Student Resources
Teacher Resources

 

World Hunger
Teacher Resources

 

 
TEACHER TIPS
and TOOLS

How to implement engaging research, including mini-skills lessons, and professional resources
TARGETED LEARNING STYLES

Field Dependent

Field Independent

 Visual

Active

Reflective

Global Understanding

Analytical Understanding

TIME FRAME:




This Online Research Model will take seven class periods to complete.


Grade Level/Content Area/Unit:

Grade 9; Family Studies; Unit IV: Global Awareness of Food


Focus:
Enduring Understanding
or Essential Question

What impacts the world food supply and what are the viable options for reducing disparities?
MSDE Voluntary State Curriculum:
Subject Area Content Standards/
Core LearningGoals

Students will investigate global issues that impact the world food supply and identify viable options for reducing disparities.

2A
1. Match resources to topic of interest or need.
3A
1. Students will use print resources efficiently and effectively.
3. Students will use computer/online/digital resources efficiently and effectively.
7. Use appropriate graphic organizers or note cards to record relevant information. 
8. Use own words to capture concepts and avoid plagiarism.
5A
2. Apply critical thinking and problem solving strategies.
6A
1. Make decisions to facilitate effective communication of ideas.
National Information Literacy
Standards for Student Learning
(American Association of
School Librarians)

Standard 1: The student who is information literate accesses information efficiently and effectively.
Standard 2: The student who is information literate evaluates information critically and competently.
Standard 3: The student who is information literate uses information accurately and creatively.
National Technology Education
Standards for Students
(International Society for
Technology in Education)
Standard 3: Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. Standard 4: Technology communications tools
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Standard 5: Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results. Standard 6: Technology problem-solving and decision-making tools
Students use technology resources for solving problems and making informed decisions.
enGauge 21st Century Skills
(North CentralRegional
Educational Laboratory)

Students Who Are Globally Aware:

  • Are knowledgeable about the connectedness of the nations of the world historically, politically, economically, technologically, socially, linguistically, and ecologically.

  • Understand that these interconnections can have both positive benefits and negative consequences.

  • Understand the role of the United States in international policies and international relations.

  • Are able to recognize, analyze, and evaluate major trends in global relations and the interconnections of these trends with both their local and national communities.
Teacher Resources

Teacher Guide to Socratic Seminar

Teacher Guide to the One-Minute Paper

Last update: Aug 2009

Created by Sharon Grimes

BCPS Research Module, Copyright 2006, Baltimore County Public Schools, MD, all rights reserved. This Research Module may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly.

The Baltimore County Public schools does not guarantee the accuracy or quality of information located on telecommunications networks. We have made every reasonable attempt to ensure that our school system's web pages are educationally sound and do not contain links to any questionable materials or anything that can be deemed in violation of the BCPS Telecommunications Policy. The linked sites are not under the control of the Baltimore County Public Schools; therefore, BCPS is not responsible for the contents of any linked site, links within the site, or any revisions to such sites. Links from Baltimore County Public Schools’ web sites are provided as a convenience and do not imply an endorsement of the linked we site.
Copyright © 2003 Baltimore County Public Schools,
Towson, MD 21204
All rights reserved.
Documents and related graphics may be duplicated for educational, non-profit school use only.
All other uses, transmissions and duplications are prohibited unless permission is granted expressly.
Contact Margaret-Ann Howie, Esq. 410-887-2646