussions with diverse partners on grade nine topics and texts. This includes: (i) applying a variety of strategies to listen actively and speak purposefully and respectfully, (ii) setting guidelines for group presentations and discussions, (iii) incorporating all group members in the development of new understandings, making decisions, and solving problems, (iv) setting clear goals and deadlines and defining individual roles as needed, (v) responding thoughtfully and tactfully with evidence to diverse perspectives, including challenging, clarifying, or verifying ideas and conclusions, (vi) summarizing points of agreement and disagreement, and (vii) using reflection to evaluate one's own role and the process in paired or small-group activities.
  • [Virginia] 9.W.3.A - Revise writing for clarity of content, accuracy, and adequate elaboration.
  • [Virginia] 9.W.2.A - Plan and organize writing to address a specific audience and purpose using the writing process (planning, drafting, revising, editing). This includes: (i) composing a thesis statement that clearly communicates the writer's position or assertion, (ii) establishing, supporting, and maintaining a central idea with evidence throughout a piece of writing, organizing ideas in a logical sequence to exhibit unity, (iii) using transitions, precise vocabulary, and sentence variety to create a cohesive structure that shows the relationship between arguments, evidence, and ideas, (iv) using background knowledge to expand ideas and add depth, utilizing reference materials when necessary, and (v) identifying and addressing counterarguments and providing a rebuttal where appropriate.
Competencies
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.

Products

Students will create a sequence of products: an evidence tracker with annotated sources, a claim-check chart separating fact, judgment, and speculation, and a first draft script or poster with peer-feedback notes. For the final product, each student or team will choose a format—a short podcast episode, video script, or industry case study poster—that explains one real misconception in their Studio, clarifies the truth with evidence from multiple sources, and ends with an evidence-based verdict. Each final product will include a written rationale that cites sources, explains how the group judged credibility and accuracy, addresses a counterclaim, and shows how feedback shaped revisions. Products will be displayed in a Clear the Confusion Gallery Walk with revision notes, evidence cards, and space for classmates, teachers, and field experts to respond.

Launch

Open with a whole-class mystery challenge in which small groups examine different sets of texts, images, quotes, and media in a murder mystery-style fun activity, each set containing missing information and misleading assumptions. After groups share their interpretations, the class pieces together the fuller story, sorts facts from speculation, and co-creates criteria for deciding when a claim is accurate, clear, and trustworthy. Students then brainstorm misconceptions they notice in areas they care about, review a menu of possible product formats, and choose a topic they want to investigate through research and writing. Close with a brief reflection on how their thinking changed from first impression to evidence-based conclusion and what perspective they can contribute to the class community.

Exhibition

Host a “Clear the Confusion” Gallery Walk where students present their choice-based products—podcast clips, video scripts, posters, or research showcases—to classmates, teachers, and invited studio-related experts. Each display should include an evidence card set, a written rationale, and brief revision notes that show how the student moved from first impressions to a fact-based conclusion. Visitors can leave annotations answering prompts such as “What claim is strongest?”, “What still feels unclear?”, and “How does this connect to the bigger picture in this Studio?” End with short student reflections or live verdict statements in which they explain the misconception, the truth they verified, and why it matters in their field.