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1 |
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Learners demonstrate an understanding that the earth is a physical system. |
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1.1 |
untitled: Learners analyze the systems that shape the earth.
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1.1.1
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Learners describe how the distribution and transfer of heat energy affects climates throughout the earth.
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1.1.2
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Learners explain how wind and temperature patterns across land and ocean surfaces affect weather.
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1.1.3
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Learners describe the major landforms of the earth and the physical processes that form them.
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1.1.4
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Learners explain the causes and effects of plate tectonics (earth crust movements).
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1.1.5
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Learners describe how each of the 11 Physiographic Provinces of Kansas was formed, and how they are related to the natural communities of the state.
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1.2 |
untitled: Learners analyze and communicate the basic properties of matter and energy.
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1.2.1
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Learners explain how the process of photosynthesis transforms the sun's energy in plants and releases oxygen into the air.
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1.2.2
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Learners explain how the process of respiration releases energy and carbon dioxide for growth and other life processes in plants and animals.
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1.2.3
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Learners illustrate how energy and matter flow in the biosphere.
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1.2.4
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Learners explain combustion (burning) of fossil fuels and the products of this process, such as energy for mechanical motion and waste products.
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1.2.5
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Learners illustrate how different elements and compounds cycle through ecosystems at different rates.
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2 |
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Learners demonstrate an understanding of the relationships and interactions between organisms and the environment. |
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2.1 |
untitled: Learners analyze complex relationships among organisms and habitats.
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2.1.1
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Learners explain how habitat changes influence the size of plant and animal populations.
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2.1.2
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Learners explain how genetic diversity among individuals within a species increases the chances of survival of the species when environmental changes occur.
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2.1.3
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Learners explain how biodiversity of species in an environment increases the chances of survival of at least a few species.
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2.2 |
untitled: Learners analyze the relationships between organisms' physical characteristics and behaviors and their ability to adapt to the environment.
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2.2.1
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Learners explain the relationship of genetic variation and rate of reproduction of a species to its chances of surviving the natural selection process during environmental change.
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2.2.2
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Learners explain how natural selection helps species adapt to a newly changed environment.
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2.2.3
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Learners explain how genetic variation within a species, and diversity of species within an environment, helps organisms to adapt to and survive future changes in the environment.
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2.3 |
untitled: Learners analyze the interdependence of living organisms with each other and with the physical environment.
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2.3.1
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Learners explain how plants, animals, and all the physical components of ecosystems are connected.
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2.3.2
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Learners describe how ecosystems remain stable over long periods of time through interdependence, cyclic fluctuations, and equilibrium.
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2.3.3
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Learners explain how climate change, introduction of new species, and human impacts cause changes in ecosystems.
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2.3.4
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Learners describe the steps in succession of various biotic communities in Kansas.
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2.3.5
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Learners describe the factors that cause wildlife population change over time.
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3 |
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Learners demonstrate an understanding of the varied roles and interactions between humans and the environment. |
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3.1 |
untitled: Learners analyze the relationships between individuals, groups, cultures, and the environment.
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3.1.1
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Learners explain how family, religion, gender, socioeconomics status, and other factors influence the values and perceptions individuals have about the environment.
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3.1.2
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Learners describe how the actions of businesses, community groups, and other societal organizations may bring about unintended impacts to the environment.
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3.1.3
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Learners explain how groups concerned about the environment meet the needs of group members, accomplish group goals, and influence society as a whole.
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3.1.4
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Learners explain how cultural change influences perceptions of the environment.
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3.2 |
untitled: Learners analyze the relationships among laws, politics, economics, and the environment.
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3.2.1
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Learners explain scarcity and uneven distribution of resources as motivation factors behind the progress of economic systems.
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3.2.2
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Learners describe the role of private property rights in shaping decisions about land use in the United States and in Kansas.
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3.2.3
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Learners explain human rights, economic development, public health, resource allocation, and environmental quality from the perspectives of the individual, the community, the nation, and the world.
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3.2.4
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Learners describe the short-term and long-term costs and benefits of addressing local, national, and worldwide environmental problems.
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3.2.5
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Learners describe the governmental and non-governmental roles in addressing local, national, and worldwide environmental problems.
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3.3 |
untitled: Learners investigate and analyze the relationships among resources, technology, and the environment.
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3.3.1
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Learners describe how technology has influenced the quality of life.
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3.3.2
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Learners describe how technology has altered the natural environment.
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3.3.3
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Learners describe how agriculture, mining, manufacturing, energy production, highway construction, and other economic development activities have benefited Kansas.
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3.3.4
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Learners describe how agriculture, mining, manufacturing, energy production, highway construction, and other economic development activities have altered the natural environment in Kansas.
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3.3.5
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Learners identify ways in which various resources can be reused and recycled.
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3.4 |
untitled: Learners identify and evaluate environmental issues from multiple points of view
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3.4.1
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Learners identify the various uses of soil and water in Kansas.
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3.4.2
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Learners identify the risks and benefits that agriculture, petroleum production, manufacturing, energy production, human communities, and other economic development activities can have on soil and water in Kansas.
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3.4.3
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Learners describe the problems that Kansans face in regard to solid and hazardous waste disposal.
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3.4.4
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Learners describe the problems that Kansans face in regard to urban growth.
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3.4.5
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Learners identify the reasons that acquisition of private land for public use is an issue in Kansas. List the arguments for all sides of the issue.
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4 |
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Learners develop the abilities necessary to conduct scientific inquiries. |
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4.1 |
untitled: Learners demonstrate scientific questioning skills.
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4.1.1
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Learners identify an environmental topic to be studied using primary and secondary sources of information, and pose a research question or hypothesis, identifying key variables.
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4.2 |
untitled: Learners demonstrate scientific inquiry skills.
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4.2.1
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Learners connect questions with appropriate means of inquiry, including scientific investigations, historical inquiry, and social science observation and research.
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4.2.2
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Learners use sampling techniques.
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4.2.3
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Learners apply observation and measurement skills in field situations.
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4.2.4
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Learners gather information form a variety of sources.
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4.2.5
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Learners perform basic statistical analyses to describe data using quantitative measures.
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4.2.6
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Learners look for and explain inconsistencies, such as faulty or misleading use of statistics, misrepresentation of data that is presented graphically, or biased selection of data to support a claim.
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4.2.7
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Learners use technology to interpret and communicate.
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4.2.8
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Learners integrate and summarize information using a variety of media.
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4.2.9
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Learners create models and simulations.
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4.2.10
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Learners differentiate between causes and effects and identify when causality is uncertain.
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4.2.11
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Learners develop new questions to stimulate further inquiry based on experience.
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5 |
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Learners develop the abilities necessary to participate and make informed decisions regarding environmental issues. |
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5.1 |
untitled: Learners demonstrate the skills necessary to understand and communicate ideas about environmental issues.
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5.1.1
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Learners identify and clearly articulate environmental issues and their connections with other issues.
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5.1.2
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Learners identify different perspectives on environmental issues and approaches to resolving them. Discuss assumptions and goals that underlie each position
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5.1.3
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Learners discuss the social, political, and economic implications of environmental issues.
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5.1.4
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Learners project the likely consequences of failure to resolve a specific environmental issue.
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5.1.5
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Learners justify their position on an analysis of information from a variety of sources, personal beliefs and values, and clear reasoning.
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5.1.6
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Learners consider viewpoints that differ from their own and information that challenges their position.
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5.2 |
untitled: Learners exhibit an understanding of their role, as individuals, in environmental issues.
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5.2.1
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Learners evaluate whether personal involvement is warranted. Consider factors such as personal values, skills, resources, and commitment.
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5.2.2
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Learners describe and suggest ways individuals can work to change how institutions within society function.
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5.2.3
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Learners demonstrate a willingness to work toward the resolution of environmental issues.
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5.2.4
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Learners develop a "lessons learned" document or presentation to demonstrate comprehension of an environmental issue.
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5.3 |
untitled: Learners analyze the role of democracy and other forms of government in environmental issues.
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5.3.1
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Learners identify shared political values and principles that unite U.S. citizens, and analyze conflicting views about their interpretation and application.
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5.3.2
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Learners explain the influence of citizen action and public opinion on particular policy decisions that affect the environment.
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5.3.3
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Learners describe the impact of citizen participation on public concerns and values such as environmental quality and quality of life.
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5.3.4
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Learners evaluate the extent to which individual and group action creates change, meets individual needs, and promotes the common good.
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5.4 |
untitled: Learners demonstrate the skills necessary to take action on environmental issues and evaluate results
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5.4.1
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Learners define and clearly articulate environmental issues to be investigated, and identify connections with other issues.
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5.4.2
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Learners using various resources, identify key individuals and groups involved, and investigate and study proposed solutions for the values and perspectives they represent.
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5.4.3
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Learners investigate issues, applying research methods from the natural and social sciences.
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5.4.4
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Learners evaluate proposed solutions on the basis of their impacts on society and the environment, and on their effectiveness in resolving the issue.
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5.4.5
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Learners define and provide examples of community and individual action appropriate for proposed solutions.
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5.4.6
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Learners describe alternative points of view.
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5.4.7
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Learners explain whether action is needed. Account for factors such as the scale of the issue, proposed solutions, and legal, social, economic, and ecological consequences.
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5.4.8
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Learners describe proposed actions. Articulate well-reasoned arguments supporting their views and decisions.
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5.4.9
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Learners develop plans for individual and collective action based on their investigation and acquired knowledge.
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5.4.10
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Learners decide whether the plan should be implemented, modified, or abandoned.
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5.4.11
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Learners implement the action plan.
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5.4.12
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Learners evaluate the results.
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