stage 1 – desired results · 4. investwrite essay 5. informal observations 6. self-evaluation...

Year 1 (Grades 6/7): Business & Economics

Stage 1 – Desired Results

Rationale: This area of study focuses on the learner’s ability to develop a skill set which will allow them to

become creators of knowledge rather than consumers. The units will include a wide range of knowledge-

construction skills associated with reading, research, source analysis and evaluation, information integration

and synthesis, and effective oral and written communication. The units in this collective concept address

gifted learners’ needs for “(i) advanced content and pacing of instruction; …(iii) problem finding and

solving; (iv) higher level thinking that leads to the generation of products; and (v) a focus on issues, themes,

and ideas within and across areas of study” (Regulations Governing Educational Services for Gifted

Students, 8VAC20-40-20, Definitions).

Established Goal(s):

Primary Gifted Education Goal: Students will construct personal meaning and understanding of others and of

the world around them (#2).

Secondary Gifted Education Goal: Students will become divergent creative thinkers who recognize problems

and solve them (#1).

Standards of Learning: English / Language Arts Social Studies

8.2(b-e)

8.3

8.6

8.7(de)

8.8(e)

9.2

9.4

9.6(a-cegh)

9.8(b)

9.9

10.1

10.4

10.7(ef)

10.10(b)

10.11

11.1

11.4

11.7

11.8(c)

CE.1(def)

CE.9(a)

CE.12

CE.13(a)

WG.6

WG.7(b)

WG.9

VUS.1(b)

VUS.15(c)

GOVT.1(d-f)

GOVT.9(e)

GOVT.14(c)

GOVT.15(ad-f)

GOVT.16(c)

Mathematics Econ/Finance Family Life Computer/Tech

8.3 10(ch-j) 8.6 9-12.3

9-12.4

9-12.5

9-12.6

9-12.7

9-12.8

9-12.9

Additional Standards of Learning will apply, depending on specific projects.

Students will create a professional-level marketing plan.

Students will design and produce advertisements utilizing various professional-level marketing strategies

and techniques.

Understanding(s):

1) Success in the American free-market

economy requires the consideration of factors

such as supply and demand, competition, and

advertising.

2) Economics is both vastly influential toward

and heavily reflective of American social

culture.

3) Advertisers use various strategies to appeal

specifically to different age, gender, race, and

other groups.

4) The fluidity of the free market requires

constant re-evaluation and modification.

Essential Question(s):

1) How are factors such as supply and demand,

competition, and advertising relevant in the

US economy?

2) How does the structure of the US economy

support businesses? Inhibit businesses?

3) In what ways is the US economy a reflection

of American culture?

4) What techniques do advertisers use to target

specific audiences?

5) How should participants in the US economy

keep abreast of developing trends in local,

national, and global markets?

Students will know…

vocabulary terms including advertising,

marketing, strategy, technique, economy,

market, free-market, supply and demand, and

competition, fluidity.

common advertising strategies including

themes, slogans, endorsements, and humor.

Students will be able to…

critically observe and analyze advertisements

and other business-related materials.

describe and evaluate advertising practices.

write accurate descriptions and observations.

design, produce, and orally present group-

created, thematically integrated marketing

strategies and advertising campaigns.

Stage 2 – Assessment Evidence

Performance Task(s) may include but are not

limited to:

1. Presentation of advertising campaign

2. Sale results

Other Evidence may include but is not limited to:

1. Marketing strategy

2. Advertising portfolio

3. Various project assignments

4. Informal observations

5. Self-evaluation

Stage 3 – Learning Activities

Learning Activities may include but are not limited to:

1. Agency

2. Entrepreneurship

a. Pencil Company

b. Other student-initiated project

3. Independent Study

Year 2 (Grades 6/7): Business & Economics















Standards of Learning: English / Language Arts Social Studies

8.2(b-e)

8.3

8.6

8.7(de)

8.8(e)

9.2

9.4

9.6(a-cegh)

9.8(b)

9.9

10.1

10.4

10.7(ef)

10.10(b)

10.11

11.1

11.4

11.7

11.8(c)

CE.1(def)

CE.9(a)

CE.12

CE.13(a)

WG.6

WG.7(b)

WG.9

VUS.1(b)

VUS.15(c)

GOVT.1(d-f)

GOVT.9(e)

GOVT.14(c)

GOVT.15(ad-f)

GOVT.16(c)

Mathematics Econ/Finance Family Life Computer/Tech

8.3 10(ch-j) 8.6 9-12.3

9-12.4

9-12.5

9-12.6

9-12.7

9-12.8

9-12.9


Students will create a professional-level marketing plan.

Students will design and produce advertisements utilizing various professional-level marketing strategies

and techniques.

Understanding(s):

1) Success in the American free-market

economy requires the consideration of factors

such as supply and demand, competition, and

advertising.

2) Economics is both vastly influential toward

and heavily reflective of American social

culture.

3) Advertisers use various strategies to appeal

specifically to different age, gender, race, and

other groups.

4) The fluidity of the free market requires

constant re-evaluation and modification.


1) How are factors such as supply and demand,

competition, and advertising relevant in the

US economy?

2) How does the structure of the US economy

support businesses? Inhibit businesses?

3) In what ways is the US economy a reflection

of American culture?

4) What techniques do advertisers use to target

specific audiences?

5) How should participants in the US economy

keep abreast of developing trends in local,

national, and global markets?


vocabulary terms including advertising,

marketing, strategy, technique, economy,

market, free-market, supply and demand, and

competition, fluidity.

common advertising strategies including

themes, slogans, endorsements, and humor.


critically observe and analyze

advertisements and other business-related

materials.

describe and evaluate advertising practices.

write accurate descriptions and

observations.

design, produce, and orally present group-

created, thematically integrated marketing

strategies and advertising campaigns.



limited to:

1. Presentation of advertising campaign

2. Sale results

Other Evidence may include but is not limited

to:

1. Marketing strategy

2. Advertising portfolio



5. Self-evaluation

Stage 3 – Learning Activities


1. Entrepreneurship

a. Project Business

b. Button Factory

c. Other student-initiated project


Grade 8: Business & Economics















Virginia Standards of Learning: English / Language Arts Social Studies

9.2

9.4

9.6(a-cegh)

9.8(b)

9.9

10.1

10.4

10.7(ef)

10.10(b)

10.11

11.1

11.4

11.7

11.8(c)

11.9

WG.6

WG.7(b)

WG.9

VUS.1(b)

VUS.15(c)

GOVT.1(d-f)

GOVT.9(e)

GOVT.14(c)

GOVT.15(ad-f)

GOVT.16(c)

Mathematics Computer/Tech Econ/Finance

A.4

A.5

G.1(ad)

9-12.3

9-12.4

9-12.5

9-12.6

9-12.7

9-12.8

9-12.9

10(ch-j)

Additional Standards of Learning will apply, depending on specific projects. Students will conduct market and company research using the Internet, periodicals, and other sources to

determine appropriate investments.

Understanding(s):

1) World economic conditions are affected by the

behavior of individuals, companies, and

governments.

2) The United States government directly affects

our financial system through regulations,

investments, loans, and subsidies.

3) Risk is an inherent and important factor in the

stock market and other investments.


1) Why do people around the world have

different attitudes toward finances and the

economy?

2) How does the Untied States government

directly affect our financial system?

3) What are the best ways to appropriately

manage financial risk?

Understanding By Design, © 2004 Grant Wiggins and Jay McTighe


vocabulary terms including capital, economy,

equity, ethics, free market, regulation, subsidy,

risk, and stock market.

how to analyze the performance of financial

institutions so as to make informed investment

decisions.

how to conduct and participate in a Socratic

Seminar.

how to effectively use the persuasive writing

style.


recognize and explain how world economic

conditions are affected by behavior.

critique investment literature, marketing

information, and other documents to draw

conclusions about financial health, stability,

and honesty.

organize and carefully examine facts in

order to draw conclusions.

present and/or critique a persuasive

argument.



limited to:

1. SMG final team standing

2. Research presentation

Other Evidence may include but is not limited to:

1. Portfolio health


3. Compiled research

4. InvestWrite essay


6. Self-evaluation

Stage 3 – Learning Plan


1. Stock Market Game®

2. Lifestyles Auction

3. Resumé-writing


Year 1 (Grades 6/7): Communication & Culture


Rationale: This area of study focuses on the learner’s ability to understand, respect, and build upon the

ideas, opinions, and perspectives of others. The units will include a wide range of receptive and expressive

communication skills associated with effective oral and written communication, listening, reading, and

research. The units in this collective concept address gifted learners’ needs for “(i) advanced content and

pacing of instruction; (ii) original research or production; (iii) problem finding and solving; (iv) higher

level thinking that leads to the generation of products; and (v) a focus on issues, themes, and ideas within

and across areas of study” (Regulations Governing Educational Services for Gifted Students, 8VAC20-40-

20, Definitions).


Primary Gifted Education Goal: Students will construct personal meaning and understanding of others and

of the world around them (#2).

Secondary Gifted Education Goal: Students will develop the capacity for continuous reflection and self-

assessment (#3).

Standards of Learning: English / Language Arts Social Studies Mathematics Computer/Tech

8.1

8.2

8.7

10.1

10.2a

10.5e-g

CE.1

US1.1

US1.2

6.8

6.18

7.4b

9-12.4

9-12.5

9-12.6

8.8

9.2

9.6c

10.7f

10.11

11.1

US2.1 7.17

7.18

8.12

9-12.7

Science

9.7f

9.8

ASL1.1

ASL1.3

G1a

G.3a

G.14a

BIO.8

BIO.9a-d


Students will list and describe the ten traits shared by most known human cultures (cultural

universals).

Students will analyze, evaluate, and integrate information from a variety of print and electronic

resources as they pertain to their projects.

Students will engage in conversations, provide and obtain information, express feeling and

emotion, and exchange opinions.

Students will explain the importance of inter-cultural understanding to participation in a global

system of communication, economics, and ethics.

Students will present information, concepts and ideas to an audience of listeners or readers on a

variety of topics.

Understanding(s):

1) Communication through language is a

necessary element for a functional society.

2) Most known human cultures share certain

general characteristics (cultural universals),

which manifest differently based on each

culture’s values, beliefs, and environment.

3) Human cultures both modify and are heavily

influenced by their physical environment.


1) How does written, oral, or signed language

reflect changes and conflicts in a culture

over time?

2) How do cultural principles reflect on the

interrelationships among philosophical

perspectives, behavioral practices, and

products of a culture?

3) How do the natural environment and its

resources influence the sociological,

political, and economic character of a

culture? Vice versa?



vocabulary terms including culture,

communication, technology, language,

environment, values, ethics, and economics.

map terminology.

the ten cultural universals.

expository, descriptive, and persuasive writing

techniques.


work as a group to choose and design an

appropriate project.

analyze data to draw reasonable

conclusions.

extrapolate on conclusions to make

predictions.

analyze and evaluate various print and

electronic sources.


observations.

present original, integrated, and authentic

projects.



limited to:

1. Completed research project(s)

2. Class presentation(s)


to:




4. Self-evaluation



1. Dig It!

2. Summit

3. Mysteries

4. Essay Writing

5. Continental Mathematics League

6. Math Problem-Solving Mysteries


Year 2 (Grades 6/7): Communication & Culture









20, Definitions).





assessment (#3).

Standards of Learning: English / Language Arts Social Studies Mathematics Computer/Tech

8.1

8.2

8.7

10.1

10.2a

10.5e-g

CE.1

US1.1

US1.2

6.8

6.18

7.4b

9-12.4

9-12.5

9-12.6

8.8

9.2

9.6c

10.7f

10.11

11.1

US2.1 7.17

7.18

8.12

9-12.7

Science

9.7f

9.8

ASL1.1

ASL1.3

G1a

G.3a

G.14a

BIO.8

BIO.9a-d


Students will list and describe the ten traits shared by most known human cultures (cultural

universals).








variety of topics.

Understanding(s):












over time?














map terminology.



techniques.





conclusions.


predictions.


electronic sources.


observations.


projects.



limited to:




to:




4. Self-evaluation



1. American Sign Language

2. Esperanto

3. Mysteries

4. Essay Writing




Grade 8: Communication & Culture









20, Definitions).





assessment (#3).

Standards of Learning: English / LA Social Studies Science Mathematics Computer/Tech

10.1

10.2a

10.5e-g

10.7f

10.11

11.1

US1.1

US1.2

US2.1

BIO.8

BIO.9a-d

G1a

G.3a

G.14a

9-12.4

9-12.5

9-12.6

9-12.7









variety of topics.

Understanding(s):












over time?














map terminology.



techniques.





conclusions.


predictions.


electronic sources.


observations.


projects.



limited to:




to:




4. Self-evaluation



1. Lifestyles Auction

2. Essay-Writing

3. Mysteries


Year 1 (Grades 6/7): Ethics & Perspectives

Stage 1 – Desired Results Rationale: This area of study focuses on the learner’s ability to continually re-assess their perspectives and

thinking patterns, as well as understand, respect, and build upon the ideas, opinions, and perspectives of

others. The units will include a wide range of skills associated with effective oral and written communication

as well as skills associated with data and concept integration including reading, information analysis and

evaluation, research, and self-assessment. The units in this collective concept address gifted learners’ needs for

“(i) advanced content and pacing of instruction; (ii) original research; (iii) problem finding and solving…and

(v) a focus on issues, themes, and ideas within and across areas of study” (Regulations Governing Educational

Services for Gifted Students, 8VAC20-40-20, Definitions).


Primary Gifted Education Goal: Students will develop the capacity for continuous reflection and self-

assessment (#3).

Secondary Gifted Education Goal: Students will construct personal meaning and understanding of

others and of the world around them (#2).

Standards of Learning:

English/Language Arts Computer / Tech

8.1

8.2

8.4

8.5(ab)

8.6

8.7

8.8

10.1

10.2

10.11

11.1

11.4

11.7

11.8

11.10

12.1(b-e)

12.7

12.8

9-12.2

9-12.3

9-12.4

9-12.5

9-12.6

9-12.7

9-12.8

9-12.9

Social Studies

CE.1(a-fh)

CE.3(bc)

CE.11(ac)

GOVT.1

GOVT.17(a-d)

GOVT.18(ef)


Students will analyze, evaluate, and integrate information from a variety of print and

electronic resources as they pertain to their projects.



Students will present information, concepts and ideas to an audience on a variety of topics.

Students will analyze and evaluate various situations and events from multiple perspectives

for decision-making purposes.

Understanding(s):

1) American society is not a mere “melting pot”

but, rather, a multifaceted mixture of valid but

sometimes-conflicting perspectives.

2) Individuals’ perspectives are informed by their

economic, social, geographic, and cultural

circumstances.

3) Open and honest discussions can generate

thought-provoking interactions and

understanding.


1) How do economic, social,

geographic, and cultural factors

influence individuals’ views of the

world and of specific events?

2) How can you participate genuinely

in a discussion without

compromising your own

perspective?



vocabulary terms including ethics,

perspective, diversity, honesty, conflict,

responsibility, and technology.

how to effectively use digital recording

tools, including cameras and software.


critically review resource materials.



present and critique a persuasive

argument.

effectively translate and integrate a

diversity of perspectives into a visual

format.



limited to:

1. Documentary presentation

Other Evidence may include but is not

limited to:




4. Self-evaluation



1. Technology: Servant or Destroyer?

2. Survivals


Year 2 (Grades 6/7): Ethics & Perspectives











assessment (#3).



Virginia Standards of Learning:


8.1

8.2

8.4

8.5(ab)

8.6

8.7

8.8

10.1

10.2

10.11

11.1

11.4

11.7

11.8

11.10

12.1(b-e)

12.7

12.8

9-12.2

9-12.3

9-12.4

9-12.5

9-12.6

9-12.7

9-12.8

9-12.9

Social Studies

CE.1(a-fh)

CE.3(bc)

CE.11(ac)

GOVT.1

GOVT.17(a-d)

GOVT.18(ef)






Students will present information, concepts and ideas to an audience on a variety of topics.

Students will analyze and evaluate various situations and events from multiple perspectives

for decision-making purposes.

Understanding(s):




2) Individuals’ perspectives are informed by their

economic, social, geographic, and cultural

circumstances.



understanding.


1) How do economic, social,

geographic, and cultural factors

influence individuals’ views of the

world and of specific events?



compromising your own

perspective?




perspective, diversity, honesty, conflict,

responsibility, and technology.

how to effectively use digital recording

tools, including cameras and software.






argument.

effectively translate and integrate a

diversity of perspectives into a visual

format.



limited to:

1. Documentary presentation


limited to:




4. Self-evaluation



1. Competing Voices

2. Survivals


Grade 8: Ethics & Perspectives











assessment (#3).





10.1

10.2

10.11

11.1

11.4

11.7

11.8

11.10

12.1(b-e)

12.7

12.8

9-12.2

9-12.3

9-12.4

9-12.5

9-12.6

9-12.7

9-12.8

9-12.9

Social Studies

GOVT.1

GOVT.17(a-d)

GOVT.18(ef)






Students will present information, concepts and ideas to an audience of listeners or readers on

a variety of topics.

Students will analyze and evaluate ethical dilemmas and situational paradoxes from multiple

perspectives to determine the most appropriate course of action.

Students will scrutinize and assess their own ethical beliefs and behavior from multiple

perspectives.

Understanding(s):

1) Honesty, integrity, and ethical behavior are

ideal cornerstones of American civic life.




3) Our information-saturated, technology-rich

world presents unique, complex ethical

dilemmas which are not always easily resolved.



understanding.


1) How have ethical ideals shaped our

society?

2) Why do people have different

perspectives on ethics and/or ethical

behavior?

3) As technology and information-

access continue to increase, what

types of ethical dilemmas do you

expect to arise?



compromising your ethical beliefs?




perspective, diversity, integrity, honesty,

competence, responsibility, respect,

concern, morality, technology, dilemma,

paradox, cyberethics, and bioethics.

how to conduct and participate in a

Socratic Seminar.

how to effectively use the persuasive

writing style.






argument.

effectively translate knowledge about

ethical belief systems into various

formats.


diversity of perspective into a visual

format.



limited to:

1. Digital photography and/or video project

2. Socratic Seminar participation


limited to:



3. Self-evaluation



1. Integral Ethics

2. Mysteries

3. Socratic Seminars & Debates

Year 1 (Grades 6/7): Technology & Engineering


Rationale: This area of study focuses on the learner’s ability to identify and articulate problems,

design systems to address them, and continually re-assess their perspectives, methods, and results.

The units will include a wide range of problem-finding and -solving skills associated with reading,

research, information analysis and evaluation, scientific inquiry, and effective oral and written

communication. The units in this collective concept address gifted learners’ needs for “(ii) original

research; (iii) problem finding and solving; (iv) higher level thinking that leads to the generation of

products; and (v) a focus on issues, themes, and ideas within and across areas of study” (Regulations

Governing Educational Services for Gifted Students, 8VAC20-40-20, Definitions).


Primary Gifted Education Goal: Students will become divergent creative thinkers who recognize

problems and solve them (#1).




English / Language Arts Computer / Tech Social Studies

8.1(a-c)

8.6(abghk)

8.7(abdh)

8.9(a-e)

9.1(a-cdel)

9.5(a-ch-j)

9.8(a-g)

10.1

10.4

10.11

11.1

11.4

12.1(b-e)

9-12.5

9-12.6

9-12.7

9-12.8

9-12.9

CE.1(bf-h)

WG.2(c)

VUS.15(c)


Students will identify challenges/issues/dilemmas which can be (and/or are being) addressed

through the use of Science, Technology, Engineering, or Math (STEM) fields.



Students will analyze various media to evaluate the effects of current and emerging STEM

innovations and concepts on local, national, and global economics and communication.

Students will integrate information from historical and present primary sources to identify

patterns and anomalies with regard to STEM’s effects on local, national, and global

economics and communication.

Students will identify, describe, analyze, and evaluate the ethical and legal quandaries

associated with STEM.

Students will analyze and evaluate their personal relationships with STEM.

Understanding(s):

1) STEM innovations and concepts have

both positive and negative effects on

local, national, and global systems of

economics and communications.



interpersonal relationships.


1) What effects do STEM innovations and

concepts have on local, national, and

global economies and communication?

2) What are the best ways for individuals,

families, communities, and governments

to deal with these effects?


concepts have on interpersonal

relationships?

4) How can individuals adjust their behavior

so as to best utilize STEM innovations in

their relationships?



vocabulary terms including science,

technology, engineering, mathematics,

scientific method, hardware/software,

format, manufacturing, production, and

interpersonal.

how to apply the steps of the scientific

method.





conclusions.


predictions.


electronic sources.


observations.

present original, integrated, and

authentic projects.



limited to:

1. Experiments




limited to:

1. Completed Mission Folder




5. Self-evaluation



1. Ecybermission

2. Technology: Servant or Destroyer?




Year 2 (Grades 6/7): Technology & Engineering


Rationale: This area of study focuses on the learner’s ability to identify and articulate problems,

design systems to address them, and continually re-assess their perspectives, methods, and results.

The units will include a wide range of problem-finding and -solving skills associated with reading,

research, information analysis and evaluation, scientific inquiry, and effective oral and written

communication. The units in this collective concept address gifted learners’ needs for “(ii) original

research; (iii) problem finding and solving; (iv) higher level thinking that leads to the generation of

products; and (v) a focus on issues, themes, and ideas within and across areas of study” (Regulations

Governing Educational Services for Gifted Students, 8VAC20-40-20, Definitions).







English / Language Arts Computer / Tech Social Studies

8.1(a-c)

8.6(abghk)

8.7(abdh)

8.9(a-e)

9.1(a-cdel)

9.5(a-ch-j)

9.8(a-g)

10.1

10.4

10.11

11.1

11.4

12.1(b-e)

9-12.5

9-12.6

9-12.7

9-12.8

9-12.9

CE.1(bf-h)

WG.2(c)

VUS.15(c)


Students will identify challenges/issues/dilemmas which can be (and/or are being) addressed

through the use of Science, Technology, Engineering, or Math (STEM) fields.



Students will analyze various media to evaluate the effects of current and emerging STEM

innovations and concepts on local, national, and global economics and communication.

Students will integrate information from historical and present primary sources to identify

patterns and anomalies with regard to STEM’s effects on local, national, and global

economics and communication.

Students will identify, describe, analyze, and evaluate the ethical and legal quandaries

associated with STEM.

Students will analyze and evaluate their personal relationships with STEM.

Understanding(s):



local, national, and global systems of

economics and communications.



interpersonal relationships.



concepts have on local, national, and

global economies and communication?

2) What are the best ways for individuals,

families, communities, and governments

to deal with these effects?


concepts have on interpersonal

relationships?

4) How can individuals adjust their behavior

so as to best utilize STEM innovations in

their relationships?




technology, engineering, mathematics,

scientific method, hardware/software,

format, manufacturing, production, and

interpersonal.

how to apply the steps of the scientific

method.





conclusions.


predictions.


electronic sources.


observations.

present original, integrated, and

authentic projects.



limited to:

1. Experiments




limited to:





5. Self-evaluation



1. Ecybermission

2. Environmental Engineering

3. Inventions

4. Skateboard Science

Grade 8: Technology & Engineering

Stage 1 – Desired Results Rationale: This area of study focuses on the learner’s ability to identify and articulate problems, design

systems to address them, and continually re-assess their perspectives, methods, and results. The units will

include a wide range of problem-finding and -solving skills associated with reading, research, information

analysis and evaluation, scientific inquiry, and effective oral and written communication. The units in this

collective concept address gifted learners’ needs for “(ii) original research; (iii) problem finding and solving;

(iv) higher level thinking that leads to the generation of products; and (v) a focus on issues, themes, and ideas

within and across areas of study” (Regulations Governing Educational Services for Gifted Students, 8VAC20-

40-20, Definitions).







Science Mathematics Computer / Tech

ES.1(abce)

ES.3

BIO.1(dgijm)

BIO.9(ade)

PH.1(dg)

G.14 9-12.4

9-12.5

9-12.6

9-12.7

9-12.8

9-12.9

Social Studies English/Language Arts

WG.1(ab)

WG.5

WG.7

WG.12(a)

GOVT.1(bd-g)

GOVT.8(be)

GOVT.16(c)

9.2

9.4

9.6

10.1

10.4

10.11

11.2

11.4

12.1(b-e)

12.4


Students will develop a deep understanding of cost analysis, construction efficiency, and

environmental impact as they pertain to land development and engineering.

Students will analyze and evaluate government’s role in land use and development.

Student will evaluate and synthesize the dilemmas and choices faced by local governments

with regard to land use and development.

Understanding(s):

1) Successful engineering and development require

meticulous measurement and mapping, creative

problem-solving, educated decision-making, and a

high level of cooperation and communication.

2) Government has a role in regulating and monitoring

corporate and citizen actions for the general welfare

of the community and for protection of the

environment.

3) Citizens can and should communicate with their

elected officials regarding policy decisions.


1) Why is the obvious solution not always

the best one?

2) What are some effective ways of

developing multiple solutions and

choosing the best?

3) How should we react when solving one

problem creates another?

4) Why are cooperation and

communication so important for

engineering and land development?

5) What are government’s specific

responsibilities with regard to

community development and

environmental protection?

6) What communication strategies should

citizens use when engaging with their

elected officials?




technology, engineering, mathematics, land

and community development, cost analysis,

environmental impact, eminent domain,

and council.






prepared argument.


extemporaneous argument.


environmental engineering into a visual

format.



limited to:

1. Proposal

2. Council formation, interaction, and

decision-making

3. Experiments




limited to:





5. Self-evaluation



1. Rainbow Bay

2. Ecybermission

3. A World in Motion



stage 1 – desired results · 4. investwrite essay 5. informal observations 6. self-evaluation...

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