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Deeper Learning Competencies
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Effective Communication
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- I can clearly explain one environmental problem and one solution idea using simple science vocabulary and details from our museum stations (water, energy, waste, or habitats).
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- I can communicate my ideas with supporting evidence from my notes, observations, or partner information, and I can explain how people’s consumer/citizen choices connect to climate, water, energy, or living things.
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- I can present my team’s museum piece to an audience, listening to questions and responding with accurate explanations and specific evidence while using respectful, empathetic communication.
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- I can refine and deliver a clear, engaging explanation that addresses multiple standards (e.g., responsible consumption, renewable energy, clean water, and life on land/oceans), using evidence, proper vocabulary, and feedback to improve how well my message helps visitors take action.
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Deeper Learning Competencies
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Collaboration
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- I can work with my team to complete assigned museum tasks (like sorting materials, recording notes, or building a simple solar/habitat model) by following group roles and sharing ideas respectfully.
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- I can collaborate with my team to make shared plans for our exhibit station by asking questions, using everyone’s input, and adjusting our work based on partner and teacher feedback.
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- I can co-design and improve our museum exhibit with my team by negotiating roles, solving problems together (for example, during a build/test or a trash-sorting challenge), and using evidence from our research to support our decisions.
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- I can lead effective collaboration in our team by helping us set goals, resolve disagreements fairly, and coordinate high-quality station operations during rehearsals and the interactive family museum while clearly incorporating feedback and shared decision-making.
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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can ask a clear question about how consumer and citizen choices affect water, energy, waste, habitats, or climate, using what I notice from the stations and videos
- I can describe at least one possible cause-and-effect relationship from my observations.
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- I can identify and explain multiple factors that connect choices to environmental impacts (for example: waste sorting choices and pollution, or energy use and climate)
- I can test or compare ideas using evidence from the solar model demo, sorting records, and field/partner information.
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- I can plan and carry out an investigation of an environmental problem by choosing relevant evidence from museum station data and notes
- I can reason through a cause-and-effect chain (choices → action → impact) and justify my claim with specific evidence.
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- I can develop innovative, practical solutions by analyzing complex interactions between water, energy, waste, and habitats
- I can evaluate and improve my proposed solution using evidence, explain trade-offs/limits, and connect my recommendation to responsible consumption and climate action.
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Deeper Learning Competencies
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Content Expertise
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- I can identify ways consumer and citizen choices affect clean water, energy use, waste, and habitats, using evidence from museum stations, field notes, and partner information
- I can match common examples (like recycling, conserving water, or reducing pollution) to the correct environmental impact.
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- I can explain how responsible consumption and climate actions connect to clean water, renewable energy, and habitat protection using multiple pieces of evidence (sorting records, observations, and model results)
- I can revise my station information or prototype after feedback to make my cause-and-effect connections more accurate.
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- I can analyze how specific choices by people and companies influence climate change and environmental impacts on land and in oceans/water systems using relevant data from our investigations
- I can justify my exhibit content with clear explanations (claims supported by evidence) and use scientific or systems vocabulary appropriately for my grade level.
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- I can independently design and improve an interactive exhibit piece that accurately demonstrates a realistic community solution tied to SDG 6, 7, 12, 13, 14, and/or 15
- I can evaluate trade-offs and explain why my solution would reduce pollution and protect water, habitats, and climate, using strong evidence and refined models or records.
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Deeper Learning Competencies
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Academic Mindset
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- I can identify one environmental issue from our museum work (like waste, dirty water, energy use, or habitats) and tell how it connects to responsible choices, using examples from class stations and notes
- I can set a simple personal goal for improving my work during check-ins (e.g., “ask one question” or “add one detail”).
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- I can explain how consumer and citizen choices affect at least one clean water, renewable energy, or habitat outcome using evidence from my sorting records, partner information, or field observations
- I can use feedback from teachers and teammates to revise my museum piece with a clear next step and track whether it improved my work.
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- I can evaluate multiple solutions to a connected environmental problem and choose one I can support with evidence (from data, observations, and partner/community sources)
- I can independently monitor my progress toward goals, document changes in my journal, and adjust my plan when my station or model needs improvement for visitors to understand.
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- I can connect environmental problems to climate action and responsible consumption across water, energy, land, and living things, proposing a thoughtful, visitor-friendly approach backed by strong evidence
- I can direct my own learning across the project (planning, rehearsing, refining, and problem-solving) and explain how my revisions made my exhibit more accurate, engaging, and actionable for families and community members.
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Deeper Learning Competencies
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Self Directed Learning
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- I can use a simple checklist and class routines to plan my museum work, keep track of what I need, and ask for help when I get stuck
- I can complete assigned steps for my station or journal on time with support.
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- I can set a goal for my role in the museum project, choose from suggested options to get the information I need (sorting results, partner notes, photos, or model observations), and record my progress
- I can revise my work after feedback from teachers or peers and explain what I changed and why.
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- I can independently manage my time and materials for my station, set next-step goals based on evidence from my research, and show in my journal how my thinking is improving
- I can use feedback to make specific improvements to my model, evidence, or instructions, and I can describe how my choices connect to responsible consumption, clean energy, or cleaner water/land.
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- I can independently lead my learning by proposing improvements, testing ideas during rehearsals, and adjusting my museum piece using strong evidence and partner/community feedback
- I can connect my revisions to multiple sustainability goals (water, energy, climate, waste, or habitats), and I can reflect clearly on how my actions help the team meet the exhibit’s purpose.
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