MITC Activities

READ, LISTEN, AND VIEW.

C. Technical reading. A student shall demonstrate the ability to comprehend technical information from documents or electronic media by:

1. knowing relevant technical vocabulary, use of tools, and safety procedures;
2. applying step-by-step directions using appropriate tools and safety procedures; and
3. showing an understanding of information from visual or graphic data.

EX 5: Analyzing & Presenting Data
SY 3: Monarch & Human Classification
SY 5: Additional project ideas :

• Classify an Organism
• Explore the five kingdoms
• Study another butterfly
• Compare moths and butterflies

WRITE AND SPEAK.

1. technical terminology, use of tools to perform an action, or both;
2. original visual representations to support text, including for example, illustrations, diagrams, charts, or technical drawings;
3. sequenced steps using a numbered, bulleted, or outlined format;
4. precise wording and objective style; and
5. a glossary of technical terms used in the text;

EX 3: Designing an experiment
EX 4: Practicing experimental design
EX 5: Analyzing and presenting data
EX 7: Presenting results of experiments

1. a description of events from direct experience or observation;
2. use of relevant detail and figurative language to create an image of setting, characters, and events;
3. dialogue between characters; and
4. a sequence of events or ideas leading to a logical ending; and

LC 6: Data Collection & Record Keeping : Larval growth
LC 8: Keep a monarch journal
LC 9: Additional journal projects
MG 2: Map the monarchs’ route
MG 15: Migration Story

1. gives a rationale that includes reasons to support or oppose the opinion;
2. uses evidence to support the idea; and
3. has correct spelling and mechanics.

CS 1: Is our community a good home for monarchs?
CS 3: Monarchs in the balance : Dilemma cards
CS 4: Conservation problem solving

1. solving a problem or settling a dispute, and giving a demonstration or presenting new information in a small group;
2. interacting and communicating appropriately with individuals of different gender, age, culture, and points of view;
3. adjusting communication on the basis of verbal and nonverbal feedback; and
4. expressing tone, mood, and vocabulary appropriate for a given situation.

CS 3: Monarchs in the balance : Dilemma cards

THE ARTS.

1. using principles and elements of the art form;
2. demonstrating fundamental skills;
3. using improvision to generate and communicate artistic intent; and
4. creating original works in a variety of contexts.

LC 5: Additional student projects
LC 8: Student journaling
LC 9: Extensions to journaling
MG 15: Migration Story

1. analyzing art works using the elements, principles, and styles of the art form; evaluating works of art according to preestablished criteria;
2. describing personal reaction to the work of art; and
3. explaining the connection between the work of art and its social, cultural, or historical context.

MATHEMATICAL APPLICATIONS.

A. Space, shape, and measurement. A student shall:

1. demonstrate understanding of basic concepts of coordinate systems, by knowing precise mathematical names and properties of two- and three-dimensional shapes, converting common measurement units within the metric system and customary systems, and understanding how properties of shapes affect stability and rigidity of objects;
2. recognize and describe shape, size, and position of two- and three-dimensional objects and the images of the objects under transformations;
3. create complex designs using transformations and tilings to generalize properties of shapes;

4. connect geometric concepts and use them to test conjectures and solve problems, including distances (rational and irrational), the Pythagorean Theorem, similarity and congruence, slope, properties of polygons and polyhedra, and symmetry;
5. measure length, mass, perimeter, and area of quadrilaterals and circles, surface area, and volume of solids and angles, including determining type of measurement needed (exact, approximate, derived), selecting appropriate measurement tools and units, and measuring to the appropriate accuracy;

LC 6: Measuring larval growth
LC 7: Student projects
LC 8: Monarch Journaling

6. describe how changes in the dimensions of figures affect perimeter, area, and volume; and
7. use vertex-edge graphs to solve problems.

1. demonstrate understanding of number concepts including place value, exponents, prime and composite numbers, multiples, and factors; fractions, decimals, percents, integers, and numbers in scientific notation that translate among equivalent forms; and compare and order numbers within a set;
2. solve a variety of problems by representing numbers efficiently, selecting appropriate operations, selecting appropriate methods to estimate or compute, and generating and describing more than one method to solve problems;
3. analyze and justify operations and methods used and evaluate the reasonableness of computed results to problems with proposed solutions;
4. apply proportional reasoning to solve a variety of problems using rates, ratios, proportions, and percents; and
5. create a real-world communication that demonstrates the ability to use a variety of numbers in context.

EC 4: How many grandchildren?
EC 6: Why isn’t the world overrun with monarchs
EC 11: Toothpick prey

EX 5: Analyzing/presenting data

1. evaluate and solve problems, including calculating basic measures of center and variability, to demonstrate understanding of basic concepts of probability and calculate simple probabilities;
2. formulate a question and design an appropriate data investigation;
3. organize raw data and represent it in more than one way;
4. analyze data by selecting and applying appropriate data measurement concepts;
5. critique various representations of data;
6. devise and conduct a simulated probability situation; and
7. predict future results based on experimental results.

EC 6: Monarch mortality
EC 11: Toothpick prey

EX 1: Coming up with a question
EX 2: Hypothesis generation
EX 3: Designing an experiment
EX 5: Analyzing/presenting data
SY 2: More than mammals
SY 3: Monarch & Human classification

EX 6: Writing conclusions with the RERUN method

1. analyze patterns and use concepts of algebra to represent mathematical relationships, including demonstrating understanding of the concepts of variables, expressions, and equations;
2. recognize, analyze, and generalize patterns found in linear and nonlinear phenomena; data from lists, graphs, and tables; number theory; sequences; rational numbers; and formulas;
3. represent and interpret cause and effect relationships using algebraic expressions, equations and inequalities, tables and graphs, verbal descriptions, and spread sheets;
4. connect verbal, symbolic, and graphical representations; identify constraints; translate algebraic expressions into equivalent forms; and propose and justify solutions in problem situations; and
5. use properties of mathematics to informally justify reasoning in a logical argument.

INQUIRY.

C. Controlled experiments. A student shall design and conduct a controlled experiment or investigation and interpret the results by:

1. using relevant information to generate a hypothesis or frame a question in a given topic;
2. defining the controls, variable, and sample size or number of repetitions;
3. setting up a method to test the hypothesis;
4. determining how to record and organize data;
5. conducting experiment and record data;
6. analyzing data and evaluating the hypothesis; and
7. identifying areas for further investigation

LC1: Focus on Features
LC2: Rearing Monarch Larvae
LC3: Preserving and Observing Butterfly Wings
LC4: Butterfly Scales
LC5: Additional Student Projects
LC6: Measuring Larval Growth and Development
LC7: Additional Student Projects
LC8: Keeping a Monarch Journal
LC9: Additional Student Journaling Projects
MG3: Observing Fall Migrants
MG4: Flight Direction Analysis
MG6: Monarch Tagging Role Play
MG8: Tagging Fall Migrants
MG9: Map the Recoveries
MG10: Track the Spring Migration with Journey North
MG11: Milkweed Monitoring
MG12: Weather Conditions during Spring Migration
MG13: How Far Can A Butterfly Glide?
EC6: Rates and Causes of Mortality in Classroom and Wild Monarch Larvae
EC7: Monarch Mishaps
EC11: Camouflage 2
EX1: Coming Up With A Question
EX2: Hypothesis Generation
EX3: Designing an Experiment
EX4: Practicing Experimental Design
EX5: Analyzing and Presenting Data
EX6: Writing Conclusions with the RERUN Method
EX7: Presenting Results of Experiments
SY 1 : Classifying shoes
SY 2 : More than Mammals
CS1: Is Our Community a Good Home for Monarchs?
CS2: Planting a School Butterfly Garden
CS3: Monarchs in the Balance Dilemma Cards
CS4: Writing and Problem Solving

APPLIED SCIENTIFIC METHODS.

A. Living systems. A student shall demonstrate knowledge of interactions and interdependence of living systems by understanding the human body including heredity, reproduction, and regulation and behavior; plants, animals, and microorganisms including diversity and adaptation of organisms, and populations and ecosystems; and the dynamic effect of humans interacting with the environment by:

1. formulating questions to be answered based on systematic observation;
2. designing and conducting investigations and field studies;
3. analyzing data to support or refute hypotheses by identifying patterns in data; and comparing results to known scientific theories, current models, or personal experience; and considering multiple interpretations of data;
4. describing how a premise is supported by scientific concepts, principles, theories, or laws; and
5. creating a model to illustrate a contemporary or historical concept, principle, theory, or law.

1. formulating questions to be answered based on systematic observation;
2. designing and conducting investigations and field studies;
3. analyzing data to support or refute hypotheses by identifying patterns in data; and comparing results to known scientific theories, current models, or personal experience; and considering multiple interpretations of data;
4. describing how a premise is supported by scientific concepts, principles, theories, or laws; and
5. creating a model to illustrate a contemporary or historical concept, principle, theory, or law.

1. formulating questions to be answered based on systematic observation;
2. designing and conducting investigations and field studies;
3. analyzing data to support or refute hypotheses by identifying patterns in data; and comparing results to known scientific theories, current models, or personal experience; and considering multiple interpretations of data;
4. describing how a premise is supported by scientific concepts, principles, theories, or laws; and
5. creating a model to illustrate a contemporary or historical concept, principle, theory, or law.

MG13: How Far Can A Butterfly Glide?

PEOPLE AND CULTURES.

A. Current issue analysis. A student shall defend a position concerning a current event or issue by demonstrating understanding of the history, facts, controversy, values, beliefs, and emotions surrounding the issue by:

1. identifying specific events or situations illustrating the impact of the issue;
2. describing a range of opinions or positions on the issue;
3. selecting and defending a position based on information;
4. describing the responsibilities of citizens involved with the issues; and
5. summarizing the findings in a written, oral, or role-play presentation.

SY 2: More than Mammals (endangered species)
CS 3: Monarchs in the Balance: Dilemma Cards

1. identifying current or historical issues or conflicts that involve a particular region;
2. using mental maps to show location or region;
3. describing the physical and cultural characteristics;
4. describing the economic development; and
5. describing how the issue or conflict is influenced by location and physical and cultural geography.

MG 2 : Map the Monarchs’ Route
MG 9 : Map the Recoveries
MG 10 : Track Spring Migration

1. analyzing historical events from the point of view of participants;
2. illustrating a theme of change or migration that encompasses historical events;
3. constructing a history of a local community, institution, or the role of individuals to illustrate a continuum of change; and
4. describing how citizens contribute to a changing community through participation.

DECISION MAKING.

A. Personal health. A student shall demonstrate understanding of the impact of nutrition, food selection, safety, and eating patterns on health; how to recognize abusive or harassing behaviors; the consequences of using tobacco, alcohol, and other drugs; strategies for preventing accidents and environmental hazards; what to do in case of sudden illness or injury; signs and symptoms of health problems that affect adolescents; sexual responsibility; how to prevent communicable diseases, HIV and sexually transmitted disease infections, and pregnancy; and basic structures and systems of the human body by:

1. analyzing the relationship of physical, social, and mental health;
2. applying a decision-making process to analyze health issues and attain personal goals;
3. analyzing how health-related decisions are influenced by internal and external factors;
4. demonstrating communication skills to express needs and enhance health; and
5. creating and implementing a nutritional health plan using a decision-making process that includes dietary recommendations with respect to age, gender, and activity level for a specific person; menus for a specified period of time; and analysis and demonstration of food preparation and safety skills.

1. describing rules, skills, strategies, and etiquette associated with physical education activities;
2. describing the benefit of daily participation in physical activities;
3. describing the components of fitness planning;
4. showing evidence of implementing a fitness plan;
5. showing evidence of age-appropriate physical fitness;
6. demonstrating motor skills required for individual, dual, and team activities; and
7. displaying proper etiquette and team-building skills in dual and group activities.

EC7: Monarch Mishaps: A game of survival

1. determining areas of individual interest and ability;
2. determining at least two possibilities for career and education options that reflect personal interests and abilities;
3. gathering information for career options from a variety of sources; and
4. describing how each career might affect personal, family, and community life.

RESOURCE MANAGEMENT.

C. Informed consumerism. A student shall demonstrate understanding of the impact of purchases in a household, business, community, and environment by knowing consumer rights and responsibilities; factors that affect consumer decisions; the impact of consumer decisions in a global context; and how to access information about consumer products by:

1. describing a variety of personal or household purchases over a period of time;
2. comparing wants, needs, and available resources;
3. using information to compare and contrast potential purchases;
4. evaluating the quality of products or services;
5. evaluating the impact of the total purchases on the total household budget;
6. evaluating how consumer choices affect the community; and
7. evaluating the effect of the purchases on the environment.

1. gathering and evaluating information from electronic sources;
2. applying appropriate technology processes to an identified need or problem;
3. producing products and selecting language, format, and graphics appropriate for purpose and audience by using word processing, graphics, multimedia, spread sheets, and databases; and
4. maintaining, using, or creating a technological system.

MG 10 : Track Spring Migration

WORLD LANGUAGES.

D. communicating a basic procedure or set of directions