Appendix on Implementing District Standards
NAGC Standards
Learning and Development
1.1. Self-Understanding. Students with gifts and talents recognize their interests, strengths, and needs in cognitive, creative, social, emotional, and psychological areas.
1.4. Awareness of Needs. Students identify and access supplemental, outside-of-school resources that support the development of their gifts and talents (e.g., families, mentors, experts, or programs).
Maybe? (Engineers Without Borders, TU/ TRSA connections, etc.)
1.6. Cognitive Growth and Career Development. Students with gifts and talents identify future career goals that match their interests and strengths. Students determine resources needed to meet those goals (e.g., supplemental educational opportunities, mentors, financial support).
Curriculum Planning and Instruction
3.6. Resources. Students with gifts and talents are able to demonstrate growth commensurate with their abilities as a result of access to high-quality curricular resources.
Learning Environments
4.3. Responsibility and Leadership. Students with gifts and talents demonstrate personal and social responsibility.
4.3.3. Educators provide opportunities to promote lifelong personal and social responsibility through advocacy and real world problem-solving, both within and outside of the school setting.
Programming
5.3. Career Pathways. Students with gifts and talents create future career-oriented goals and identify talent development pathways to reach those goals.
NGSS
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MS-ETS1-1. |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
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MS-ETS1-2. |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
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MS-ETS1-3. |
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. |
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MS-ETS1-4. |
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. |
Oklahoma Academic Standards (OAS)
EN.LS2.7 Ecosystems: Interactions, Energy, and Dynamics: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Depth & Complexity:
For this unit, we will use and focus on the following Depth and Complexity Dimensions: Language of the Discipline, Ethics, Rules, Within the Discipline, and Over Time.
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