MythBusters Studio Menu

Learning Goals & Products

Learning Goals

Students will be able to formulate an investigable misconception question in their Studio by identifying a common misunderstanding, narrowing its scope, and explaining why it can be answered with evidence.

Students will be able to collect and annotate credible sources about a Studio-specific misconception to build accurate background knowledge and vocabulary.

Students will be able to distinguish facts, reasoned judgments, and speculation in texts and media about a real-world Studio misconception.

Students will be able to analyze how main ideas develop across multiple texts to explain how a misconception is shaped, challenged, and clarified.

Students will be able to justify a claim about the reality of a Studio misconception using multiple pieces of relevant evidence from authoritative sources.

Students will be able to plan, draft, and revise an audience-aware explanation that addresses a counterclaim and improves clarity, accuracy, and elaboration.

Students will be able to collaborate in discussion to test interpretations, compare evidence, and reach a shared judgment about which claims hold up.

Students will be able to reflect on how their first impressions changed after hearing evidence and peer perspectives during the investigation.

Products

individual

Studio Misconception Investigation Notebook

A research notebook that documents the student's question, source notes, evidence sorting, and personal conclusion about one Studio misconception. It must show how the student's thinking changed from first impression to evidence-based verdict.

team

Clear the Confusion Case Report and Gallery Walk Presentation

A team-based formal report and short presentation that synthesize members' evidence into one justified conclusion about a Studio misconception. The product must explain the method, show key findings, address anomalies or counterclaims, and make clear how individual contributions informed the team's judgment.

Student choices

Podcast

Canva

Written Report

Google Slides Presentation

WeVideo

Rubric

Mastery-Based Rubric Standards-first rubric

Category	Standard	Beginning (1)	Developing (2)	Proficient (3)	Exceeding (4)
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).	I can use a few grade-level complex sources to support my claim by quoting or paraphrasing accurately and pointing to where the evidence appears in the text or media I can tell the difference between what the sources say and my own opinion or guess.	I can draw on several grade-level complex sources to support my conclusion by using accurate quotes/paraphrases and tracing how each piece of evidence connects to my reasoning I can begin to corroborate or challenge a claim by comparing information across sources.	I can use multiple grade-level complex texts and media to build an evidence-based conclusion by selecting the most relevant details, accurately quoting/paraphrasing, and clearly explaining where each evidence is located I can evaluate clarity and accuracy by corroborating key points and distinguishing fact from judgment or speculation in my sources.	I can synthesize evidence from many grade-level complex sources to make a precise, defensible verdict by using accurate quotes/paraphrases, tracing evidence logically, and explaining how it supports (or disproves) competing ideas I can use feedback and collaborative discussion to refine my claim, strengthen credibility checks, and improve the clarity and accuracy of my evidence-based reasoning.
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).	I can read a series of conceptually related texts at my level about a Studio misconception and use background knowledge from those texts to help me understand new ideas with support I can use evidence cards or notes to name where information came from (text, image, or media) and what it suggests.	I can read and connect multiple conceptually related texts on my topic to build topic knowledge and vocabulary, using what I learn as context for new learning I can identify and explain the misconception, then sort information I find into facts, judgments, and/or speculation with help from a checklist or discussion norms.	I can independently read conceptually related texts across formats (informational text, visuals, quotes, and media) to deepen my understanding and apply key vocabulary in my speaking and writing I can evaluate clarity and accuracy by corroborating or challenging conclusions with other sources, and I can trace each claim back to specific evidence locations.	I can synthesize deep reading across a range of related texts by integrating background knowledge with new evidence to refine my understanding of the misconception and its development I can evaluate and justify a clear, evidence-based verdict using multiple authoritative sources, distinguishing fact from reasoned judgment from speculation, addressing counterclaims, and using revision notes and feedback to show how my thinking shifted from first impressions to accuracy.
Virginia	9.RV.1.G - Use newly learned words and phrases in multiple contexts, including students’ discussions and speaking and writing activities.	I can use new vocabulary and phrases about credibility, accuracy, and evidence during discussions and when I explain my first impressions I can use key words from class (e.g., fact, judgment, speculation, claim, source) to help others understand what I’m thinking.	I can use newly learned words and phrases accurately across multiple contexts—small-group talk, written notes, and my draft script/poster I can choose vocabulary that matches my reasoning (e.g., I label what is evidence vs speculation) and I can apply it to explain why a claim may or may not be trustworthy.	I can use new vocabulary and phrases with precision in my multimedia product and written rationale to support an evidence-based conclusion I can explain my thinking clearly by using topic-appropriate terms (e.g., corroborate, clarify, counterclaim, verdict) and I can revise word choice when feedback shows my meaning is unclear.	I can use newly learned vocabulary and phrases strategically and consistently across all parts of the project (collaboration, evidence tracker, claim-check chart, script/poster, and gallery walk verdict) I can model clear language for others by explaining concepts (credibility, accuracy, reasoning, counterclaim) in multiple ways and adapting word choice to audience, purpose, and field-expert feedback.
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.	I can evaluate informational texts by identifying what claims are made and whether the information seems clear and accurate based on what I can find in the text and one additional source I can point to the location of evidence (quote or paraphrase) and explain in simple terms how the sources do or do not agree.	I can evaluate the clarity and accuracy of informational information by corroborating or challenging conclusions using multiple sources (at least two) and noting where they support or contradict each other I can separate what the sources actually say from my own interpretation, using labeled evidence cards or trackers to show the reasoning behind my conclusion.	I can evaluate clarity and accuracy across informational texts and media by comparing how conclusions are built and by tracing key evidence to the exact parts of each source I can corroborate or challenge claims with reliable sources, distinguish fact from judgment/speculation, and explain why one source is more trustworthy than another.	I can independently evaluate clarity and accuracy by synthesizing evidence from multiple authoritative texts and media to confirm or refute a misconception with a well-justified, evidence-based verdict I can clearly address counterclaims, explain how I determined credibility and accuracy, and revise my thinking when new evidence changes the conclusion.
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.	I can distinguish basic facts from guesses or opinions by pointing to what is stated versus what is implied in one text or image I can tell whether a claim seems supported or uncertain, using evidence labels from our tracker or class chart	I can distinguish facts from reasoned judgments and speculation across multiple texts or media by citing where each type appears I can identify what would need more evidence to confirm or modify a claim and explain my reasoning using sentence starters from class	I can distinguish facts, reasoned judgments, and speculation across sources by tracing how details develop a main idea and how the author’s purpose shapes what is claimed I can evaluate clarity and accuracy by corroborating with other sources and revising my classification when evidence conflicts	I can independently confirm, disprove, or modify a misconception by clearly separating fact, reasoned judgment, and speculation and showing how each source contributes to the verdict I can anticipate counterclaims, use multiple authoritative sources to justify credibility, and document how my thinking shifted from first impressions to an evidence-based conclusion.
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.	I can identify the main idea(s) in one or more texts and explain (in my own words) what details seem to shape that idea I can describe the author’s purpose as I understand it, and I can point to at least one specific detail that influenced my understanding.	I can trace how a main idea develops across a text by noting which details refine or reshape what the author is saying I can explain the author’s intended purpose using evidence from multiple points in the text (e.g., key examples, definitions, or claims) and distinguish how those details influenced my interpretation.	I can analyze how main ideas emerge and change across multiple conceptually related texts by connecting specific details to the author’s purpose I can justify my analysis with accurate quotations or paraphrases (with clear location) and explain how particular details strengthen, limit, or complicate the message.	I can evaluate how main ideas develop across texts and media by showing how the author’s purpose and specific details interact to shape the overall message I can refine my understanding during collaboration (using peer/feedback and new evidence), and I can clearly explain how my interpretation changed from first impressions to a purpose-driven, evidence-based conclusion.
Virginia	9.LU.1.B - Craft and apply a variety of sentence structures to infuse sentence variety in writing.	I can use a limited set of sentence types (e.g., simple sentences) to share a basic idea about the misconception in my writing, with help from models or sentence starters I can include a few relevant pieces of evidence and vary my wording slightly so my main point is understandable to an audience.	I can use a more varied mix of sentence structures (e.g., simple + compound/complex) to explain the misconception and preview my claim clearly in my writing I can use evidence from multiple sources to support my central idea and revise my sentence variety for clearer meaning after peer feedback.	I can craft sentence structures purposefully (e.g., complex sentences, transitions, and varied syntax) to develop my thesis, clarify relationships among ideas, and distinguish facts from judgment or speculation I can select precise vocabulary to communicate my evidence-based verdict, and I can revise my writing for clarity and accuracy using feedback from others.	I can consistently craft sophisticated, intentional sentence variety to build a clear, logical argument across my writing and rationale (including addressing counterclaims and concluding with a reasoned verdict) I can use precise language and complex sentence structures to accurately integrate multiple authoritative sources, and I can revise strategically so visitors/experts can easily follow how my thinking shifted from first impressions to evidence-based conclusions.
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.	I can introduce my Studio misconception with clear context and a thesis that states what I will explain, and I can preview the main parts of my writing I can organize my ideas in a simple order and use a few relevant facts/details from more than one source to develop my explanation I can end with a brief conclusion that follows from the evidence I used.	I can introduce my topic with context and a well-defined thesis, and I can preview what I will cover so readers know what to expect I can use an organized structure (e.g., problem→evidence→verdict) that clarifies how my ideas and concepts connect I can develop my explanation with sustained use of the most significant facts, including accurate quotations or paraphrases from multiple authoritative sources, and I can provide a conclusion that logically follows from my claims.	I can craft a strong introduction that provides relevant context, presents a precise thesis, and previews the structure I will follow I can organize my writing to clearly show relationships among ideas (such as cause/effect or claim→evidence→reasoning) and maintain unity throughout I can develop my argument with sustained, relevant evidence from multiple authoritative sources, integrating key quotations/paraphrases accurately, and I can write a conclusion that clearly follows from the evidence and explains the “so what” for my Studio community.	I can write an engaging, focused introduction with context, a precise thesis, and a roadmap that accurately reflects the logic of my piece I can use a sophisticated organizational structure that consistently clarifies relationships among concepts and guides readers through my reasoning from first impression to evidence-based verdict I can develop my explanation with consistently significant facts/details and accurately integrated quotations/paraphrases from multiple authoritative sources, including careful transitions and precise, audience-aware language, and I can provide a conclusion that not only follows from the evidence but also reinforces the impact of correcting the misconception.
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.	I can contribute ideas during collaborative discussions by listening to others and using simple, respectful responses to questions or prompts I can follow group roles and deadlines with support and state whether I agree or disagree using at least one piece of evidence when prompted.	I can facilitate effective discussions by listening actively, speaking purposefully, and using clear, respectful talk moves (such as asking clarifying questions or challenging ideas tactfully) I can help the group reach shared understanding by incorporating input from all members, using evidence to support or verify claims, and summarizing points of agreement and disagreement.	I can lead sustained collaborative discussions by setting and tracking goals, using defined roles, and ensuring all group members meaningfully contribute to decisions and problem-solving I can respond thoughtfully to diverse perspectives by challenging, clarifying, or verifying ideas with relevant evidence, and I can reflect on my role to improve how the group functions.	I can facilitate and improve collaborative discussions with diverse partners by applying multiple strategies for active listening and purposeful speaking, including guiding respectful debate I can help the group synthesize evidence to modify conclusions, set clear presentation/discussion guidelines, incorporate all members in decisions, and use reflection to evaluate and refine both the discussion process and my own contribution.
Virginia	9.W.3.A - Revise writing for clarity of content, accuracy, and adequate elaboration.	I can revise my writing to make my main idea clearer by adding missing information and correcting obvious errors so my message is easier to follow With support, I can elaborate using some accurate details from my sources and make a basic plan for what to change next.	I can revise my writing for clearer content, accuracy, and better elaboration by reorganizing ideas and strengthening how evidence connects to my claim I can improve my explanation with more relevant details from multiple sources and use feedback to address parts that are confusing or not well supported.	I can revise my writing to significantly improve clarity and precision by refining my thesis, strengthening logical relationships among ideas, and elaborating with the most relevant evidence I can correct inaccuracies, distinguish fact from judgment/speculation, and incorporate feedback to clarify my reasoning, address a counterclaim, and make my conclusion follow from the evidence.	I can revise my writing independently to produce a polished, audience-ready message with sustained accuracy, strong elaboration, and highly coherent organization I can purposefully incorporate feedback to sharpen my evidence-based conclusions, enhance clarity of language and sentence variety, and ensure my counterclaim and rebuttal are well-developed and accurate across texts/media.
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.	I can plan and organize a draft for a specific audience and purpose by writing a clear thesis and basic topic sentences that match my main idea I can use a few relevant details and quotes from sources to support my central claim and include simple transitions to show order.	I can plan and organize an extended piece for a specific audience and purpose by crafting a thesis that clearly states my position and a logical outline that maintains a central idea throughout I can use multiple authoritative sources to support and develop my claim with accurate quotes/paraphrases, add precise vocabulary and transitions for cohesion, and include enough relevant information to explain my reasoning.	I can plan, draft, and revise writing to strengthen unity and clarity by developing my central idea with the most significant, relevant evidence from multiple sources I can show relationships among ideas using varied sentence structures, purposeful transitions, and precise word choice, and I can address a counterclaim with a clear rebuttal supported by evidence.	I can independently plan and organize writing through the full process (planning, drafting, revising, editing) to meet a clear audience and purpose with a tightly controlled thesis and strong logical structure I can sustain my central idea with well-chosen evidence across sources, integrate counterarguments and rebuttals convincingly, and refine for accuracy, clarity, sentence variety, and coherence based on feedback from peers and/or teachers.