Learning Objectives

• The agent will describe the main problem associated with the presented case.
• The agent will articulate questions suitable for library research based on identified problems in the case.

Next Generation Science Standards - Engineering:

• 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.

American Association of School Librarians Standards - Inquiry:

• A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
• A.A.2: Learners display curiosity and initiative by recalling prior and background knowledge as context for new meaning

Learning Objectives

• The agent will describe the main problem associated with the presented case.
• The agent will articulate questions suitable for library research based on identified problems in the case.
• The agent will determine parameters for what a successful solution to the problem entails in light of the contextual constraints.
• The agent will use library databases and circulation materials to examine identified research questions.
• Using library resources and the Internet, research information about the natural habitats of the two animals you chose (e.g., where do they live; what is the climate there; what is the flora (plants) and fauna (animals); what do they eat?
• Using library resources and the Internet, research information about the lifestyle, behaviors, and movements of your animal that may impact enclosure design (e.g., height, width, climbing areas).
• The agent will share his or her findings with others.

Next Generation Science Standards - Engineering

• 3-LS4-3 Biological Evolution: Unity and Diversity: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 
• 3-LS4-4 Biological Evolution: Unity and Diversity: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
• 3-ESS2-2 Earth's Systems Obtain and combine information to describe climates in different regions of the world.
• 4-LS1-1 From Molecules to Organisms: Structures and Processes: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

American Association of School Librarians Standards - Inquiry

• A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
• A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
• A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Learning Objectives

• Based on conducted research, describe what plants and animals from your animals’ habitat could survive in your climate.
• Describe options the zoo might take to simulate these plants/animals or alter conditions to help them thrive in your enclosure.  
• Describe problems and possible solutions with making your animals visible to visitors at the zoo.
• Develop a list of criteria necessary for the animals to function well within the zoo.  
  • The agent will write questions suitable for library research related to the natural habitats, lifestyle behaviors, and movements of the animals he or she chose.
  • The agent will use library databases and circulation materials to examine identified research questions
  • The agent will share his or her findings with the others.

Next Generation Science Standards - Engineering

• 3-LS4-3 Biological Evolution: Unity and Diversity: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 
• 3-LS4-4 Biological Evolution: Unity and Diversity: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
• 3-ESS2-2 Earth's Systems: Obtain and combine information to describe climates in different regions of the world.
• 4-LS1-1 From Molecules to Organisms: Structures and Processes: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
• 5-LS2-1 Ecosystems: Interactions, Energy, and Dynamics: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
• 3-5-ETS1-1 Engineering Design: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
• 3-5-ETS1-2 Engineering Design: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

American Association of School Librarians Standards - Inquiry

• A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
• A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
• A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Learning Objectives

• The agent will hypothesize one or more solutions to an identified problem in the case based on findings from conducted library research.
• The agent will develop a list of criteria based on their analysis of research to help guide the creation of a prototype.
• The agent will create a detailed schematic of the space that includes labels.

Next Generation Science Standards - Engineering

• 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.
• 3-5-ETS1-2 Engineering Design: generate and compare multiple possible solutions for a problem and compare constraints and success criteria.

American Association of School Librarians Standards - Inquiry

• A.A.2: Learners display curiosity and initiative by recalling prior and background knowledge as context for new meaning.
• A.B.3: Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
• A.C.3: Learners adapt, communicate, and exchange learning products with others in a cycle that includes acting on feedback to improve. 
• A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Learning Objectives

• The agent will develop instruments to collect data regarding identified problems/solutions.
• The agent will collect, analyze, and reflect on data from developed instruments.
• The agent will revise work based on analyzed data and feedback.
• The agent will identify benefits and limitations of their prototype using evaluation criteria.

Next Generation Science Standards - Engineering

• 3-5-ETS1-2 Engineering Design: Generate and compare multiple possible solutions for a problem and compare constraints and success criteria
• 3-5-ETS1-3 Engineering Design: Plan to carry out fair tests where variables are controlled and failure points considered to improve prototypes

American Association of School Librarians Standards - Inquiry

• A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
• A.B.3: Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
• A.C.3: Learners adapt, communicate, and exchange learning products with others in a cycle that includes acting on feedback to improve. 
• A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Learning Objectives

• The agent(s) will describe their solution to the main problem associated with the presented case.
• The agent(s) will identify the benefits and limitations of their prototype using evaluation criteria.

Next Generation Science Standards - Engineering

• 3-ESS3-1 Earth and Human Activity: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
• 4-ESS3-2 Earth and Human Activity: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
• 5-ESS3-1 Earth and Human Activity: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

American Association of School Librarians Standards - Inquiry

• A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
• A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Learning Objectives

• The agent will collect, analyze, and reflect on data from developed instruments.
• The agent will revise work based on analyzed data and feedback.
• The agent will identify benefits and limitations of their prototype using evaluation criteria.

Next Generation Science Standards - Engineering

• 3-ESS3-1 Earth and Human Activity: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
• 4-ESS3-2 Earth and Human Activity: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
• 5-ESS3-1 Earth and Human Activity: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

American Association of School Librarians Standards - Inquiry

• A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
• A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Learning Objectives

• The agent will describe their solution to the main problem associated with the presented case.
• The agent will identify the benefits and limitations of their prototype using evaluation criteria.

Next Generation Science Standards - Engineering

• 3-ESS3-1 Earth and Human Activity: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
• 4-ESS3-2 Earth and Human Activity: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
• 5-ESS3-1 Earth and Human Activity: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

American Association of School Librarians Standards - Inquiry

• A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
• A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.