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Problem
Solving |
Apply problem solving strategies in purposeful ways, both in situations
where the problem and desirable solutions are clearly evident and in situations
requiring a creative approach to achieve an outcome.
The student conducts projects involving at least two of the following
kinds of problem solving each year and, over the course of middle school,
conducts projects involving all three kinds of problem solving.
| • |
Design a Product, Service, or System: Identify
needs that could be met by new products, services, or systems and
create solutions for meeting them. |
| • |
Improve a System: Develop an understanding of the way
systems of people, machines, and processes work; troubleshoot problems
in their operation and devise strategies for improving their effectiveness. |
| • |
Plan and Organize an Event or an Activity:
Take responsibility for all aspects of planning and organizing an
event or an activity from concept to completion, making good use of
the resources of people, time, money, and materials and facilities. |
Each project should involve subject matter related to the standards for
English Language Arts, and/or Mathematics, and/or Science, and/or other
appropriate subject content.
Design a Product, Service, or System
 a
The student designs and creates a product,
service, or system to meet an identified need; that is, the student:
| • |
develops a range of ideas for design of the product,
service, or system; |
| • |
selects one design option to pursue and justifies the
choice with reference, for example, to functional, aesthetic, social,
economic, or environmental considerations; |
| • |
establishes criteria for judging the success of the
design; |
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uses appropriate conventions to represent the design; |
| • |
plans and carries out the steps needed to create the
product, service, or system; |
| • |
makes adjustments as needed to conform with
specified standards or regulations regarding quality and safety; |
| • |
evaluates the quality of the design in terms
of the criteria for success and by comparison with similar products,
services, or systems. |
Examples of designing a product, service, or system include:
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Design and produce a history periodical
for students. 2b, 3b, 4a, 5a, E2c |
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Design and build a wheelchair access ramp. 2a,
3a, 5c, M2a, M2g, M2k, M8c, S8c |
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Design and implement an induction program for students
new to the school, including a handbook and other informational materials.
2c, E2d |
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Design and conduct a community survey to
inform local council decisions about the future use of a community
owned building or resource area. 2a, 2c,
3b, 5a, M4a, M4b, M4c, M4d |
|
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Design and build a grandfather clock. S1b,
S4d, S8c |
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Design and stage a dramatic production.
2c, 4a, 5a, E5b |
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Improve a System
b
The student troubleshoots problems in the operation
of a system in need of repair or devises and tests ways of improving the
effectiveness of a system in operation; that is, the student:
| • |
describes the structure and management of the system
in terms of its logic, sequences, and control; |
| • |
identifies the operating principles underlying the system,
i.e., mathematical, scientific, organizational; |
| • |
evaluates the way the system operates; |
| • |
devises strategies for putting the system back in operation
or improving its performance; |
| • |
evaluates the effectiveness of the strategies for improving
the system and supports the evaluation with evidence. |
Examples of troubleshooting problems in the operation of a system
or improving the effectiveness of a system in operation include:
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Earn the Auto Mechanics Merit Badge (Boy Scouts of America)
or complete the Auto Maintenance Project (Girl Scouts of the U.S.A.).
4a, S1c, S4b |
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Conduct an energy audit of the classroom and develop
procedures for reducing waste. S1c, S4b,
S4d |
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Make recommendations to local officials about ways to
improve water quality in the vicinity of the school. 3a,
3b, 5b, S3a, S3d, S4c |
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Design and equip a recreational area on one
acre with a limited budget. M1a, M2a, M2d,
M2h, M2j, M8c |
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Propose ways of re-establishing a neighborhood crime
prevention organization that has become defunct. 3a
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Plan and Organize an Event or an Activity
c
The student plans and organizes an event or activity; that is,
the student:
| • |
develops a plan that: |
| |
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reflects research into relevant precedents
and regulations; |
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includes all the factors and variables that need to
be considered; |
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shows the order in which things need to be
done; |
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takes into account the resources available
to put the plan into action, including people and time; |
| • |
implements the plan in ways that: |
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reflect the priorities established in the
plan; |
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respond effectively to unforeseen circumstances; |
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evaluates the success of the event or activity; |
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makes recommendations to others who might
consider planning and organizing a similar event or activity. |
Examples of planning and organizing an event or an activity include:
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Organize a science fair. 4a |
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Stage a dramatic production. 2c,
4a, 5a, E5b |
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Plan a field trip to study an ecosystem.
S2d |
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Organize a program for providing voluntary
services in household help and maintenance to elderly people in the
local area. 5c |
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Organize a school carnival. 2a,
2b, M4h, M4i, M8d |
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Organize a special event for a local organization,
such as an awards night or end of season celebration. 2a,
2b, 5c |
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Communication
Tools and Techniques |
Communicate information and ideas in ways that are appropriate to
the purpose and audience through spoken, written, and graphic means of
expression.
 a
The student makes an oral presentation of project plans or findings to
an audience beyond the school; that is, the student:
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organizes the presentation in a logical way appropriate
to its purpose; |
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adjusts the style of presentation to suit
its purpose and audience; |
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speaks clearly and presents confidently; |
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responds appropriately to questions from the audience; |
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evaluates the effectiveness of the presentation. |
Examples of oral presentations include:
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A presentation to the board of a local organization
of a proposal for a special event to be organized on behalf of the
organization. 1c, 2b, 5c, E3c |
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A presentation to the local council of results of a
community survey designed to inform the council’s decisions about
future use of a community owned building or resource area. 1a,
2c, 3b, 5a, E3c |
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A presentation to a local business of plans for a school
carnival and a request for assistance in running the event. 1c,
2b, E3c |
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A presentation to representatives of the
school district’s buildings and maintenance department of designs
for a wheelchair access ramp. 1a, 3a, 5c,
E3c |
b
The student conducts formal written
correspondence with an organization beyond the school; that is, the student:
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expresses the information or request clearly for the
purpose and audience; |
| • |
writes in a style appropriate to the purpose
and audience of the correspondence. |
Examples of formal written correspondence include:
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A letter to a museum seeking permission to reproduce
artwork in a history periodical for students. 1a,
3b, 4a, 5a |
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A letter to a local business seeking financial support
for a school carnival. 1c, 2a |
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Letters to the police and fire departments advising
them of plans for a special event to be conducted on behalf of a local
organization and seeking direction regarding safety regulations applicable
to the event. 1c, 2a, 5c |
c
The student publishes information using several methods
and formats, such as overhead transparencies, handouts, and computer generated
graphs and charts; that is, the student:
| • |
organizes the information into an appropriate form for
use in the publication; |
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checks the information for accuracy; |
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formats the published material so that it
achieves its purpose. |
Examples of publishing information include:
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Publish a program for a dramatic production. 1a,
4a, 5a |
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Publish a brochure advertising the school for new students.
1a |
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Produce overhead transparencies and handouts to support
a presentation to the local council on the results of a community
survey designed to inform the council’s decisions about future
use of a community owned building or resource area. 1a,
2a, 3b, 5a |
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Information
Tools and Techniques |
Use information gathering techniques, analyze and evaluate information,
and use information technology to assist in collecting, analyzing, organizing,
and presenting information.
 a
The student gathers information to assist in completing project
work; that is, the student:
| • |
identifies potential sources of information to assist
in completing the project; |
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uses appropriate techniques to collect the information,
e.g., considers sampling issues in conducting a survey; |
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interprets and analyzes the information; |
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evaluates the information for completeness
and relevance; |
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shows evidence of research in the completed
project. |
Examples of gathering information to assist in completing project
work include:
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Research regulations and building standards related
to designing and building a wheelchair access ramp. 1a,
2a, 5c |
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Collect and test the quality of samples of water from
nearby water sources. 1b, 3b, 5b, S6a |
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Survey other neighborhoods to gather information
about neighborhood crime prevention organizations that work. 1b |
b
The student uses information
technology to assist in gathering, analyzing, organizing, and presenting
information; that is, the student:
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acquires information for specific purposes from on-line
sources, such as the Internet, and other electronic data bases, such
as a scientific data base on CD ROM; |
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uses word-processing, graphics, data base,
and spreadsheet programs to produce project reports and related materials. |
Examples of using information technology to assist in gathering, analyzing,
organizing, and presenting information include:
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Load, run, and use a data base program to manage data
collected through a community survey. 1a,
2a, 2c, 5a |
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Use on-line sources to collect information about water
quality in nearby areas to inform research into water quality in the
local area. 1b, 3a, 5b, S6d |
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Use documentation and on-screen help to learn how to
use a desktop publishing program for producing a history periodical
for students. 1a, 2b, 4a, 5a |
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Learning
and Self-management Tools and Techniques |
Manage and direct one's own learning.
 a
The student learns from models; that
is, the student:
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consults with or observes other students and adults
at work, and identifies the main features of what they do and the
way they go about their work; |
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identifies models for the results of project work, such
as professionally produced publications, and analyzes their qualities; |
| • |
uses what he or she learns from models to assist in
planning and conducting project activities. |
Examples of learning from models include:
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Examine professionally published journals to inform
the design of a history journal for students. 1a,
2b, 3b, 5a |
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Visit a professionally organized exhibition to inform
planning for a science fair. 1c |
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Make a field trip to study a dramatic production in
rehearsal to inform design of the students’ own production; interview
people involved in the production, such as the director, stage manager,
lighting director, publicity manager. 1a,
2c, 5a |
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Visit an auto repair shop and study how a mechanic diagnoses
faults in motor vehicles. 1b |
b
The student develops and maintains a schedule of work activities;
that is, the student:
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establishes a schedule of work activities that reflects
priorities and deadlines; |
| • |
seeks advice on the management of conflicting
priorities and deadlines; |
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updates the schedule regularly. |
Examples of tools and techniques for developing and maintaining a schedule
of work activities include:
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Develop daily, weekly, or longer term work plans, as
appropriate. |
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Use timelines to identify conflicting priorities and
deadlines, and seek advice on resolving conflicting priorities and
deadlines from teachers, clients, or peers, as appropriate. |
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Review and revise work plans at the end of
each day, week, or other period of time, as appropriate. |
c
The student sets goals for learning and reviews his or her progress;
that is, the student:
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sets goals for learning; |
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reviews his or her progress towards meeting the goals; |
| • |
seeks and responds to advice from others in setting
goals and reviewing progress. |
Examples of tools and techniques for setting and reviewing learning
goals include:
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Establish learning goals in consultation
with the teacher and use the goals to inform choices about project
activities, e.g., choose activities that provide opportunities to
work towards established goals. |
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Review work on a completed project in light of established
learning goals. |
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Seek feedback from teachers, clients, and peers to help
set goals and review progress towards meeting them. |
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Tools
and Techniques for Working With Others |
Work with others to achieve a shared goal, help other people learn
on-the-job, and respond effectively to the needs of a client.
 a
The student takes responsibility for a component of a team
project; that is, the student:
| • |
reaches agreement with team members on what work needs
to be done to complete the task and how the work will be tackled; |
| • |
takes specific responsibility for a component of the
project; |
| • |
takes all steps necessary to ensure appropriate completion
of the specific component of the project within the agreed upon time
frame. |
Examples of taking responsibility for a component of a team project
include:
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Take responsibility for preparing an article for publication
in a history magazine for students. 1a,
2b, 3b, 4a |
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Take responsibility for the lighting aspects of a dramatic
production. 1a, 2c, 4a |
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Take responsibility for coordinating the analysis of
data collected in a community survey. 1a,
2a, 2c, 3b |
b
The student coaches or tutors; that is, the student:
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assists one or more others to learn on the job; |
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analyzes coaching or tutoring experience to identify
more and less effective ways of providing assistance to support on-the-job
learning; |
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uses the analysis to inform subsequent coaching or tutoring
activities. |
Examples of coaching or tutoring include:
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Coach another student in the use of a software program.
3b |
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Coach a group of younger students undertaking a project. |
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Tutor other students in techniques for analyzing water
quality. 1b, 3a, 3b, S7e |
c
The student responds to a request from a client; that is, the
student:
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consults with a client to clarify the demands of a
task; |
| • |
interprets the client’s request and
translates it into an initial plan for completing the task, taking
account of available resources; |
| • |
negotiates with the client to arrive at an agreed upon plan.
|
Examples of responding to a request from a client include:
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Negotiate with disabled members of the school community
to design a wheelchair access ramp appropriate to their needs. 1a,
2a, 3a |
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Negotiate with the board of a local organization
to organize a special event on its behalf. 1c,
2a, 2b |
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Negotiate with a committee of elderly citizens to organize
a program for providing voluntary services. 1a |
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