Grade 6 SAMPLE MATERIAL INSIDE

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Grade 6SAMPLEMATERIALINSIDE

About Nelson ScienceDeveloped by an experienced team of BC educators, Nelson Science is a comprehensive series built from the groundup to fully align with the new BC Science curriculum. Student resources feature activities designed to unleash students’innate curiosity. Infused with First Peoples knowledge and perspectives, and grounded in student-driven scientificinquiry, these resources open inquiry pathways that allow students to deepen their understanding of Big Ideas, developCore and Curricular Competencies, and build place-based and content knowledge.Key Features Focused on the doing of science—explorations and investigations are designed to develop the skills,processes, and habits of mind of scientific inquiry First Peoples scientific knowledge and perspectives are woven into activities through authentic contextsdesigned to support learning from First Peoples Design-focused activities allow students and teachers to cover all Learning Standards from the Applied Design,Skills, and Technologies (ADST) curriculum A suite of custom-developed, modifiable assessment tools, provide support for formative assessment of coreand curricular competencies, as well as content knowledgeKindergarten–Grade 3 Teacher’s ResourcesGrades 4–Grade 7 Student Resources (2 modules per grade)2

Resource Component OverviewFor StudentsKindergarten–Grade 3Grades 4–7Activity Cards 9 double-sided, laminated Activity Cards featuringa unique activity on each side (total of 18 activities)to address all 4 strands: Biology, Chemistry,Physics, Earth/Space Science 8 copies of each Activity Card (total of 72 cards) Packaged in a durable cardboard boxStudent Resource Flexible modular format—2 print modules pergrade Each module contains 2 strands:– Biology and Chemistry– Physics and Earth/Space Science Online access to the Science Skills ToolkitOnline Student Centre (sold separately)* Each Online Student Centre provides:– 1 eBook containing 2 strands (includes audioread-aloud for struggling readers)– Science Skills Toolkit to support curricularcompetencies*Contact your Sales Representative for more information.For TeachersKindergarten–Grade 3Grades 4–7Teacher’s Resource(includes Online Teaching Centre) Print Teacher’s Resource with facilitation strategiesand assessment supportTeacher’s Resource(includes Online Teaching Centre) Flexible modular format—2 print Teacher’sResource modules per grade Each module contains 2 strands:– Biology and Chemistry– Physics and Earth/Space ScienceTeacher Cards 5 double-sided, laminated cards to support placebased activitiesOnline Teaching Centre(included with Teacher’s Resource) Teacher’s Resource eBook Image bank containing art and photos from theActivity Cards in JPG format Science Skills Toolkit with teaching notes tosupport curricular competencies Modifiable Blackline Masters (includes assessmenttools) Interactive Whiteboard lessons for all 4 strands Videos with teaching notes Cross-curricular Connections with teaching notes Literature Connections with teaching notes Weblinks RSS feedsOnline Teaching Centre(included with Teacher’s Resource) Teacher’s Resource eBook containing 2 strands Image bank containing art and photos from theStudent Resource in JPG format Science Skills Toolkit with teaching notes tosupport curricular competencies Modifiable Blackline Masters (includes assessmenttools) Animations with teaching notes Videos with teaching notes Literature Connections with teaching notes Weblinks RSS feeds3

Student ResourceUnit Opening ProvocationB ODY2SMESYSTThe opening imageis visually engagingand is connectedto the unit contentor the curricularprovocation.24NEL

Can You Be Tricked?Look at the image carefully. Discuss how you or others mightreact if you were walking down the street and saw this.NELThe unit openingactivity is alwaysa curricularprovocation. Thehigh-interest activityis intended toengage studentsand elicit theirnaturalisticquestions about theconceptual contentof the unit.35

Student ResourceExplore!Explore!Explore!,located afterthe unit openingprovocation,provides a visualoverview of the keytopics in a unit. Itreplaces traditionaltables of contentsand supports morenonlinear, curiositydriven approachesto the explorationof the scienceconcepts in a unit.Get ready! You are about to discover thatmulticellular organisms rely on internal systemsto survive, reproduce, and interact withtheir environment.THE NERVOUS SYSTEMp. 6FUNCTIONS OF THE BRAINp. 14KEEPING THE NERVOUSSYSTEM HEALTHY p. 2246OUR BODIES RESPOND TOOUR ENVIRONMENT p. 10MEMORY AND LEARNING INTHE BRAIN p. 18THE ENDOCRINE SYSTEMp. 24WHAT FACTORS AFFECTREACTION TIME? p. 12HOW CAN WE TESTMEMORY? p. 20STRESS AND THE BODYp. 28NEL

HOW DO PEOPLE RESPONDTO STRESS? p. 30THE ENDOCRINE SYSTEM OUTOF BALANCE p. 32HORMONES ANDREPRODUCTION p. 36THE REPRODUCTIVESYSTEM p. 38THE DIVERSITY OFREPRODUCTIVE SYSTEMSp. 42MORE ABOUT PEEp. 48KEEPING THE EXCRETORYSYSTEM HEALTHY p. 52NELTHE EXCRETORY SYSTEMp. 44HOW CAN WE HELP OTHERSTAKE CARE OF THEIR BODYSYSTEMS? p. 54KNOWLEDGE-BUILDINGCIRCLE p. 5657

Student ResourceExplorationPlace-based activitiesprovide opportunitiesto do science outsidethe classroom and areidentified with a tree icon.Try This! activities arestructured activitiesthat provide studentswith opportunitiesto develop scienceskills and conceptualunderstandings by doingscience.Captions are informativeand can includequestions and/or activitysuggestions that canserve as entry points intothe science content andspringboards for inquiry.High-impact imagesdirectly relate to keyconcepts and providesome of the content ofthe lesson. These imagesoffer opportunities fordifferentiated instructionand to show rather thantell students about theconcepts.8gninraeLdnaMemoryTryThis!Find Your TreeIn this activity, you will perform a simpleoutdoor activity using your memory. You willbe led to a tree blindfolded. You will use yoursenses to explore the tree. Then you will useyour memory to find the same tree withoutthe blindfold.1. Take one minute to silently observe andconnect with the place where you are.2. Observe your surroundings. Decide whatobservations you will need to make in orderto find your tree.3. When it is your turn, you will beblindfolded. A classmate will carefully leadyou to a tree or to another natural object.4. Use your memory to remember how manysteps it takes to get to the tree. Use yoursenses to explore the tree.5. Now your classmate will take you backto where you started and take off yourblindfold. Use your memory to findyour tree!Many cultures, communities, andfamilies share memories by tellingstories. Q: What stories do youremember from your family orcommunity? Who can you share themwith? Does everyone remember thestories in the same way?In the fall, a chickadee stores each seedin a different spot. Its brain grows tohelp it remember where thousands ofhidden seeds are. Q: How does thechickadee’s memory help it to survive?6. Discuss your processes with classmates.What was easy to remember? What wasdifficult?7. Reflect on your experience. How do youfeel about your place now that you haveexperienced it in a new way?18NEL

Explorations presentconceptual content.They often include one ormore hands-on Try This!activities.niarBehtniSmall narrative passages,often featuring localcontexts, are written instudent-friendly languageand provide essentialknowledge throughengaging real-worldcontexts.Memory is the ability to store and rememberinformation and experiences.Your short-term memory only lasts a fewseconds. Your long-term memory lasts forweeks or years. Your brain stores importantinformation in your long-term memory.Q: Test your memory. How manynumbers can you remember at the sametime? How can you make sure that youremember a number tomorrow?Memory helps us to learn things. Learninghappens slowly, as you gain knowledgeor skill. During learning, your brain addsinformation to your long-term memory. Italso makes connections between differentmemories. What kind of activities help youto learn?Questions throughout thenarrative help studentsmake connections, checktheir understanding, orextend their thinking.In response to experience and learning,your brain changes. The more often you dosomething, the stronger those connections inthe brain become. Q: Why is practice importantwhen learning a new skill such as riding a bike?NEL199

Student ResourceConduct an Inquiry!Conduct an Inquiry!Conduct an Inquiry!sections are fullscientific inquiries.Students settheir own specificquestion anddecide how they willplan and conducttheir investigation.How Can WeYou will plan an experiment to test your partner’s abilityto memorize something. When memorizing, it helps to usemore than one of your five main senses. It also helps topicture things in your head.Conduct an Inquiry!uses the headingsfor scientificinquiry from theBC curriculum andprompts studentsthrough theinquiry stages.Question and PredictWhat questions do you have about memory and waysto memorize things? Choose an interesting and testablequestion. For example, you can ask your partner to tryto memorize something in two different ways, and seewhich way works best. Make a prediction.Plan and ConductPlan an investigation to test your partner’s memory. Makesure your experiment is a fair test. What variable will bechanged and what variable will be measured? What datawill you collect?Carry out your experiment and record data.2010NEL

?yromeMtseTProcess and AnalyzeConstruct a table or graph to show patterns in data.Compare the data with your prediction and explainyour results.EvaluateWas your investigation a fairtest? What were some possiblesources of error? How could youimprove your experiment?What are some socialimplications from what yourresults show about memory?What evidence do you have tosupport your opinion?The Scientific InquiryToolkit, availableonline, supportsthe developmentof the proceduralknowledge ofscientific inquiry.Apply and InnovateUse your findings to design a methodthat you and your partner will useto improve your memory. Try it forat least a week and then reportyour results.CommunicateExplain what you learned about memory and waysto memorize from your inquiry.NEL2111

Student ResourceDesign and Make!Design and Make!There is oneDesign and Make!activity in eachunit that supportsimplementationof the BC AppliedDesign, Skills,and Technologies(ADST) curriculumand allows studentsto develop theirdesign thinking inrelation to sciencetopics. Theseopen-ended designactivities invitestudents to comeup with their owndesign ideas andchoose one toact on.How Can WeriehTfoerCaYou will design and make something tohelp others take care of a body system.Choose one of the body systems in thisunit to focus on.Understand the ContextWhat group of people do you wantto help? Ask people from that groupwhat they know about how yourchosen body system works. Listencarefully to identify what theydon’t know.DefineDefine the issue you want to work on.How might you contribute positively tothis issue? Here are some ideas:What do you think this group needsto know or do? How could you helpthis group take better care of thisbody system? Create a self-care guide about thatbody system. Create a device that helps peopletake better care of that body system,such as a device that helps youmonitor urine colour. Create a test that helps peoplemonitor that body system.Decide on your criteria for success.IdeateCome up with as many ideas as youcan. Add to others’ ideas. Are thereany social, ethical, or personal issuesinvolved in your project?Choose the idea you will use.5412NEL

ekaTsrehtOHelp?smetsySydBoDesign and Make!activities in theStudent Resourceuse the headings forthe design processfrom the ADSTcurriculum andprompt studentsthrough the designstages.PrototypeIdentify some sources of information that youcould use.Make a plan. What materials and technologies willyou use for your prototype? Do you need to learn newtechnologies or skills? Are there safety issues?Create your prototype.TestTest your prototype with peoplefrom the group you want tohelp. Ask for feedback. Considerthe feedback. Make and recordchanges.The Design Toolkit,available online,provides additionalsupport for theskills and processesof design.MakePlan your final product. Whatmaterials and technologies willyou use?Make your product. Usematerials in a way thatminimizes waste.ShareDecide how you will share your product with thegroup of people you want to help. Do it.Demonstrate your product and explain yourdesign process. How well does it meet your criteriafor success? What evidence do you have that ithelped people?What new design issues have you identified?NEL5513

Student ResourceUnit Closing ActivityKnowledge-Building CircleSit in a circle with your classmates. Think about what youhave learned in this unit about body systems.What do you know now about the structure and functionof the nervous, endocrine, excretory, and reproductivesystems that you did not know before? What newunderstandings do you have? How has your thinkingchanged? What questions do you still have?Share your learning and your questions with yourclassmates. Listen to their ideas. Work together to reviewand extend your learning as a group and to identify anyquestions you still have.5614NEL

The closing activity in each unit is one of three types:Knowledge-Building Circle: Students come together in acircle to pose questions and revisit, refine, and consolidatetheir ideas. The circle promotes a non-hierarchicalapproach, encourages attentive listening, and modelseffective First Peoples traditions of oral sharing.Applications and Innovations: Students work individuallyor in small groups as part of a whole-class jigsaw activity toidentify real-world applications and innovations, locally andglobally, which are based on what they learned in the unit,and present the results in a manner of their choosing.Take Action!: Students apply what they learned to comeup with a personal or collaborative project to support thewell-being of self, family, the community, or the land. Theactivity encourages deeper understanding and promoteslearning from First Peoples.NEL5715

Teacher’s ResourceInquiring into.Inquiring into Body Systems 2Resources Available in theOnline Teaching CentreFamily LetterOptical IllusionsDeveloping the Big Ideaand Unifying Conceptsidentifies and explainsthe big idea and theunifying concepts that areaddressed in the unit.Blackline MasterDeveloping the Big Ideaand Unifying ConceptsThe Big Idea for this unit is that multicellular organisms rely on internalsystems to survive, reproduce, and interact with their environment. Asstudents investigate the nervous, endocrine, reproductive, and excretorybody systems, they develop an understanding of what a body system is andhow it works, and how its function relates to the proper functioning of eachorgan in the body system.The unifying concept for this unit is systems. Students will mainlyfocus on how a system is made up of many parts, or organs. Each partperforms its function and interacts with other parts to keep the systemfunctioning properly. Students develop an understanding that if a part doesnot function, it affects the entire system. Students also learn that smallersystems exist that interconnect to support the function of a larger system. Inaddition, each body system interconnects to support the entire body.As students explore each body system, they will be able to add to theirprevious understanding of body systems from Grade 5.The image on the unit opening pages is an optical illusion of a crevasse,painted on a sidewalk. Here, the artist has used forced perspective andshading to create the impression of depth to trick our eyes.Multi-Year Classroomshighlights areas ofpotential combinedinstruction based on thecontent and big idea ofthe unit.Multi-Year ClassroomsIn Grade 5, students learned how the musculoskeletal, digestive, respiratory,and circulatory systems help organisms survive in their environment. InGrade 6, students continue learning about body systems by exploring thenervous, endocrine, reproductive, and excretory systems.The content in this unit builds on the Grade 5 Big Idea thatmulticellular organisms have organ systems that enable them to surviveand interact with their environment and, to a lesser extent, to the Grade 4Big Idea that living things sense and respond to their environment. Nowstudents learn how organisms’ body systems, such as the nervous, endocrine,1016In this unit, students will use the skills, processes, and habits of mindof scientific inquiry to explore how body systems help an organism tosurvive. They learn that each body system is made up of organs. Each organperforms its own role and works with the other organs to contribute tomaintaining a healthy body system. Students learn that each body systemworks independently and interdependently with the other systems to forma functioning body. Students come to understand that if an organ does notwork properly, the body system it is associated with becomes unbalanced,creating an imbalance in other body systems, too, and impacting theorganism’s ability to interact and survive in its environment. If this is thefirst unit of the school year, you may wish to distribute Family Letter.Nelson Science 6 Teacher’s ResourceNEL

This section provides teachers with a general overviewof the unit. This section also notes any scientificdescriptions and explanations that have recently beenimproved as new evidence became available.STUDENT RESOURCE PAGES 2–3reproductive, and excretory systems, help them to interact, reproduce,and survive in their environment. In Grade 7, students will learn howenvironmental pressures result in the evolution of diverse species and thediversity of body systems.Using This Provocationsupports the openingactivity in theStudent Resource.Using This ProvocationThis Provocation activity invites students to demonstrate a sustainedcuriosity about a scientific topic or problem of personal interest relatedto body systems. The activity is intended as a naturalistic way for studentsto identify questions to answer or problems to solve through scientificinquiry as they progress through this unit.Science Backgroundprovides a detailedoverview of the scienceconcepts covered in agiven activity and, whereapplicable, addressespossible misconceptions.Science BackgroundOur eyes gather and transmit an enormous amount of information toour brain. In order to process all of that information, the brain usesshortcuts to interpret what we see and make sense of the world aroundus. Usually, these judgments are close enough to reality that we canrespond appropriately.Optical illusions occur when our brain misinterprets information.Optical illusions can use colour, shading, patterns, and perspective totrick our brain into seeing things that are not real.Observing and Supporting Learning Give students plenty of time to explore the optical illusion, and to talkwith each other. Students may try observing the image with one eye or atdifferent distances.Students may be interested in looking for more optical illusions online,or trying to create their own. Consider providing additional examples bydistributing Optical Illusions.Blackline MasterFormative AssessmentNELCollecting InformationUsing InformationListen for evidence of curiosity aboutthe brain as students examine theoptical illusions.Provide descriptive feedback to acknowledgecuriosity and encourage students to sustain it. Forexample, You tried many different optical illusions;I could tell you were really curious about how theywork. As we go through the unit, let me know if Ican help you find additional sources of information.Listen for questions, or statements thatcan be turned into questions. Recordand use these for further student-driveninquiry opportunities throughout the unit.Provide whole-class feedback on the questionsyou heard: Here are some of the questions I heardyou asking. Did I miss any?Body Systems 21117

Teacher’s ResourceExplorationCurricular and CoreCompetenciesidentifies the curricularcompetencies (scientificskills and processesand habits of mind) thatstudents will be usingto build their scienceknowledge and anycore competencies thatthey will have significantopportunities to develop.The FocusQuestion identifiesa key questionthat is derivedfrom the learningstandards forcontent knowledge.Memory and Learning in the BrainYou Will Needper student or group: (optional) camera or video cameraResources Available in theOnline Teaching CentreTry This! Find Your TreeField Guide EntryPlace-Based Learning ReflectionScientific Inquiry ReportScientific Inquiry ScaleDocumenting Learning: Memory andLearning in the BrainDocumenting Communication: ProfilesDocumenting Communication: FacetsSelf-Assessment: Communication: FacetsSelf-Assessment: Communication: PromptsScientific Inquiry Toolkit (observe, plan datacollection, observe, measure, communicatefindings and ideas, reflect on place)Using This ExplorationCurricular and Core Competencies: In the outdoor Try This! activity,students will experience and interpret the local environment. Theywill make observations in familiar or unfamiliar contexts to chooseappropriate data to collect and observe and measure data in order to find“their” tree when blindfolded. Students will communicate their processes,and will be asked to express and reflect on personal or shared experiencesof place that resulted from the activity.Students will be developing the core competencies of Communication(facet: explain/recount and reflect) as they communicate their processes andhow the activity contributed to their personal or shared experiences of place.Focus Question: How do memory and learning work together to helporganisms survive and interact with their environment?Big Idea and Unifying Concepts: This Exploration develops students’understanding of the complexities of memory and learning in the brain.Each has a very important role in helping organisms interact with andsurvive in their environment. Thus, an understanding of memory andlearning in the brain supports the development of the Big Idea thatmulticellular organisms rely on internal systems to survive, reproduce,and interact with their environment. The complexity of the nervoussystem is further highlighted as students examine the brain. The brain itselfacts as a system within the nervous system. This concept of systems nestedwithin other systems supports the unifying concept of system.learning from First Peoples: Giving students plenty of time to memorizetheir tree in the Try This! activity supports the First Peoples concepts ofexperiential learning and the role of memory in learning. In addition, connectingwith place and remembering the characteristics of local plants/trees is an integralpart of the First Peoples way of knowing and living in the community.Memory is an important concept in traditional First Peoples ways oflearning, because learning is often passed on orally, through stories told byone generation to the next. Lessons, values, ways of being, and knowledge ofthe land and place are taught through the repetition of stories. The power ofthe story is considered to be integral to learning. Remembering and recitingare important facets of learning through storytelling.Learning fromFirst Peoples linksauthentic First Peoplesperspectives andscientific knowledgeabout the natural world tothe skills and concepts ina given activity.Science BackgroundMemory is one of the most important of all mental abilities. Withoutmemory, learning is impossible. The brain is capable of extraordinarymemorization of both events and conceptual information.(continued)3018Nelson Science 6 Teacher’s ResourceNEL

STUDENT RESOURCE PAGES 18–19Your brain processes information and stores memories in a multi-stepprocess. Sensory input is remembered by the brain and placed in short-termmemory. Short-term memories typically last from 10 to 15 seconds andrepresent information being momentarily retained and processed. Shortterm memory capacity is limited to roughly four to nine items at a time.Short-term memories can be consolidated into long-term memories.Long-term memories can be maintained for very long periods of time,and there seems to be almost unlimited capacity for memory storage;while some people have much better memories than others, our brainsdo not become “full.”Possible MisconceptionsStudents may confuse learning and memory, or believe that the two arethe same thing. However, although the two are strongly linked, they arenot the same thing. Memory is the storage of information in the brain,while learning is the process of acquiring stored information or skill. Ofcourse, without memory, most kinds of learning would be impossible.Another way to think of it is that a memory happens right away, whilelearning takes time to achieve.Learning from the Landprovides teachingstrategies and promptswhen place-based learningopportunities arise.Learning from the LandAs students use their senses and memories to observe and learn abouthow they can use memory to learn to find something again in thenatural environment, they come to realize that all organisms must learnand remember details of their environments in order to survive.Observing and Supporting Learning Consider using Documenting Learning: Memory and Learning in theBrain to document your observations of student learning as studentsrespond to the images and text and do the hands-on activity in thisExploration.Observe students as they work on the Try This! activity and highlightrelevant sections of the Scientific Inquiry Scale. This outdoor activityhelps students acquire place-based knowledge and experience.Assessment ToolBlackline MasterGoalsSome students may wish to complete Field Guide Entry and include it intheir science logs, portfolios, or field guides.Blackline MasterYou may wish to hand out Try This! Find Your Tree to provide studentswith a copy of the activity to use outdoors.Blackline MasterNELBody Systems 23119

Teacher’s ResourceExplorationTry This! providesfacilitation strategiesfor these handson activities in theStudent Resource,including notesabout materials,safety precautions,and sampleresponses.TryThis!Find Your TreePurpose To observe a tree while blindfolded, and then usethe brain’s memory to find that tree again. A Note about Safety Be aware of student allergies before takingthe class outside. Familiarize yourself with anypoisonous plants that may be in your area.Make sure the activity area is free of poisonivy, holes, big rocks, uneven ground, or othertripping hazards. Outline the boundaries ofthe activity area. Students in wheelchairs canperform the activity on a flat surface, such asa cemented play area.Remind students to be safe and to showconcern for the safety of others.Notes Before starting, ask students to consider anysocial, ethical, or environmental implications ofthe activity.Emphasize a focus on place during this activity.Encourage students to use tactile clues to helptheir memory.Students will experience the natural world withdifferent senses than that of sight. As a result,they may discover details of trees that theymight otherwise have overlooked. Blackline MasterBlackline MasterCommunicationAssessment Tool The focus of the activity is on memory and onthe different ways we keep track of information.For this activity to work, there should be morethan one tree in the area.If necessary, suggest that students increasethe complexity of the activity by having theblindfolded students turn around a couple oftimes, or leading them on an indirect path to thetree. However, students who use their memoryof the path and direction to find the tree ratherthan their memory of the tree itself are stillachieving the purpose of the activity.Consider inviting a First Peoples KnowledgeKeeper to join the class for this activity.Look for opportunities to incorporate teachingsabout the local environment into the activity.For example, challenge students to describehow other organisms (e.g., birds, raccoons,insects) use memory in the same environment,and what details might be important to themto remember.Sample Responses6. For example, it was easy to remember how bigthe tree felt around, but the texture of the treeand its smell were difficult to remember.7. For example, I felt more connected to this place,and especially this one tree, after I had observedit so closely.While students are still outdoors or upon returning indoors, invite themto answer the questions on Place-Based Learning Reflection and toinclude the reflection in their science logs, portfolios, or field guides.Consider having students use Scientific Inquiry Report to record theirobservations and analysis and to include the completed report in theirscience log or portfolio.Consider using Documenting Communication: Profiles (or Facets) todocument examples of student development.Formative AssessmentCollecting InformationUsing InformationObserve the extent to which students areexperiencing and interpreting the local environmentto make observations they think they will need toidentify their tree.Provide students with descriptive feedback on their observations; for example, I heard you sayyou observed a hollow that you were going to use to know where you were in relation to the tree.I heard you say that you saw that some of the trees had rough bark, and some smooth, so youwould have to feel the texture of the tree you were led to in order to find it again.3220Nelson Science 6 Teacher’s ResourceNEL

Formative Assessmentsupports teacherswith assessmentstrategies for observingstudents, adjustinginstruction, and providingdescriptive feedback.Formative Assessment Collecting InformationUsing InformationObserve whether students are able to observe,measure, and record relevant data in detail.Provide students with descriptive feedback. For example, I see you made

Grade 6 SAMPLE MATERIAL INSIDE. 2 About Nelson Science Developed by an experienced team of BC educators, Nelson Science is a comprehensive series built from the ground up to fully align with the new BC Science curriculum. Student resources feature activities designed to unleash students’ .

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