Through Internet research, patent research, standards and codes research, user interviews (if possible) and other techniques (idea web, reverse engineering), students further develop the context for their design challenge. In subsequent activities, the design teams use this body of knowledge about the problem to generate product design ideas. (Note: Conduct this activity in the context of a design project that students are working on, which could be a challenge determined by the teacher, brainstormed with the class, or the example project challenge provided [to design a prosthetic arm that can perform a mechanical function]. This activity is Step 2 in a series of six that guide students through the engineering design loop.)

Students quantify the percent of light reflected from solutions containing varying concentrations of red dye using LEGO© MINDSTORMS© NXT bricks and light sensors. They begin by analyzing a set of standard solutions with known concentrations of food coloring, and plot data to graphically determine the relationship between percent reflected light and dye concentration. Then they identify dye concentrations for two unknown solution samples based on how much light they reflect. Students gain an understanding of light scattering applications and how to determine properties of unknown samples based on a set of standard samples.

This document matches digital citizenship lessons to the Wisconsin Technology Standards for grades 3-5.

This is a template we use when design lessons and assessments for a specific target.  You can make a copy and edit it to fit any target or standard you have.  There are two proficiency scales, one for the student to reflect on where they are at and one for the teacher to score.  There is also space provided for feedback.  These proficiency scales have been extremely helpful when conferencing with students about their progress.  They are also a great resource for documentation and evidence to support where a student is at in regards to a a target/standard.

Whether they are called school librarians, media specialists, teacher-librarians, or something else, school librarians
are trained as teachers and additionally as librarians; they are qualified to work across their schools with all
students, teachers and administrators. But many building principals, district administrators and even teachers don’t
realize all the things strong school librarians SHOULD be doing in support of student achievement. The "Areas of
Expertise" and the related skills listed here are ranked to show strength of training and experience. This list can
also be cross-walked to the three 2017 AASL National School Library Standards frameworks (Learners, Librarians
and Libraries) as well as the SL21 Measurement Benchmarks for Michigan School Libraries for 21st Century
Schools . (Introduction to document)