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Deeper Learning Competencies
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Collaboration
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- I can work with my team by following assigned roles during pigment trials and recording shared observations in my process journal without disrupting others.
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- I can co-design and carry out pigment tests with my team by proposing small changes to procedures or materials, asking clarifying questions, and incorporating others’ feedback into my reaction notes and labeled swatches.
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- I can collaborate to strengthen our team explanations and claims by using evidence from our swatches and charts to respectfully critique ideas, respond to challenges, and revise our shared understanding during studio circles.
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- I can lead shared decision-making and produce a coherent, evidence-based gallery-ready narrative with my team by negotiating responsibilities, directing constructive critiques, and defending our final choices (science and artistry) using the strongest trial evidence.
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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can generate testable questions about how acids, bases, heat, and water might change pigment color and stability using the materials and tools available in our lab.
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- I can plan a simple experiment with a clear hypothesis and variables, carry out trials for plant/soil/mineral pigments, and explain whether my results support my claim using labeled observations and swatch evidence.
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- I can compare patterns across multiple trials and treatments (e.g., water vs
- acid vs
- base) and revise my explanation by connecting the outcomes to chemical reaction ideas and periodic table patterns.
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- I can make and defend a strong evidence-based claim about which processes produce the most usable pigments, evaluate alternative explanations using critique feedback, and refine my question, method, or explanation when results contradict my initial reasoning.
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Deeper Learning Competencies
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Effective Communication
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- I can use scientific vocabulary to clearly describe what I observed during pigment tests (plants, soil, minerals, and the effects of water, heat, acids, and bases) in my process journal and reaction notes.
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- I can communicate a claim about how a chemical reaction changed my pigment (color and/or stability) and support it with specific evidence from labeled swatches, repeated trials, and my recorded notes.
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- I can construct and revise an explanation that connects my results to patterns in chemical properties (e.g., how acids/bases and heat affect substances) and clearly show how my evidence supports the reasoning in my pigment portfolio or talks.
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- I can defend my scientific ideas in multiple formats (portfolio labels, short talks, and gallery conversations) by responding to critiques with evidence-based revisions and by explaining how my work relates to broader natural resources and element life-cycle ideas.
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Deeper Learning Competencies
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Content Expertise
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- I can use science vocabulary to describe how my pigment changes when exposed to water, heat, acids, and bases, citing specific observations from my labeled swatches and reaction notes
- I can connect each change to a basic chemical-reaction idea (e.g., “the reaction changed color”) without needing a full mechanism.
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- I can construct and revise an explanation for the color and stability outcomes of my simple reactions using evidence from multiple trials and my recorded comparisons (e.g., repeatability, patterns)
- I can relate my observations to periodic-table trends and atomic/electron-state ideas at a high level and explain how those ideas support my results.
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- I can make a defensible claim about which conditions produce the most usable color for my artistic purpose by using experimental evidence from my pigment portfolio (data patterns, comparisons, and uncertainty)
- I can explain how chemical properties link to reaction outcomes and revise my explanation when critiques or new evidence suggest a different interpretation.
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- I can independently develop a scientifically grounded explanation that integrates my experimental evidence with model-based reasoning (electron states/chemical property patterns) and clearly communicates how chemical reactions transform natural materials
- I can evaluate and defend my claim in response to others’ critiques by identifying what additional evidence or alternate explanations would strengthen or change my conclusion.
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Deeper Learning Competencies
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Self Directed Learning
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- I can keep organized science records by writing clear process-journal entries and reaction notes during pigment tests (what I tried, what I observed, and how the color changed)
- I can follow the lab routine to repeat trials with guidance and label my evidence (swatches and charts) so it is easy to review later.
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- I can direct my own learning by choosing a testable question and making a simple hypothesis about how acids, bases, heat, or water will affect color or stability
- I can plan and carry out repeated trials with an appropriate procedure, then revise my explanation using my labeled swatches, reaction notes, and comparison charts.
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- I can strengthen my scientific understanding by evaluating which evidence best supports my claim and by revising my model-based explanation using patterns in chemical properties (e.g., trends/outermost electron ideas as applicable)
- I can independently identify what additional trials or measurements I need to resolve weak or conflicting results and update my pigment portfolio materials accordingly.
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- I can independently manage an inquiry cycle by refining my question, designing improved test procedures, and defending a well-supported claim about which reaction conditions produce the most usable pigment for my artistic purpose
- I can use critiques and additional evidence from studio circles to resolve contradictions, justify revisions across my portfolio (swatches, charts, notes, and final artist statement), and communicate how my explanations connect to chemical reaction principles and natural resource origins.
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Deeper Learning Competencies
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Academic Mindset
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- I can use feedback from teachers and peers to keep trying during pigment tests, record my observations in my process journal, and revise my next steps when something doesn’t match my expectations.
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- I can set a personal learning goal for the next studio circle (e.g., improving how I test acids/bases/heat/water) and use evidence from my labeled swatches and reaction notes to explain what I’m changing and why.
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- I can independently monitor my progress toward my goals by comparing results across repeated trials, asking testable questions that fit our lab scope, and revising my scientific explanation using patterns from chemical properties and data.
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- I can confidently defend and refine my claims using multiple sources of evidence (swatches, reaction notes, stability/compare charts, and relevant science models), incorporate critique to resolve contradictions, and choose next experiments or revisions that optimize usable color for my art purposes while connecting to how elements/natural resources originate.
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