Students begin a new anchor text in Unit 1, The Boy Who Harnessed the Wind. This text introduces students to the module topic of critical problems and design solutions by presenting the story of William Kamkwamba, a Malawian boy whose community endures a devastating drought and famine. To address this critical problem, William builds a windmill that produces electricity and helps make his family and community less vulnerable to the consequences of future droughts. Over the course of the unit, students identify the elements of design thinking that guide William in the construction of his windmill, as well as the habits of character (e.g., initiative, perseverance, and compassion) that William demonstrates throughout his many setbacks and restarts. Carefully sequenced tasks throughout Unit 1 invite students to analyze how central ideas are conveyed in each chapter of the text and examine the methods used by the writers to introduce William and develop his character. This work prepares students for the Mid-Unit 1 Assessment.

In the second half of Unit 1, a close read supports students’ comprehension of a supplemental informational text, focusing on central idea and vocabulary. Through two Language Dives, students determine the figurative meaning of language used in the anchor text and use surrounding context as a clue to the meaning of unfamiliar words. As students continue to read The Boy Who Harnessed the Wind, they determine how the textual structure of the chapters helps to convey meaning. They also review principles of effective summary writing. This work prepares students for the end of unit assessment.

At the end of Unit 1, students deepen their understanding of the design thinking process and use a note-catcher to track the steps of William’s design thinking. The unit closes with a text-based discussion that introduces students to the protocol that will be used in the End of Unit 3 Assessment.

In Unit 2, students continue to read the anchor text, The Boy Who Harnessed the Wind, beginning at chapter 11. As William formulates a plan for a windmill to generate electricity and ease some of the burdens caused by the famine, students examine how he applies design thinking to solve his problem. Using a graphic organizer to collect evidence of William’s problems and solutions, students build understanding of the cyclical nature of design thinking and the way the authors develop this key idea with specific details. For the mid-unit assessment, students read a new informational article about another solution designed to solve a critical problem. Students answer selected response questions about figurative and connotative meanings of words in the text and about the way that key ideas are developed. Students also write an objective summary of the text, identifying its central idea and the details that convey it.

In the second half of the unit, students finish reading the anchor text and launch their research project. Inspired by a curated list of TED Talks, students choose a different invention designed to solve a critical problem. The research process is broken down into a series of mini lessons that teach students how to gather evidence from multiple sources, evaluate a source for credibility, and paraphrase or quote from the source with accuracy. For the end of unit assessment, students demonstrate their understanding of the research process by gathering more information from the text studied during the Mid-Unit 2 Assessment. Their tasks include refocusing their search for more relevant results, determining the credibility of possible sources, paraphrasing responsibly, and providing basic bibliographic information for sources.

In Unit 3, students write an informational essay organized using a problem-solution structure. They begin by reviewing a model, annotated using the Painted Essay® template. As they analyze the model, students, in pairs, co-construct a collaborative essay addressing the prompt “How did William use design thinking to solve a critical problem?”

Students then return to the research they completed in Unit 2 about the problem and solution of their choosing, taking time to review (and add to, as needed) their ideas in light of insights gleaned from the collaborative essay practice. Students prepare for the assessment by completing a writing planner as they did for their collaborative essay. For the Mid-Unit 3 Assessment, students independently write an essay about the problem and solution they researched in Unit 2, answering the question “How was design thinking used to solve a critical problem?”

Students begin preparing for the performance task by reassembling their research into an interactive and visual problem-solution display. They prepare for this Solution Symposium by rehearsing their answers to two prompts posed by their audience: (1) how was design thinking used to solve this problem? and (2) how were habits of character used to solve this problem? For the End of Unit 3 Assessment, students synthesize their learning about all of the different innovators researched to engage in an academic discussion around how habits of character help solve critical problems. Students are coached to discuss the topic collegially, using appropriate tone, volume, and eye contact. During the discussion, students are assessed on their ability to pose and respond to questions using the evidence they have gathered, analyze it in light of the habits of character, and elaborate on the contributions of their peers.

Design thinking makes clear the systematic process that allows innovators to learn and apply techniques to solve critical problems in a creative way. In Module 2, students read the true story of William Kamkwamba in The Boy Who Harnessed the Wind (Young Readers edition) and how he used design thinking to confront the devastating effects of famine in his country, Malawi. In response to this seemingly insurmountable problem, William spent countless hours in the local library, reading science textbooks and searching for a possible solution. Through careful research, and after many rounds of trial and error, William used available materials and scraps from the local junkyard to construct a windmill that brought electricity to his community, allowing kids to study into the evening, adults to recharge their mobile phones, and water pumps to irrigate the fields and produce more abundant harvests. Propelled by unshakable perseverance, a keen awareness of his community’s needs, and compassion for those suffering around him, William models how innovative thinkers can leverage design thinking to address critical problems in their own communities. Inspired by this concept, students work towards a performance task in which they research and present another innovative solution designed to address a critical issue. For this Solution Symposium, students interact with their audience to explain how design thinking and habits of character led to the development of a successful solution.

In Unit 1, students read the first nine chapters of the anchor text, building background on William Kamkwamba and the problems William’s community faced in rural Malawi, in a village with limited resources and access to education. Through two Language Dives using key sentences in the anchor text and a close read of a supplemental text, students practice identifying the central idea, citing textual evidence, analyzing how individual sentences contribute to the development of a text’s central ideas, and determining the meaning of words and phrases in a text.

In Unit 2, students finish reading the text, and demonstrate their continued reading-skill development in the Mid-Unit 2 Assessment, which uses an excerpt from the text to assess students’ abilities to interpret the figurative and connotative meanings of unfamiliar words, analyze information portrayed in various media formats, and explain how a small portion of a text contributes to the central idea. By clearly delineating the many problems William faced, students see how each was addressed through science, research, and habits of character, like perseverance. With the support of explicit mini lessons on research skills, students then begin independent research on an innovator who, like William, designed a product to solve a critical problem. These research skills are assessed in the End of Unit 2 Assessment.

Through writing a collaborative informational essay about William in the first half of Unit 3, students deepen their understanding of the design thinking process and explore how William Kamkwamba used this process to solve a problem. The unit builds towards the performance task, a Solution Symposium, at which students present and share interactive displays of their research on an innovative solution to a critical problem. The Solution Symposium engages audience members in a conversation in which the student shares his or her answers to the following questions: (1) how was design thinking used to solve this problem and (2) how were habits of character used to solve this problem? Following the symposium, as the End of Unit 3 Assessment, students will collaborate to discuss how habits of character help people like those featured in their research solve critical problems.

In Unit 2, students selected and began conducting research about their focus figures: other important individuals in space science whose contributions have gone unrecognized. In Unit 3, they continue this research and prepare to write argument essays. First, they revisit the Painted Essay® to develop a deeper understanding of argument essay structure. As in previous modules, students deconstruct a model argument essay (about Dorothy Vaughan) and then complete a collaborative essay (about Mary Jackson or Katherine Johnson) that addresses a similar prompt. In each lesson, students examine aspects of the argument essay model and practice using it in their own writing. Using textual evidence about their focus figure (W.6.9), students generate sound argument essays (W.6.1, W.6.10) to answer the prompt: Why are my focus figure’s accomplishments remarkable?

After writing their independent essays for the mid-unit assessment, students move toward the culmination of the module: the development of a class picture book that highlights the key achievements of students’ chosen focus figures. In triads with their “crewmates,” students use narrative nonfiction writing techniques to produce three pages about their focus figures, complete with creative illustrations. Students then develop and deliver presentations, which serve as Part 1 of the End of Unit 3 Assessment. Students present their claims about why their focus figure’s accomplishments are remarkable, demonstrating appropriate presentation skills (SL.6.4) and a command of formal language (SL.6.6) and using their picture book illustrations as visual support (SL.6.5). As students listen to one another’s presentations, they practice delineating the arguments put forth by their classmates (SL.6.3). Part 2 of the assessment centers around a culminating discussion, during which students summarize and reflect upon key learning across the module (SL.6.1).

In Module 4, students learn about remarkable accomplishments in space science, paying special attention to accomplishments and people that may have been overlooked until recently. After reading supplemental texts to learn about key events and well-known figures of the Space Race, students begin their anchor text, Hidden Figures (Young Readers’ Edition) by Margot Lee Shetterly. This tells the story of the “West Computers,” the first black women hired by the National Advisory Committee for Aeronautics (NACA, later NASA), which had previously enforced discriminatory hiring policies. The work of these tremendously talented mathematicians, like Dorothy Vaughan, Mary Jackson, and Katherine Johnson, led to major advances in space science and helped land human beings on the moon. Major tasks in the module provide opportunities for students to uncover and uplift the stories of these and other hidden figures who have typically not been centered in popular accounts of space science.

Across the eight lessons of Unit 1, students read engaging informational texts about important events in the Space Race of the mid-twentieth century, leading up to the Apollo 11 moon landing. In the first half of Unit 1, much of the work around these texts is related to point of view (e.g., John F. Kennedy’s point of view toward space travel). In the mid-unit assessment, students apply this work to a new text, analyzing the author’s point of view toward the Apollo 11 astronauts and mission and toward the future of humans in space. The informational texts of the second half of Unit 2 add deeper complexity to students’ understanding of the Space Race. Students read arguments that challenge the United States’ decision to invest in space exploration, especially when civil rights abuses were taking place at home. In preparation for the end of unit assessment, which features similar tasks, students practice tracing the arguments posed in these texts, identifying the authors’ main claims and identifying the evidence and reasoning that the authors use to support their claims. This unit helps students build critical context needed to frame and understand the content and focus of Units 2 and 3.

In Unit 2, when students begin reading Hidden Figures, they quickly discover that popular accounts of the Space Race have generally overlooked the contributions of the West Computers. In the first half of Unit 2, students analyze the way that Shetterly introduces and illustrates Dorothy, Mary, and Katherine in the text. Students also practice identifying claims about the West Computers that can be supported using evidence from the text. Students apply this learning and complete similar tasks during the mid-unit assessment. In the second half of Unit 2, and on the end of unit assessment, students read supplemental texts about the West Computers and compare and contrast the authors’ presentations of events with Shetterly’s presentation of the same events in Hidden Figures.

In Unit 3, students revisit the Painted Essay® structure to analyze a model argument essay that addresses the prompt: What makes Dorothy Vaughan’s accomplishments remarkable? Using a similar prompt about Mary Jackson or Katherine Johnson, students write collaborative argument essays that prepare them to produce independent arguments later in the unit. Informed by research conducted across Units 2 and 3, students’ independent essays present arguments about the remarkable accomplishments of their focus figure: a major contributor to space science, outside of the anchor text, whose important work is also comparatively unknown. The performance task of Module 4 invites students to create illustrated pages for a narrative nonfiction picture book about the accomplishments of focus figures. These picture books provide engaging visual support to students’ presentations of their focus figure arguments during the end of unit assessment. During this assessment, students also delineate the arguments of their classmates and reflect on their learning across the module as a whole.

Internet research is a fine writing tool, but can you trust the information you find? This presentation by Hope N. Tillman, Director of Libraries at Babson College, gives advice on assessing the quality and credibility of information found on the Internet. Includes links to search engines and research guides, but the most useful aspect of this presentation is the in-depth discussion on assessing these resources.

In this scaffolded lesson, students engage in practice with determining whether or not research has been plagiarized. A short video demonstration is included. [03:44] This lesson addresses all three College and Career Readiness Standards connected to conducting online research: CCSS.ELA-Literacy.CCRA.W.7, CCSS.ELA-Literacy.CCRA.W.8, and CCSS.ELA-Literacy.CCRA.W.9

In this lesson, students write summaries of researched information in their own words and quote text accurately.

An excellent tip sheet on how to document sources while writing and creating a research paper. Includes in-depth information and examples.

A quick guide to help you determine the relevance and authority of a resource.

How can you de-escalate digital drama so it doesn't go too far? Miscommunication is a common occurrence online and on social media. Plus, being behind a screen makes it easier to say things they wouldn't say in person. So how do we help students avoid the pitfalls of digital drama? Help them learn tips on avoiding online drama in the first place and de-escalating drama when it happens. Approximately 45 mins.

LESSON OBJECTIVES: Reflect on how easily drama can escalate online. Identify de-escalation strategies when dealing with digital drama. Reflect on how digital drama can affect not only oneself but also those around us.

How can you protect yourself from phishing? Internet scams are part of being online today, but many kids might not be aware of them. How do we help our students avoid being tricked into clicking malicious links or giving out private information? Use this lesson to help kids avoid online identity theft and phishing schemes. Approximately 45 mins.

LESSON OBJECTIVES: Compare and contrast identity theft with other kinds of theft. Describe different ways that identity theft can occur online. Use message clues to identify examples of phishing.

This resource contains the basic citation information for articles from journals, articles from books, articles from databases, books, newspapers, government publications, and web sites. Students can click on one of theses publications and sample citations will appear in MLA (Modern Language Association), APA (American Pstchological Association), Chicgo Manual of Style, and Turabian format.

This lesson discusses the concept of source credibility and goes over how to evaluate a source. This tutorial lesson shares a short screencast with the lesson's content. [7:06]

Contains plans for three lessons that deal with plagiarism, copyright law, and how to paraphrase correctly. In addition to objectives and standards, this instructional plan contains links to PDF handouts and sites used in the lessons as well as assessment and reflection activities.

Students explore the topic of "coming of age" through stories about the experiences of professional female artists of color who have fought to claim their space in a world that has long excluded people who look like them.

How do we balance digital media use in our lives? We use digital media every day, from texting, streaming TV shows, and gaming all the way to using voice assistants or ordering our food online. For today's kids, it's a lot more than just "screen time." So how can we help students balance their online and offline lives? It starts with recognizing just how much media we use. Approximately 50 mins.

LESSON OBJECTIVES: Reflect on their common online and offline activities. Identify ways to "unplug" to maintain balance between online and offline activities. Use the Digital Habits Checkup routine to create a personal challenge to achieve more media balance.

How do we find credible information on the internet? The web is full of questionable stuff, from rumors and inaccurate information to outright lies and so-called fake news. So how do we help students weed out the bad and find what's credible? Help students dig into why and how false information ends up online in the first place, and then practice evaluating the credibility of what they're finding online. Approximately 45 mins.

LESSON OBJECTIVES: Learn reasons that people put false or misleading information on the internet. Learn criteria for differentiating fake news from credible news. Practice evaluating the credibility of information they find on the internet.

This site provides basic guidelines and examples for how to compile a bibliography. Grade levels listed 1st through 6th.