Standard+1+and+ATL+SLEs

= STANDARD 1: Inquire, think critically, and gain knowledge. = = STRAND 1.1: SKILLS =

Indicator 1.1.1
Thinking: inquiring--including questioning and challenging information and arguments, developing questions, using the inquiry cycle Transfer: making connections--including using knowledge, understanding and skills across subjects to create products or solutions, applying skills and knowledge in unfamiliar situations Transfer: inquiring in different contexts--including changing the context of an inquiry to gain various perspectives ||< Co-taught : Science--One World Essay research Taught : Personal Project--the process beginning in June of Grade 9 year to February of Grade 10 year ||
 * Follow an inquiry-based process** **in seeking knowledge in curricular subjects,** **and make the real-world connection** **for using this process in own life.**
 * = **Grade level** ||= **AASL**
 * Benchmark** ||= **MYP published**
 * ATL**
 * SLE** ||= **IST library taught / co-taught curriculum/ planned curriculum** ||
 * = **6** ||<  ||<   ||< Taught : Research skills including ||
 * = **7** ||<  ||<   ||< Co-taught : Humanities--Topic Talks ||
 * = **8** ||< * Use a critical-thinking process that involves asking questions, investigating the answers,and developing new understandings for personal or academic independent-learning activities. ||<  ||< Co-taught :Humanities--Digital Stories Unit ||
 * = **9** ||<  ||<   ||<   ||
 * = **10** ||< * With guidance use an inquiry-based process for expanding content knowledge, connecting academic learning with the real world and pursuing personal interests. ||< Information literacy: accessing information--including researching from a variety of sources using a range of technologies, indentifying primary and secondary sources
 * = **11** ||<  ||<   ||< Planned : Visual Arts--research for studio work and documentation in developmental workbook ||
 * = **12** ||< * Independently and systematically use an inquiry-based process to deepen content knowledge, connect academic learning with the real world, pursue personal interests, and investigate opportunities for personal growth. ||<  ||< Taught : Extended Essay--the process beginning in Spring of Grade 11 year and continuing until January of Grade 12 year ||

**Indicator** 1.1.2

 * Use prior background knowledge as context for new learning.**
 * = **Grade** ||= **AASL Benchmark** ||= **MYP Published ATL SLE** ||= **IST library taught / co-taught curriculum/ planned curriculum** ||
 * = **6** ||<  ||<   ||<   ||
 * = **7** ||<  ||<   ||<   ||
 * = **8** ||< * State and support what is known about a topic, problem, or question, and make connections to prior knowledge.
 * Observe and analyze an experience, demonstration, or source that introduces a topic, problem, or question to gather background information. ||<  ||<   ||
 * = **9** ||<  ||<   ||<   ||
 * = **10** ||< * Read background information to discover the key components of the problem or question.
 * Identify keywords or synonyms to use in further research.
 * Develop a schema or mind map to express the big idea and the relationships among supporting ideas and topics of interest. ||<  ||<   ||
 * = **11** ||<  ||<   ||<   ||
 * = **12** ||< * Explore general information sources to increase familiarity with the topic or question. ||<  ||<   ||

**Indicator** 1.1.3

 * Develop and refine a range of questions to frame the search for new understanding.**
 * = **Grade** ||= **AASL Benchmark** ||= **MYP Published ATL SLE** ||= **IST library taught / co-taught curriculum/ planned curriculum** ||
 * = **6** ||<  ||<   ||<   ||
 * = **7** ||<  ||<   ||<   ||
 * = **8** ||< * Write questions independently based on key ideas or areas of focus
 * Determine what information is needed to support the investigation and answer the questions.
 * Analyze what is already known, or what is observed or experienced, to predict answers to inquiry questions. ||<  ||<   ||
 * = **9** ||<  ||<   ||<   ||
 * = **10** ||< * Generate specific questions to focus the purpose of the research.
 * Develop and refine the topic, problem, or question independently to arrive at a worthy and manageable topic.
 * Formulate questions to collect teh needed information to validate or contest a thesis statement.
 * Design questions that systematically test a hypothesis or validate a thesis statement.
 * Refine questions to provide a framework for the inquiry and to fulfill the purpose of the research. ||<  ||<   ||
 * = **11** ||<  ||<   ||<   ||
 * = **12** ||< * Recognize that the purpose of the inquiry determines the type of questions and the type of thinking required
 * Explore problems or questions for which there are multiple answers or no "best" answer.
 * Review the initial information need to clarify, revise, or refine the questions. ||<  ||

Indicator 1.1.4

 * Find, evaluate, and select appropriate sources to answer questions.**
 * = **Grade** ||= **AASL Benchmark** ||= **MYP Published ATL SLE** ||= **IST library taught / co-taught curriculum/ planned curriculum** ||
 * = **6** ||<  ||<   ||<   ||
 * = **7** ||<  ||<   ||<   ||
 * = **8** ||< * Recognize the organization and use of special sections in the library
 * Locate appropriate nonfiction resources by using the library's classification scheme.
 * Evaluate sources based on criteria such as copyright date, authority of author or publisher, comprehensiveness, readability, and alignment with research needs.
 * Select a variety of credible sources in different formats relevant to research needs. ||<  ||<   ||
 * = **9** ||<  ||<   ||<   ||
 * = **10** ||< * Identify and prioritize possible sources of information based on specific information needs and strengths of different informations formats.
 * Use specialized reference materials to find specific and in-depth information.
 * Use both primary and secondary sources.
 * Evaluate sources based on criteria such as copyright date, authority of author or publisher, depth of coverage, and relevance to research questions. ||<  ||<   ||
 * = **11** ||<  ||<   ||<   ||
 * = **12** ||< * Identify the value of and differences among potential resources in a variety of formats.
 * Use various search systems to retrieve information in a variety of formats.
 * Seek and use a variety of specialized resources available from libraries, the internet and the community.
 * Describe criteria used to make resource decisions and choices. ||<  ||<   ||

Indicator 1.1.5

 * Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.**
 * = **Grade** ||= **AASL Benchmark** ||= **MYP Published ATL SLE** ||= **IST library taught / co-taught curriculum/ planned curriculum** ||
 * = **6** ||<  ||<   ||<   ||
 * = **7** ||<  ||<   ||<   ||
 * = **8** ||< * Recognize that information has a social or cultural context based in currency, accuracy, authority and point of view.
 * Evaluate and select information based on usefulness, currency, accuracy, authority, and point of view. ||<  ||<   ||
 * = **9** ||<  ||<   ||<   ||
 * = **10** ||< * Recognize that knowledge can be organized into disciplines that influence the way information is presented and use this understanding to effectively access information.
 * Evaluation information from a variety of social or cultural contexts, based on currency, accuracy, authority, and point of view. ||<  ||<   ||
 * = **11** ||<  ||<   ||<   ||
 * = **12** ||< * Evaluate historical information for validity of interpretation, and scientific information for accuracy and reliability of data.
 * Recognize the social, cultural, or other context within which the information was created and explain the impact of context on interpreting the information.
 * Use consciously selected criteria to determine whether the information contradicts or verifies information from other sources. ||<  ||<   ||

Indicator 1.1.6

 * Read, view, and listen for information presented in any format (e.g. textual, visual, digital) in order to make inferences and gather meaning.**
 * = **Grade** ||= **AASL Benchmark** ||= **MYP Published ATL SLE** ||= **IST library taught / co-taught curriculum/ planned curriculum** ||
 * = **6** ||<  ||<   ||<   ||
 * = **7** ||<  ||<   ||<   ||
 * = **8** ||< * Evaluate, paraphrase, and summarize information in various formats.
 * Use both fact and opinions responsibly by identifying and verifying them. ||<  ||<   ||
 * = **9** ||<  ||<   ||<   ||
 * = **10** ||< * Recognize that knowledge can be organized into disciplines that influence the way information is presented and use this understanding to effectively access information.
 * Evaluate information from a variety of social or cultural contexts, based on currency, accuracy, authority, and point of view. ||<  ||<   ||
 * = **11** ||<  ||<   ||<   ||
 * = **12** ||< * Evaluate historical information for validity of interpretation, and scientific information for accuracy and reliability of data.
 * Recognize the social, cultural, or other context within which the information was created and explain the impact of context on interpreting the information.
 * Use consciously selected criteria to determine whether the information contradicts or verifies information from other sources. ||<  ||<   ||

Indicator 1.1.7

 * Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.**
 * = **Grade** ||= **AASL Benchmark** ||= **MYP Published ATL SLE** ||= **IST library taught / co-taught curriculum/ planned curriculum** ||
 * = **6** ||<  ||<   ||<   ||
 * = **7** ||<  ||<   ||<   ||
 * = **8** ||< * Seek more than on point of view by using diverse sources.
 * Explain the effect of diffferent perspectives (points of view) on the information. ||<  ||<   ||
 * = **9** ||<  ||<   ||<   ||
 * = **10** ||< * Identify presence of bias and explain the effect on the information presented.
 * Counter the effect of bias on the accuracy and reliability of information by actively pursuing a balanced perspective. ||<  ||<   ||
 * = **11** ||<  ||<   ||<   ||
 * = **12** ||< * Create a system to organize the information.
 * Analyze the structure and logic of supporting arguments or methods.
 * Analyze information for prejudice, deception, or manipulation.
 * Investigate different viewpoints encountered, adn determine whether and how to incorporate or reject thse viewpoints.
 * Compensate for the effect of point of view and bias by seeking alternative perspectives. ||<  ||<   ||

Indicator 1.1.8

 * Demonstrate mastery of technology tools for accessing information and pursuing inquiry.**
 * = **Grade** ||= **AASL Benchmark** ||= **MYP Published ATL SLE** ||= **IST library taught / co-taught curriculum/ planned curriculum** ||
 * = **6** ||<  ||<   ||<   ||
 * = **7** ||<  ||<   ||<   ||
 * = **8** ||< * Use online resources to locate information.
 * Implement keyword search strategies.
 * Use a variety of search engines to do advanced searching. ||<  ||<   ||
 * = **9** ||<  ||<   ||<   ||
 * = **10** ||< * Use a range of electronic resources efficiently, effectively, and safely by applying a variety of search and evaluation strategies.
 * Use technology to demonstrate and share learning. ||<  ||<   ||
 * = **11** ||<  ||<   ||<   ||
 * = **12** ||< * Select the most appropriate technologies to access and retrieve the needed information.
 * Use various technologies to organize and manage the information selected.
 * Create their own electronic learning spaces by collecting and organizing links to information resources, working collaboratively, and sharing new ideas and understandings with others. ||<  ||<   ||

Indicator 1.1.9

 * Collaborate with others to broaden and deepen understanding.**
 * = **Grade** ||= **AASL Benchmark** ||= **MYP Published ATL SLE** ||= **IST library taught / co-taught curriculum/ planned curriculum** ||
 * = **6** ||<  ||<   ||<   ||
 * = **7** ||<  ||<   ||<   ||
 * = **8** ||< * Work in self-managed teams to understand concepts and to solve problems.
 * Offer information and opinion at appropriate times in group discussions.
 * Encourage team members to share ideas and opinions. ||<  ||<   ||
 * = **9** ||<  ||<   ||<   ||
 * = **10** ||< * Seek ideas and opinions from others.
 * Respect and help groups find and incorporate diverse ideas.
 * Describe ideas of others accurately.
 * Help to organize and integrate contributions of all group members into products. ||<  ||<   ||
 * = **11** ||<  ||<   ||<   ||
 * = **12** ||< * Model social skills and character traits that advance a team's ability to identify issues and problems, and to work together on solutions and products.
 * Design and implement projects that include participation from diverse groups. ||<  ||<   ||