Appendix F2 -- Sample 9th Grade Learning Expedition

Sierra Academy of Expeditionary Learning Expedition Documentation Project: It’s All in Our Mines SUMMARY

TheFall20159thgradesemester-longlearningexpeditiontitled,It’sAllinOurMines,centeredonthecultural,economicandenvironmentalimpactsofconflictmineralminingstemmingfromtheeasternCongoandtheimplicationsthatarisewhen3TG(tin,tantalum,tungstenandgold)“bloodminerals”

resideinconsumerelectronicproductsmanufacturedbyAmericancompanies,manylocatedinCalifornia.Throughouttheexpedition,studentsdelvedintospecificprojectsaboutconflictmineralstakeholders,currentlawsandbusinesspracticessurroundingconflictminerals,aswellasthemanagementoftoxice-wastewhileformingideasaboutthevariousimpactsofconflictmineraluse.Studentsalsointeractedwithfieldexperts,participatedinfieldworkandengagedinservicelearningthroughoutthesemester.Theexpeditionculminatedwithstudentscreatingapledgetomakeachangeintheirpersonalconsumerbehavior,basedonassessmentofcultural,environmental,andeconomicimpactsofconflictmineralmining.StudentspublicallyshowcasedtheirpledgesataCelebrationofLearningtheydesignedintheformofaConflictMineralExpo.Throughthisreal-worldcontentconnection,studentsengagedininquiry,exploration,criticalthinking,analysisandapplicationinanauthentic,hands-onmanner,gainingmasteryinCommonCorestandardsacrossallcoresubjectareas.GUIDINGQUESTIONS§ Wheredoesourstuffcome

from?

§ Whataretheimpactsofourconsumerchoices?

Appendix F2 -- Sample 9th Grade Learning Expedition

EXPEDITIONKICKOFF

Thelearningexpeditionsbeganwithakickoffforstudentstoignitecuriosityandsparkinterestintheexpeditiontopic.Kickoffsbuildbackgroundknowledgeintheexpeditioncontent,butarefocusedmoreonraisingquestionsthanansweringthem.Theunveilingofthe9thgradeFallExpedition,It’sAllinOurMines,occurredthefirstweekofschoolinAugust,2014,inanoutsideclassroomwherethe9thgradestudent

population(55studentstotal)gatheredinanticipationofthelearningahead.SAELninthgradestaffmembersdressedupastin,tungsten,tantalumandgold,commonmineralsfoundincellphonesandotherconsumerelectronicproducts,andspokefromthepointoftheviewoftheminerals,givingcluesastosomeoftheirmineralqualitiesandwheretheymightbefound.INVESTIGATIVETOPIC1CulturalImpactsofConflictMineralsThefirstinvestigationoftheIt’sAllinOurMineslearningexpeditionfocusedontheculturalimpactsofconflictminerals.StudentsexploredtheoriginofmineralsanddevelopedaStarBooktoillustratetheirunderstandingoftheirformpriortobecomingavaluablecommoditythatmilitantsintheDemocraticRepublicoftheCongo(DRC)wouldkillfor,fuelingoneofthedeadliestwarssinceWWII.Studentsresearcheddifferentconflictmineralstakeholderspledgedtomine,rebel,fight,advocate,buy,sell,transport,smelt,manufacture,report,legislate,complyandrecycle,andwroteashortnarrativeaboutastakeholder’smotiveandtheoutcomeofthestakeholder’sposition.Finally,studentsdiscoveredwhilethewarintheEasternCongomayseemaworldaway,theimpactofthatwarandthehumanatrocitiesthatresultsitsinthepalmoftheirhandsintheformofacellphone,laptop,gamingdevice,amongotherconsumerelectronics.ThequestionstudentsponderedrepeatedlyduringthisfirstinvestigationcenteredontheimpacttheirconsumerelectronicchoicescanhaveandwhetherapledgetomakeachangeinconsumerbehaviorcouldimpacttheoutcomeoftheCongolesewar.

Appendix F2 -- Sample 9th Grade Learning Expedition

INVESTIGATIVETOPIC2

EconomicImpactsofConflictMinerals

ThesecondinvestigationoftheIt’sAllinOurMineslearningexpeditionfocusedontheeconomicimpactsofconflictminerals.StudentsexploredhowAmericanconsumerelectroniccompaniesdependontheuseofconflictmineralsforthemanufacturingoftheirproductsthatAmericansaresodeeplyinvestedinusingforbusinessand

pleasure.StudentsanalyzedtheeconomicsofelectronicproductsandhowtheyhavethwartedprogressintheU.S.andworldwide.Questionsaboutoverconsumptionandtoomuch“stuff”wereraisedanddiscussedinSocraticseminars.Finally,studentsparticipatedinanargumentanddebateoverthefinancialvs.humancostimplicationsoftheDodd-FrankConsumerProtectionActthatmandatescompaniesusing3TGconflictmineralstrackandreportthesourceoftheirminerals,anexpensiveprocessforcompaniesbutaprocessthatthegovernmenthopeswillfinanciallycripplethemilitiaoperatedminesandalleviatetheviolenceintheDRC.

INVESTIGATIVETOPIC3EnvironmentalImpactsofConflictMineralsThethirdinvestigationoftheIt’sAllinOurMineslearningexpeditionisfocusedontheenvironmentalimpactsofconflictminerals.Studentsexaminedthedistinguishingfeaturesofrocksandminerals,therockcycleandminingtechniques.Theyalsoinvestigatedoreprocessing,chemicalreactionsandequations,andsmeltingandhowthoseprocessesaffecttheenvironment.Finallystudentsexploredtheconceptofrecyclingandtheideathatallrecyclersarenotcreatedequal.Studentsanalyzedhowelectronicproductsaredisposedofandwhathappenstothatdisposalmaterial.Studentsalsoparticipatedintheirowne-wasterecyclingserviceprojectandcreatedtheirownonlineenvironmentaladvocacycampaign.

Appendix F2 -- Sample 9th Grade Learning Expedition

CONNECTIONSTOCOMMONCORESTANDARDS

EnglishLanguageArtsReadingRI.9-10.7Analyzevariousaccountsofasubjecttoldindifferentmediums(e.g.,aperson’slifestoryinbothprintandmultimedia),determiningwhichdetailsareemphasizedineachaccount.RI.9-10.1Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.WritingW.9-10.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.W.9-10.1Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.Speaking&ListeningSL.9-10.4Presentinformation,findings,andsupportingevidenceclearly,concisely,andlogicallysuchthatlistenerscanfollowthelineofreasoningandtheorganization,development,substance,andstyleareappropriatetopurpose,audience,andtask.LanguageL.9-10.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L.9-10.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.L.9-10.6Acquireanduseaccuratelygeneralacademicanddomain-specificwordsandphrases,sufficientforreading,writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingatheringvocabularyknowledgewhenconsideringawordorphrase.

Appendix F2 -- Sample 9th Grade Learning Expedition

Math§ Use units as a way to understand problems and to guide the solution of

multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

§ Define appropriate quantities for the purpose of descriptive modeling.

§ Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

§ Reason quantitatively and use units to solve problems.

§ Create equations that describe numbers or relationships.

§ Interpret functions that arise in applications in terms of a context.

§ Analyze functions using different representations

§ Build a function that models a relationship between two quantities.

§ Construct and compare linear, quadratic, and exponential models and

solve problems

§ Interpret expressions for functions in terms of the situation they model.

ScienceHS-ESS1-1Developamodelbasedonevidencetoillustratethelifespanofthesunandtheroleofnuclearfusioninthesun’scoretoreleaseenergyintheformofradiation.HS-ESS1-3Communicatescientificideasaboutthewaystars,overtheirlifecycle,produceelements.HS-PS1-1Usetheperiodictableasamodeltopredicttherelativepropertiesofelementsbasedonthepatternsofelectronsintheoutermostenergylevelofatoms.HS-PS1-2Constructandreviseanexplanationfortheoutcomeofasimplechemicalreactionbasedontheoutermostelectronstatesofatoms,trendsintheperiodictable,andknowledgeofthepatternsofchemicalproperties.

Appendix F2 -- Sample 9th Grade Learning Expedition

(ScienceContinued)HS-PS2-6Communicatescientificandtechnicalinformationaboutwhythemolecular-levelstructureisimportantinthefunctioningofdesignedmaterials.*

SocialStudiesCommonCoreStateStandardsRH.9-10.4Determinethemeaningofwordsandphrasesastheyareusedinatext,includingvocabularydescribingpolitical,social,oreconomicaspectsofhistory/socialscience.RH.9-10.3Analyzeindetailaseriesofeventsdescribedinatext;determinewhetherearliereventscausedlateronesorsimplyprecededthem.RH.9-10.9Compareandcontrasttreatmentsofthesametopicinseveralprimaryandsecondarysources.

NationalGeographyStandards#3Howtoanalyzethespatialorganizationofpeople,places,andenvironmentsonEarth'ssurface#4Thephysicalandhumancharacteristicsofplaces#5ThatpeoplecreateregionstointerpretEarth'scomplexity#6.Howcultureandexperienceinfluencepeople'sperceptionsofplacesandregions.#9Thecharacteristics,distribution,andmigrationofhumanpopulationsonEarth'ssurface#11:ThepatternsandnetworksofeconomicinterdependenceonEarth'ssurface.#12.Theprocesses,patterns,andfunctionsofhumansettlement.#13.HowtheforcesofcooperationandconflictamongpeopleinfluencethedivisionandcontrolofEarth'ssurface.

Appendix F2 -- Sample 9th Grade Learning Expedition

(SocialStudiesContinued)#14:Howhumanactionsmodifythephysicalenvironment.#15:Howphysicalsystemsaffecthumansystems.#16:Howtoapplygeographytointerpretthepresentandplanforthefuture.#17.Thephysicalandhumancharacteristicsofplaces.

MAJORPROJECTS/PRODUCTProject1StarBookProject2DoddFrankActArgumentandDebateProject3E-WasteCollection

FinalProduct

IntheIt’sAllinOurMineslearningexpedition,studentscreatedapledgetomakeachangeinbehaviorrelatedtoconsumerelectronicsbasedontheirindividualassessmentofthecultural,economicandenvironmentalimpactsoftheirpledge.Studentswrotethe

pledgeinEnglishintheformatofaSMARTgoaltoensurethepledgewasspecific,measurable,attainable,relevantandtimely.Therationaleandinnerworkingsofthepledgeweredevelopedinscience,historyandmathclassintheformatofapledgepaperthatprovidedrationalefortheirPledge.AcelebrationoflearningshowcasingstudentpledgesandtheirrationalesoccurredatastudentdevelopedConflictMineralExpoopentotheoutsidecommunity.Finalproductsproducedbystudentsattheendofeachsemesterareforaudiencesbeyondtheclassroom,givingthestudentsanauthenticreasontocareaboutquality.Inproductcreation,thereisroomforstudentstomakecreativechoicesinthedesignoftheirproduct.Studentproductsalsoprovidematerialfortheculminatingeventofthelearningexpedition,calledtheCelebrationofLearning,whichfeaturesthehighqualityfinalproduct.

Appendix F2 -- Sample 9th Grade Learning Expedition

CONNECTIONSTOTHECOMMUNITYANDLARGERWORLDExpertsExpertsareprofessionalsfromaparticulardiscipline,orcommunitymemberswithfirsthandknowledgeofthetopicbeingstudied.DuringtheIt’sAllinOurMineslearningexpedition,studentsmetupwithaStateCapitolhistoryexpertwhotookthemonatouroftheCapitol.AlsotwolobbyistaidesattheCapitolreservedaprivatechamberforthestudentsandspoketothemabouttheDodd-FrankActandCaliforniaSenateBill(SB)861.Onadifferentday,anexpertfromParrotCellularvisitedstudentsinclassandspoketothemaboutcellphonesalestrends,walkingthemthroughanin-depthanalysisofprofitsandlosses.

FieldWork

Fieldworkhasaclearpurposethatenrichesandinformstheworkofalearningexpedition,casestudyorproject.DuringtheIt’sAllinOurMineslearningexpedition,studentstouredtheStateCapitolinSacramentowheretheysatintheSenateandHouseofRepresentativestolearnhowlegislatureisintroducedandpassedinCalifornia.StudentsalsometwithexpertsinthecapitoltodiscussSB861,legislatureenforcingthatallCaliforniaelectronicmanufacturersrequiring3TG

mineralsbuyfromconflictfreesources.Fieldworkalsoinvolvedstudentshikingonaquarrytrailtoobserveremnantsofoldminingshaftsandgear.Studentswalkedalongtheridgeofanactivequarrytoexaminepiecesofrocksandminerals.

Fieldworkcanbedifferentiatedfromfieldtripsinthatonfieldtrips,studentsareoftenspectators.Onfieldwork,studentsareactiveinvestigators,applyingtheresearchtools,techniquesofinquiry,andstandardsofpresentationusedbyprofessionals.

Appendix F2 -- Sample 9th Grade Learning Expedition

ServiceServicelearningisanintegralpartofacademicwork,foritteachesstudentsthattheskillstheyarelearningcanbeputtousetomakeabettercommunity.DuringtheIt’sAllinOurMineslearningexpedition,studentsthisyearwillorganizeane-wastecollectionattheschoolwherebycommunitymembersdropofftheiroutdatedorinoperableelectronicproducts,fromcellphonestomotherboards,inane-wastedropthatwilleventuallybetakentoaresponsiblerecyclercalledane-Steward.Studentswillsetupthelogisticsofthee-wasteevent,promotethee-wastecollectioninthecommunity,andbreakdowntheeventstaging.Studentswillalsospeaktoe-wastedonatorsabouttheirpledgetomakeachangeintheirownconsumerbehavior,basedonwhattheyhavelearnedaboutthecultural,economicandenvironmentalimpactsofconflictmineralsandaskedrecyclerstosignapledgeoftheirown.

CALENDAR

Aug. Sept. Oct. Nov. Dec.English Conflict

mineralSMARTpledgeStake-holderProfiles

DoddFrankActProsandConsPledgeDraft#1

DoddFrankActArgumentandDebatePledgeDraft#2

EnvironmentalAdvocacyCampaignPledgeFinal

PledgePaperConflictMineralExpo

Math MathCulture

PledgeDraft#1ProductTestingParrotCellular

ScaledImpactonEnviron-mentPledgeDraft#2

ScalingbasedonwillingnessofpledgePledgeFinal

PledgePaperConflictMineralExpo

Appendix F2 -- Sample 9th Grade Learning Expedition

Aug. Sept. Oct. Nov. Dec.Science Phone

DissectionPropertiesofMetalsandRareEarthMaterials

BohrModels,BigBangStarBookElements&CompoundsPledgeDraft#1

PeriodicTableRocks&MineralsMiningOreProcessingChemicalReactions&Equations

ImpactsofMiningPledgeFinal

PledgePaperConflictMineralExpo

SocialStudies

DRC PledgeDraft#1

SupplyChainStoryofOurStuffPledgeDraft#2

E-WasteCollection

PledgePaperConflictMineralExpo