Your project notebooks

Our School, Our Say • Virtual Campus • Grades 4–6 Individual work • Weeks 1–8 Complete this notebook in the private ASD document assigned by your coach. Keep the same document for future missions. Do not fill in the shared master template. Private document only: Enter your First Name and ASD Student ID# First Name: [complete in your private ASD document] ASD Student ID#: [complete in your private ASD document] Grade: [4, 5, or 6] Project title: [your working title] Do not add a last name. Do not place your Student ID in team notes, public document titles, or public links.

1. Read the mission on the website. 2. Open your assigned individual ASD document and find the matching mission heading. 3. Write your starting ideas before comparing with classmates or supplied examples. 4. Revise your response in your own words. Keep your first thinking in the reflection section. 5. Confirm that your document has saved, then follow the separate Pearson submission directions. Saving a document is not submitting an assignment. If your document is unavailable, use the website worksheet and download your work. Transfer your answers into your assigned notebook when access is restored. You do not need to complete two copies of the assignment.

COMPLETE DURING WEEK 1. A Problem Card is a short planning worksheet about a problem worth investigating. You do not need a solution yet. Date: [ ] My title: [ ] My starting activity: [Neighborhood Good / Book Access Challenge / my own observation] 1. Something that could be better [Describe a specific difficulty or unmet need.] 2. Who might be affected? [Describe people or groups without identifying private individuals.] 3. What I have observed or learned [State a supporting detail and where it came from. Use “In the game…” or “In the fictional scenario…” when appropriate.] 4. What I am assuming or still need to check [What does my evidence NOT tell me?] 5. One question I want to investigate [Begin with what, how, or which. Keep possible solutions open.]

COMPLETE DURING WEEK 1. My first thinking: [ ] I compared my idea with: [classmates / supplied fictional examples] One similarity or difference I noticed: [ ] I changed or kept my idea because: [ ] My role or independent comparison: [ ] My own contribution: [ ] My next step: [ ] Ready check: [ ] I described a specific problem and who might be affected. [ ] I identified evidence and labeled assumptions. [ ] I asked an open investigation question. [ ] I explained my comparison, revision, and individual contribution. Coach feedback: [space for feedback] What I did with the feedback: [ ]

BEGIN WHEN WEEK 2 IS ASSIGNED. Keep your Week 1 work; do not complete this section early. Date: [ ] Working title: [ ] Problem I am investigating: [ ] 1. Perspective 1 Who or which group? [ ] What do they need? [ ] What statement or observation supports my explanation? [ ] 2. Perspective 2 Who or which group? [ ] What do they need? [ ] What statement or observation supports my explanation? [ ] 3. Compare A need they share: [ ] A difference: [ ] 4. Check the evidence What I observed: [ ] What came from a fictional scenario or game: [ ] What is still an assumption: [ ] 5. A missing perspective Whose perspective would help? [ ] What would I ask? [No interview is required; identify your question.]

BEGIN WHEN WEEK 2 IS ASSIGNED. Keep your Week 1 work; do not complete this section early. Complete the directions for your grade only. GRADE 4 My chosen school/community problem: [ ] Why I would investigate it: [ ] Grade 4 develops a community proposal; no Anytime Congress or National Congress. GRADE 5 My shortlist of up to two problems: [ ] Which I would investigate first, and why: [ ] What must I learn before deciding whether government action is appropriate? [ ] GRADE 6 My shortlist of up to two problems: [ ] Which I would investigate first, and why: [ ] What evidence could change my choice? [ ] How could I find that evidence? [ ] Grades 5–6: a topic is not automatically suitable for Anytime Congress. Week 3 includes a decision-maker and federal-suitability checkpoint.

BEGIN WHEN WEEK 2 IS ASSIGNED. Keep your Week 1 work; do not complete this section early. My first thinking: [ ] I compared with: [classmates / supplied fictional perspectives] One insight from the comparison: [ ] I changed or kept my choice because: [ ] My role or independent comparison: [ ] My own contribution: [ ] My next question or action: [ ] Ready check: [ ] I explained two perspectives fairly. [ ] I described a similarity and a difference. [ ] I labeled evidence and assumptions. [ ] I identified a missing voice and a question. [ ] I completed my grade’s choice prompt with a reason. [ ] I recorded my own contribution and next step. Coach feedback: [ ] What I did with the feedback: [ ]

Complete one entry for each mission after the coach posts the assignment. Mission: [ ] Pearson subject and exact assignment title: [from coach] Due date: [from coach] Submission method: [from assignment directions] Date submitted: [ ] Pearson confirmation/status: [ ] The Google master now includes Weeks 1–8 with expandable blue response boxes. Use the master link in teacher setup for the complete formatted version. Keep earlier weekly entries.

Our School, Our Say • Virtual Campus • Grades 4–6 Shared thinking • Weeks 1–2 Use only the assigned ASD team document. This is a discussion record; every student still completes their own Project Notebook. Grade: [ ] Team label: [a neutral name, not student IDs] Members: [first names only] Do not include last names, Student IDs, addresses, or private personal details. If first names repeat, use coach-assigned member labels.

Everyone brings a starting idea. Everyone gets a turn before anyone speaks twice. Ask about evidence and ideas respectfully. Do not erase another person’s contribution. Record disagreements fairly. Each person revises their own work. If a member is unavailable, record the ideas available and mark decisions “proposed.” Share through the assigned class channel. Keep working; do not complete another student’s individual response.

Discussion Guide: Read the question, invite every voice, and keep the discussion focused. Evidence Checker: Ask what supports each idea and help label assumptions. Connection Maker: Identify similarities and differences; help prepare a fair summary. Process Checker (four-person teams): Check the directions, time, and next steps. Three members: one role each. Two members: share Connection Maker. Rotate roles next mission. A spokesperson is agreed upon for each report and does not do everyone’s work.

This is our shared decision record. Complete it in the assigned ASD team document, not in a website Problem Card. Keep both entries so we can see how our thinking changed. WEEK 1 • PROVISIONAL CHOICE COMPLETE DURING WEEK 1. After each person shares their own Problem Card, compare interest, who is affected, supporting evidence, and what we can realistically investigate. Agree on one starting problem. We can change it after listening to more perspectives. Our chosen problem: [Type your response here] Who is affected: [Type your response here] Why we selected it: [Type your response here] Evidence or observations supporting our choice: [Type your response here] What we still need to investigate: [Type your response here] Date agreed upon: [Type your response here] Unresolved questions or member input still needed: [Type your response here] Coach feedback: [Type your response here] WEEK 2 • CONFIRM OR REVISE BEGIN WHEN WEEK 2 IS ASSIGNED. Review the perspectives in our Week 2 discussion. Keep the Week 1 entry; record the outcome below. Decision: [keep our choice / revise our choice / still considering] Our current chosen problem: [Type your response here] Who is affected: [Type your response here] Why we confirmed or changed it: [Type your response here] Evidence or perspectives that influenced us: [Type your response here] What we still need to investigate: [Type your response here] Date agreed upon (or date reviewed if still considering): [Type your response here] Unresolved questions or member input still needed: [Type your response here] Coach feedback: [Type your response here] Each member’s next contribution: [Type your response here] G4: Choose a school/community problem for our community proposal; no AC or NC. G5–6: Record one current priority. If needed, keep one alternative in the discussion notes. The Week 3 authority/federal-suitability checkpoint may change the choice before AC drafting. The Connection Maker helps the group phrase the entry; everyone checks that it represents the discussion. If we cannot agree, write “still considering,” record the options and reasons, and ask our coach for help. Each student can continue their own work. Keep individual Problem Cards. In each personal notebook, record the team choice, why you support it or what question remains, and your own next contribution.

COMPLETE DURING WEEK 1. Date: [ ] Today’s Discussion Guide: [first name or member label] Evidence Checker: [ ] Connection Maker: [ ] Process Checker, if needed: [ ] Agreed spokesperson: [ ] Each person adds a starting contribution before the team summarizes. Repeat this entry for every member: Member: [ ] My proposed problem: [ ] Who is affected: [ ] My supporting observation or scenario detail: [ ] One thing I still need to learn: [ ] Compare: Who is affected? What supports each claim? What remains unknown? One agreement: [ ] One difference or unresolved question: [ ] Record one provisional choice in “Our Team’s Chosen Problem” above. Other options and reasons to keep for reference: [ ] Each member’s next action: [ ] 60-second report: “We compared __. Our evidence was __. We agreed __, but still wonder __. Our next step is __. We need coaching on __.” Coach feedback: [ ] Next mission’s role assignments: [ ] Return to your individual Problem Card. Explain what YOU changed or kept and why.

BEGIN WHEN WEEK 2 IS ASSIGNED. Keep your Week 1 work; do not complete this section early. Date: [ ] Today’s Discussion Guide: [ ] Evidence Checker: [ ] Connection Maker: [ ] Process Checker, if needed: [ ] Agreed spokesperson: [ ] Each member prepares this contribution: Member: [first name or label] A perspective and need: [ ] A supporting statement or observation: [ ] A question we should consider: [ ] Paraphrase before responding: “I heard that __. What I still need to understand is __.” Two perspectives we compared: [ ] A shared need: [ ] A difference: [ ] A missing perspective and question: [ ] An assumption that needs checking: [ ] Update “Our Team’s Chosen Problem” above: confirm or revise the Week 1 choice. G5–6: An alternative to keep for the Week 3 suitability check, if needed: [ ] Unresolved differences: [ ] Each member’s next action: [ ] 60-second report: “We compared __. Our evidence was __. We agreed __, but still wonder __. Our next step is __. We need coaching on __.” Coach feedback: [ ] Next mission’s role assignments: [ ] Return to your individual Week 2 sheet. Record your own reasoning, revision, and contribution.

For future missions, keep the five-step routine: Think first → Bring something → Compare ideas → Improve your work → Report back and reflect. Future mission-specific pages will be added after their lessons are developed. Do not substitute the team notebook for an individual Pearson submission.