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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can list and describe at least two travel options (like steam train, train, or road) for crossing a mountain and match each option to a simple reason about pollution or safety using pictures, model tests, and notes from the project.
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- I can generate and compare multiple mountain travel solutions by using evidence from maps, model setups, and information shared by speakers to explain how each option may meet criteria like less pollution, safer travel, and lower noise or cost.
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- I can revise my comparison by testing two model-based travel ideas and combining new information to justify which option best fits the criteria and constraints (less pollution for nature and safer for people).
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- I can independently evaluate and improve a solution by comparing several options, explaining trade-offs (like travel time vs
- pollution/safety), and selecting the best route/vehicle using clear, organized evidence from tests and sources.
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Deeper Learning Competencies
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Effective Communication
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- I can share my ideas about crossing mountains by telling one clear reason (for example, pollution or safety) and using a simple labeled sketch or card from our project.
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- I can explain and compare two travel options using evidence from our activities (photos, maps, model tests, or guest information), and I can point to details that show why one option is cleaner or safer for nature.
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- I can present my team’s mountain travel solution clearly by combining multiple pieces of evidence (pollution, noise, travel time, cost, and safety) and matching my explanation to what the maps and models show, using “because” statements.
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- I can independently deliver a persuasive, organized presentation at the Expo that compares several options, defends my team’s final choice with specific evidence and criteria/constraints, and reflects on how my thinking changed from the beginning to the end of the project.
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Deeper Learning Competencies
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Collaboration
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- I can work with my team to share ideas about how people can cross mountains with less pollution by taking turns, listening to others, and helping complete parts of our route model or comparison chart.
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- I can collaborate to generate and compare multiple travel route/vehicle ideas by contributing evidence from photos, maps, and visits, and I can help my team sort options into “more/less pollution” categories using our chart.
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- I can work with my team to improve our solution by choosing between at least two tested model approaches, asking for input, resolving small disagreements, and explaining how our model revisions better meet criteria like less pollution and safer travel.
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- I can lead and refine our team’s final mountain travel model and route display by coordinating roles, incorporating feedback from the environmental engineer/train representatives/historian, and helping the team justify which option best meets criteria and constraints with clear, shared reasoning.
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Deeper Learning Competencies
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Content Expertise
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- I can identify and label key mountain-travel factors (like weather, steep slopes, smoke/pollution, tunnels, and safety) and use pictures/maps from the project to describe how late-1800s steam travel affects people and nature.
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- I can generate and compare at least two travel options (for example, steam engine vs
- cleaner choices like trains/roads with less pollution) using evidence from maps, simple models, and visited-speaker information to explain differences in pollution and safety.
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- I can test two versions of the same travel model (like two path setups or two vehicle options) and use the results plus criteria (less pollution, safer travel, lower noise/cost/travel time when provided) to decide which option best meets the design challenge and why.
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- I can combine multiple sources of evidence to refine and defend a final route choice, using data from model tests and comparisons to clearly explain how my solution reduces impacts on Earth’s resources and better meets criteria and constraints than the other options.
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Deeper Learning Competencies
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Self Directed Learning
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- I can use teacher and partner prompts to revisit our route comparison chart and identify what I already know and what I still need to learn about safer, cleaner mountain travel.
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- I can gather information from the engineer, train representatives, and historian (or provided materials), record key notes, and use feedback to revise my team’s ideas and mountain route model.
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- I can independently compare multiple travel options using evidence from tests, maps, and guest speaker information, and I can explain how my thinking changed from the start to our final display.
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- I can set my own learning goals, use multiple sources and test results to judge which route/vehicle best meets our criteria (pollution, safety, cost, noise, travel time), and use feedback to make specific improvements before presenting at the Mountain Travel Expo.
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