Hoboken Public Schools Spanish One Honors Curriculum
Spanish One Honors HOBOKEN PUBLIC SCHOOLS Course Description Advanced-level courses are for highly motivated students. This course is intended for students who began the target language in middle school and desire an enriched language experience. Classes are conducted completely in the target language. Spanish I Honors is a course composed of seven thematic units. Each unit is anchored by an essential question. Suggestions for problem based learning tasks are included along with a cumulative goal to benchmark the development of linguistic proficiency. Instructional procedures, techniques and methods will be differentiated, interactive and characterized by authenticity. The students will be exposed to and will explore a variety of informational text and electronic sources. They will apply technology in some of the following ways: conducting research, composing thoughts, sorting and organizing information, developing presentations and following webquests. Assessments will be ongoing and performance based. Course Resources Authentic readings found online Authentic readings found in newspapers, magazines Culturally/linguistically appropriate videos found on websites such as www.youtube.com, www.teachertube.com Online game resources found on websites such as www.quia.com, www.quizlet.com, www.kahoot.com Vista textbook1 (textbook/workbook) Spanish Dictionaries Pacing Guide Unit Titles Unit One: All About Me Unit Two: School Days Unit Three: Home, Sweet Home Unit Four: Food Glorious Food Unit Five: Celebrations Unit Six: Migratory Animals Unit Seven: Going Green Time Frame 6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks 4 Weeks Unit 1 All About Me Six Weeks Unit 1 Overview
In this unit, students will explore the greetings and expressions, cultural ways of greeting others, formal and informal address, physical description, and emotional qualities (angry, happy, sad, etc.) through different learning modalities. Essential Questions Ø How qualities in a friend identified? Ø How do we show respect to others? Ø How are students considered unique? Ø How would you describe yourself in relationship to others? Ø How does culture affect desirable characteristic traits? Ø How do my interests compare with those of my peers? Essential Learning Outcomes Ø Students will explore how to greet people and talk about how he/she and they are feeling Ø Students will understand how to speak in an appropriate way to a friend and to an adult Ø Students will explore and describe a friend s physical and emotional characteristics Ø Students will distinguish between permanent and temporary characteristics Ø Students will explore how to use target language expressions to identify unknown vocabulary Ø Students will be able to explain how last names are formed in Spanish-speaking countries Ø Students will analyze what friendship means in Spanish-speaking countries Technology Infusion Ø 8.1.12.A.1 Understand and use technology systems Create a personal digital portfolio that reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø 8.1.12A.3 Select and use applications effectively and productively. Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Ø 8.1.12.D.1 Advocate and practice safe, legal, and responsible use of information and technology Demonstrate appropriate application of copyright Standards Addressed 7.1.NM.A.1 7.1.NM.A.4 7.1.NM.B.1 7.1.NM.B.4 7.1.NM.B.3 7.1.NM.C.1 7.1.NM.C.4 Differentiation Ø Preferential Seating Ø Strategic/flexible grouping and pairing
Ø Kinesthetic activities (Rhythm, music, body movements) Ø Use of graphic organizers Ø Think/Pair/Share Ø Frequent repetition Ø Ample wait time before calling on students Ø Repeating/simplifying of directions Ø Clear visual, verbal and demonstrative modeling Ø Ample use of visuals Ø Use of manipulative Ø Teach vocab in context and in small chunks Ø Students set personal growth goals Ø Students self assessment, self monitoring of progress Ø Break down assignments into manageable parts/tasks Ø Learning centers or stations that address varied activities, skills, learning modalities Ø Speaking provide: sentence starters, process time, cues and prompts, embedded choices, practice time Ø Assign group roles Ø Peer tutoring Ø Partner reading Ø Collaborative writing Ø Word Bank Ø Fill in blank form for note taking Ø Visual representations of ideas Assessments Ø Skim and scan target language culturally authentic audio, video, or written text from electronic information sources and other sources to identify physical characteristics, personality qualities, pastime activities, and expressions of likes and dislikes, and age. Ø Ask and respond to memorized questions about physical characteristics, personality qualities, likes and dislikes, and pastime activities using digital tools and face-to-face communication. Ø Use appropriate greetings and leave taking from the target culture in a variety of scenarios. Ø Imitate and incorporate appropriate intonation for asking different types of questions (if appropriate in the target language). Ø Describe self and others. Ø Retell highlights from age- and level- appropriate culturally authentic target language text orally and/or in writing including physical characteristics, personality qualities, and preferences related to pastime activities by creating a multimedia presentation. 21 st Century Learning Connection 9.1.12.A.1 Apply critical thinking and problem- solving strategies during structured learning experiences.
9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. Unit 2 School Days Six Weeks Unit 2 Overview In this unit, School subjects, school supplies, classroom furniture, school facilities (main office, nurse, library, etc.), directional guidelines (turn left, go straight, etc.), classroom activities by discipline, words that describe people and things will be explored. Students will discuss how the aforementioned items affect their school day. Essential Questions Ø How do a culture s unique characteristics and values reveal itself in their daily schedules and student activities? Ø How does content help me respond to important questions that extend my learning beyond the classroom? Essential Learning Outcomes 1. Students will describe his/her class schedule 2. Students will explore the different school supplies that he/she uses 3. Students will discover how to compose directions within the school 4. Students will be able to label the major places in the school 5. Students will describe differences between American schools/schools in the target country 6. Students will understand how to use target language expressions to understand unknown vocabulary 7. Students will demonstrate comprehension of an authentically cultural reading Technology Infusion Ø 8.1.12.A.1 Understand and use technology systems Create a personal digital portfolio that reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø 8.1.12A.3 Select and use applications effectively and productively. Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Ø 8.1.12.D.1 Advocate and practice safe, legal, and responsible use of information and technology Demonstrate appropriate application of copyright Standards Addressed 7.1.NM.A.1 7.1.NM.A.4 7.1.NM.B.1 7.1.NM.B.4 7.1.NM.B.3 7.1.NM.C.1
7.1.NM.C.4 Differentiation Ø Preferential Seating Ø Strategic/flexible grouping and pairing Ø Kinesthetic activities (Rhythm, music, body movements) Ø Use of graphic organizers Ø Think/Pair/Share Ø Frequent repetition Ø Ample wait time before calling on students Ø Repeating/simplifying of directions Ø Clear visual, verbal and demonstrative modeling Ø Ample use of visuals Ø Use of manipulative Ø Teach vocab in context and in small chunks Ø Students set personal growth goals Ø Students self assessment, self monitoring of progress Ø Break down assignments into manageable parts/tasks Ø Learning centers or stations that address varied activities, skills, learning modalities Ø Speaking provide: sentence starters, process time, cues and prompts, embedded choices, practice time Ø Assign group roles Ø Peer tutoring Ø Partner reading Ø Collaborative writing Ø Word Bank Ø Fill in blank form for note taking Ø Visual representations of ideas Assessments Ø Skim and scan culturally authentic target language materials from electronic information sources and other sources to identify words and phrases associated with school life, schedules, and classroom activities. Ø Use physical response to demonstrate understanding of classroom routines. Ø Ask and respond to memorized questions about academic and social aspects of school life, schedules, and classroom activities using digital tools and face-to-face communication through the target language. Ø Produce a multimedia rich presentation that compares school life in the home and target culture(s) using information found in age- and level-appropriate culturally authentic texts.
21 st Century Learning Connection 9.1.12.A.1 Apply critical thinking and problem- solving strategies during structured learning experiences. 9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives Unit 3 Home, Sweet Home 6 Weeks Unit 3 Overview In this unit, students will explore the aspects of home. Rooms in the house, furniture and items found in a house, household chores, recycling, descriptive adjectives necessary to describe a house, prepositions of location, The verbs to be, Irregular verbs, Regular verbs related to maintaining a house, Vocabulary related to parts of a building. Essential Questions Ø How would you describe yourself and you responsibilities in relationship to others? Ø How do my actions have an effect on my community? Ø How can I give back to the community? Ø How does your environment (home) influence your choice of activity? Essential Learning Outcomes Ø Students will identify and describe the rooms in a house Ø Students will be able to list and categorize the contents of a house Ø Describe and explain daily activities done in the home with family members Ø Students will compare/contrast homes in the US and in target countries Ø Students will explore how to tell where he/she lives and illustrate his/her home/neighborhood Ø Students will compare/contrast chores performed in the US with those performed in the target culture. Ø Students will be able to analyze a description of a home and match it to the appropriate house in a real estate guide Technology Infusion Ø 8.1.12.A.1 Understand and use technology systems Create a personal digital portfolio that reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø 8.1.12A.3 Select and use applications effectively and productively. Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Ø 8.1.12.D.1 Advocate and practice safe, legal, and responsible use of information and technology Demonstrate appropriate application of copyright Standards Addressed 7.1.NM.A.1 7.1.NM.A.4
7.1.NM.B.1 7.1.NM.B.4 7.1.NM.B.3 7.1.NM.C.1 7.1.NM.C.4 Differentiation Ø Preferential Seating Ø Strategic/flexible grouping and pairing Ø Kinesthetic activities (Rhythm, music, body movements) Ø Use of graphic organizers Ø Think/Pair/Share Ø Frequent repetition Ø Ample wait time before calling on students Ø Repeating/simplifying of directions Ø Clear visual, verbal and demonstrative modeling Ø Ample use of visuals Ø Use of manipulative Ø Teach vocab in context and in small chunks Ø Students set personal growth goals Ø Students self assessment, self monitoring of progress Ø Break down assignments into manageable parts/tasks Ø Learning centers or stations that address varied activities, skills, learning modalities Ø Speaking provide: sentence starters, process time, cues and prompts, embedded choices, practice time Ø Assign group roles Ø Peer tutoring Ø Partner reading Ø Collaborative writing Ø Word Bank Ø Fill in blank form for note taking Ø Visual representations of ideas Assessments Ø Skim and scan age- and level-appropriate culturally authentic audio, video or written text from electronic information sources and other sources to identify types of furniture found in the home, the names of rooms in a home, common household items, and household chores. Ø Skim and scan culturally authentic texts to identify cultural products and practices related to home life. Ø Ask and respond to memorized questions about the rooms in a home, description of a home, the furniture and other items found in the home, and the chores that are typically done using digital tools and face-to-face communication in the target language.
Ø Create a multimedia rich presentation to compare homes and household chores in the home and target cultures. Ø Retell highlights from age- and level-appropriate culturally authentic target language text (oral or written) that includes description of a home, its contents, and chores to describe homes in the target culture. 21 st Century Learning Connection 9.1.12.A.1 Apply critical thinking and problem- solving strategies during structured learning experiences. 9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives Unit 4 Food Glorious Food 6 Weeks Unit 4 Overview In this unit, students will explore the different foods of the Hispanic culture. Foods, meals, food groups, cooking terms, table settings, phrases to order food/beverages are culturally apart of the Hispanic infrastructure. Essential Questions Ø How does food choice and family structure reflects and is influenced by the culture in which it is found? Ø How is what I eat different from what people eat around the world? Ø How are food and culture linked? Ø How can I discuss target language cuisine and keep the conversation going? Ø How does technology influence where and how we eat? Essential Learning Outcomes Ø Students will be able to categorize foods by meals, food groups, and health factors Ø Students will be able to explore and discuss food preferences Ø Students will be able to compare eating habits in USA to those of the target culture Ø Students will be able to order food/ beverage in a restaurant Identify and describe foods Technology Infusion Ø 8.1.12.A.1 Understand and use technology systems Create a personal digital portfolio that reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø 8.1.12A.3 Select and use applications effectively and productively. Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Ø 8.1.12.D.1 Advocate and practice safe, legal, and responsible use of information and technology Demonstrate appropriate application of copyright
Standards Addressed 7.1.NM.A.1 7.1.NM.A.4 7.1.NM.B.1 7.1.NM.B.4 7.1.NM.B.3 7.1.NM.C.1 7.1.NM.C.4 Differentiation Ø Preferential Seating Ø Strategic/flexible grouping and pairing Ø Kinesthetic activities (Rhythm, music, body movements) Ø Use of graphic organizers Ø Think/Pair/Share Ø Frequent repetition Ø Ample wait time before calling on students Ø Repeating/simplifying of directions Ø Clear visual, verbal and demonstrative modeling Ø Ample use of visuals Ø Use of manipulative Ø Teach vocab in context and in small chunks Ø Students set personal growth goals Ø Students self assessment, self monitoring of progress Ø Break down assignments into manageable parts/tasks Ø Learning centers or stations that address varied activities, skills, learning modalities Ø Speaking provide: sentence starters, process time, cues and prompts, embedded choices, practice time Ø Assign group roles Ø Peer tutoring Ø Partner reading Ø Collaborative writing Ø Word Bank Ø Fill in blank form for note taking Ø Visual representations of ideas
Assessments Ø Skim and scan age- and level-appropriate culturally authentic target language materials from electronic information sources to identify words and phrases associated with food preferences, products and practices of the target culture(s). Ø Recognize a few common gestures and cultural practices associated with food preferences, products and practices of the target culture(s). Ø Give and follow simple, oral and written directions, commands, and requests through appropriate physical response as they relate to food practices. Ø Use memorized words and phrases to ask and respond to questions to order a meal from a culturally authentic menu. Ø Present cultural products and imitate cultural practices related to food as found in ageand level-appropriate, culturally authentic materials. 21 st Century Learning Connection 9.1.12.A.1 Apply critical thinking and problem- solving strategies during structured learning experiences. 9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives Unit 5 Celebrations 6 Weeks Unit 5 Overview In this unit, students will explore the varying celebrations of the Hispanic Culture. Through the exploration of names of authentic holidays, seasons, activities associated with planning, attending, and participating in celebrations, students will be immersed in the actualization of the culture. Essential Questions Ø How is the concept of inviting different in different cultures? Ø How are responsibilities different depending on culture? Ø How other cultures plan and celebrate events? Ø How are cultural perspectives (attitudes, values and beliefs) reflected in a culture? Ø How are cultural perspectives, attitudes, values and beliefs reflected in a culture s social practices (Family and food)? Essential Learning Outcomes Ø Students will identify culture-specific holidays, as found in culturally authentic video/audio/written texts. Ø Students will identify customs and traditions of target cultures, as found in culturally authentic video/audio/written texts. Ø Students will be able to recognize names of family members as found in culturally authentic video/audio/written texts.
Ø Students will be able to identify articles of clothing as found in culturally authentic video/audio/written texts related to celebrations. Ø Students will be able to answer simple questions related to celebrations in the home and target cultures. Ø Students will be able to describe celebrations in the home and target cultures. Technology Infusion Ø 8.1.12.A.1 Understand and use technology systems Create a personal digital portfolio that reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø 8.1.12A.3 Select and use applications effectively and productively. Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Ø 8.1.12.D.1 Advocate and practice safe, legal, and responsible use of information and technology Demonstrate appropriate application of copyright Standards Addressed 7.1.NM.A.1 7.1.NM.A.4 7.1.NM.B.1 7.1.NM.B.4 7.1.NM.B.3 7.1.NM.C.1 7.1.NM.C.4 Differentiation Ø Preferential Seating Ø Strategic/flexible grouping and pairing Ø Kinesthetic activities (Rhythm, music, body movements) Ø Use of graphic organizers Ø Think/Pair/Share Ø Frequent repetition Ø Ample wait time before calling on students Ø Repeating/simplifying of directions Ø Clear visual, verbal and demonstrative modeling Ø Ample use of visuals Ø Use of manipulative Ø Teach vocab in context and in small chunks Ø Students set personal growth goals Ø Students self assessment, self monitoring of progress Ø Break down assignments into manageable parts/tasks Ø Learning centers or stations that address varied activities, skills, learning modalities
Ø Speaking provide: sentence starters, process time, cues and prompts, embedded choices, practice time Ø Assign group roles Ø Peer tutoring Ø Partner reading Ø Collaborative writing Ø Word Bank Ø Fill in blank form for note taking Ø Visual representations of ideas Assessments Ø Skim and scan culturally authentic audio/video/written text, from electronic information sources and other sources to identify people, places and things related to cultural celebrations. Ø Ask and respond to simple questions related to holidays and other celebrations in the home and target cultures. Ø Copy and write words and phrases to create a multimedia rich presentation describing a celebration in the home or target culture. Ø Dramatize an authentic song or recite a poem associated with a target culture celebration. 21 st Century Learning Connection 9.1.12.A.1 Apply critical thinking and problem- solving strategies during structured learning experiences. 9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives Unit 6 Migratory Animals Six Weeks Unit 6 Overview In this unit, students will discover the varying migratory animals in different parts of the world. Through the identification of names of migratory animals, physical characteristics of migratory animals, basic survival needs of migratory animals, names of habitats of migratory animals, geographical locations where migratory animals may be found, weather patterns, students will have a clear understanding of the importance of migratory animals. Essential Questions Ø How does culture influence the naming of animals? Ø How are migratory animals essential for human survival? Ø How would I describe indigenous and migratory animals in Spanish-Speaking Countries? Ø How would you observe and study migratory animals?
Essential Learning Outcomes Ø Students will recognize names and characteristics of migratory animals contained in culturally authentic materials using electronic information sources. Ø Students will interpret visual resources to complete a graphic organizer about the needs and physical characteristics of some migratory animals Ø Students will recognize names of habitats, continents, and countries in which migratory animals live as found in culturally authentic materials from electronic information sources. Ø Students will be able to recognize familiar spoken or written words and phrases related to animal migration as found in culturally authentic materials from electronic information sources. Ø Students will demonstrate comprehension of brief oral and written messages about migratory animals from culturally authentic materials. Ø Students will imitate appropriate intonation for asking different types of questions about migratory animals. Ø Students will explore how to ask memorized questions with a partner about different animals, their characteristics, and their needs for food, shelter, and survival. Technology Infusion Ø 8.1.12.A.1 Understand and use technology systems Create a personal digital portfolio that reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø 8.1.12A.3 Select and use applications effectively and productively. Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Ø 8.1.12.D.1 Advocate and practice safe, legal, and responsible use of information and technology Demonstrate appropriate application of copyright Standards Addressed 7.1.NM.A.1 7.1.NM.A.4 7.1.NM.B.1 7.1.NM.B.4 7.1.NM.B.3 7.1.NM.C.1 7.1.NM.C.4 Differentiation Ø Preferential Seating Ø Strategic/flexible grouping and pairing Ø Kinesthetic activities (Rhythm, music, body movements) Ø Use of graphic organizers Ø Think/Pair/Share Ø Frequent repetition Ø Ample wait time before calling on students Ø Repeating/simplifying of directions
Ø Clear visual, verbal and demonstrative modeling Ø Ample use of visuals Ø Use of manipulative Ø Teach vocab in context and in small chunks Ø Students set personal growth goals Ø Students self assessment, self monitoring of progress Ø Break down assignments into manageable parts/tasks Ø Learning centers or stations that address varied activities, skills, learning modalities Ø Speaking provide: sentence starters, process time, cues and prompts, embedded choices, practice time Ø Assign group roles Ø Peer tutoring Ø Partner reading Ø Collaborative writing Ø Word Bank Ø Fill in blank form for note taking Ø Visual representations of ideas Assessments Ø Skim and scan culturally authentic audio, video or written text from electronic information sources and other sources to identify information about migratory animals and their habitats. Ø Ask and respond to memorized questions about migratory animals and their habitats using digital tools and face-to-face communication. Ø Use appropriate gestures and imitate appropriate intonation for asking different types of questions in the target language (If appropriate in the target language) about animals and their habitats. Ø Retell highlights from age- and level-appropriate culturally authentic target language text orally or in writing that include physical characteristics of migratory animals and their habitats by creating a multimedia-rich presentation. 21 st Century Learning Connection 9.1.12.A.1 Apply critical thinking and problem- solving strategies during structured learning experiences. 9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives Unit 7 Going Green Four Weeks Unit 7 Overview In this unit, students will explore the varying symbols of recycling in target culture, vocabulary associated with symbols of recycling, recyclable categories, shapes and materials, memorized and frequently practiced questions associated with number, color, location, and type of recyclable items, vocabulary of
renewable resources, such as water, electricity, and paper, give and respond to memorized commands associated with reduce, reuse, and recycle. Essential Questions Ø How are the challenges that face our environment identified today? Ø How can we expect to see an improvement or a decline in our society s ecological state? Why? Ø How do mankind have ecological consequences? Essential Learning Outcomes Ø Students will identify environmental practices and products of the target culture as found in authentic materials from electronic information sources and other sources. Ø Students will be able to identify renewable resources as found in authentic materials from electronic information sources and other sources. Ø Students will be able to give and follow commands related to environmental practices. Ø Students will be able to explore how to ask memorized questions related to recycling products (number, color, location, and signage) of the home and target cultures using digital tools and faceto-face communication. Ø Students will be able to critically respond to simple questions related to recycling products (number, color, location, and signage) of the home and target cultures using digital tools and faceto-face communication. Ø Students will be able to ask memorized questions related to practices regarding use of renewable resources of the home and target cultures using digital tools and face-to-face communication. Technology Infusion Ø 8.1.12.A.1 Understand and use technology systems Create a personal digital portfolio that reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø 8.1.12A.3 Select and use applications effectively and productively. Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Ø 8.1.12.D.1 Advocate and practice safe, legal, and responsible use of information and technology Demonstrate appropriate application of copyright Standards Addressed 7.1.NM.A.1 7.1.NM.A.4 7.1.NM.B.1 7.1.NM.B.4 7.1.NM.B.3 7.1.NM.C.1 7.1.NM.C.4
Differentiation Ø Preferential Seating Ø Strategic/flexible grouping and pairing Ø Kinesthetic activities (Rhythm, music, body movements) Ø Use of graphic organizers Ø Think/Pair/Share Ø Frequent repetition Ø Ample wait time before calling on students Ø Repeating/simplifying of directions Ø Clear visual, verbal and demonstrative modeling Ø Ample use of visuals Ø Use of manipulative Ø Teach vocab in context and in small chunks Ø Students set personal growth goals Ø Students self assessment, self monitoring of progress Ø Break down assignments into manageable parts/tasks Ø Learning centers or stations that address varied activities, skills, learning modalities Ø Speaking provide: sentence starters, process time, cues and prompts, embedded choices, practice time Ø Assign group roles Ø Peer tutoring Ø Partner reading Ø Collaborative writing Ø Word Bank Ø Fill in blank form for note taking Ø Visual representations of ideas Assessments Ø Skim and scan culturally authentic target language materials from electronic information sources and other sources to identify words and phrases associated with environmental products and practices of the target culture(s). Ø Give and follow directions regarding environmental practices. Ø Ask and respond to memorized questions about environmental practices using digital tools and face-to-face communication through the target language. Ø Produce a multimedia rich presentation that compares environmental products and practices of the target culture(s) with those of the local school/community using information found in age- and level-appropriate culturally authentic texts. 21 st Century Learning Connection 9.1.12.A.1 Apply critical thinking and problem- solving strategies during structured learning experiences. 9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives