Teacher Resources: Our Changing Chesapeake

BCPS Curriculum
MD State Curriculum
Common Core
National Standards

	BCPS Curriculum Alignment
Essential Question for Enduring Understanding	How does our use of natural resources impact the quality of the environment?
BCPS Curriculum for High School Engineering Technology BCPS	Trans-disciplinary STEM Project: Grade 8 Science - Unit: Changing Chesapeake O-15 Using charts, photographs, and diagrams, the student will recognize and describe that environmental changes can have local, regional, and global consequences. KSI-A Identify and describe a local, regional, or global environmental issue. KSI-B Describe how natural processes change the environment. KSI-C Identify and describe how human activities produce changes in natural processes. KSI-D Recognize and explain the impact of a changing human population on the use of natural resources and on environmental quality. O-16 Using maps, diagrams, and informational text, the student will identify and describe problemsassociated with obtaining, using, and distributing natural resources. KSI-A Identify and describe problems and solutions associated with obtaining, using and distributing natural resources. O-17 Using maps, photographs, and a variety of resources, the student will explain that human-caused changes have consequences for Maryland's environment as well as for other places and future times. KSI-A Identify and describe a range of local issues that have an impact on people in other places. KSI-B Identify and describe how environmental change in one part of the world can have consequences for other parts of the world. KSI-C Identify and describe that ecosystems can be impacted by human activities. O-18 Using maps, photographs, and diagrams, the student will recognize and compare the amounts of types of natural resources in different parts of the world and explain how the use of those resources impacts environmental quality and health. KSI-A Identify and describe how the natural change processes may be affected by human activities. KSI-B Identify and describe problems associated with obtaining, using, and distributing natural resources. KSI-C Identify possible solution to problems associated with obtaining, using and distributing resources.

	Maryland State Standards Alignment
Maryland State Curriculum for Grade 9-12 Technology Education MSDE	Standard 6.0 Environmental Science - Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to aglobal perspective.
Maryland State Environmental Literacy Standards MSDE	Standard 1: Environmental Issues The student will investigate and analyze environmental issues ranging from local to global perspectives and develop and implement a local action project that protects, sustains, or enhances the natural environment. Standard 4: Populations, Communities and Ecosystems The student will use physical, chemical, biological, and ecological concepts to analyze and explain the interdependence of humans and organisms in populations, communities and ecosystems.
Maryland State Standards for Personal Financial Literacy MSDE	By the end of Grade 8, students will: 1.8.E Analyze the economic impacts of government, business, and consumer financial decisions. - 1.8.E.2 Predict the consequences of personal consumer decisions and actions on the global economy and the environment. - 1.8.E.3 Describe the impacts of business, government, and consumer financial decisions on the individual, family, and community. 3.8.D Explain the purposes and responsibilities related to taxation. - 3.8.D.4 Describe ways consumers can influence the use of public funds.
Maryland Technology Literacy Standards for Students MSDE	1.0 – Technology Systems: Develop foundations in the understanding and uses of technology systems. 2.0 – Digital Citizenship: Practice ethical, legal, and responsible use of technology. 3.0 – Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration. 4.0 – Technology for Communication and Expression: Use technology to communicate information and express ideas using various media formats. 5.0 – Technology for Information Use and Management: Use technology to locate, evaluate, gather, and organize information and data. 6.0 – Technology for Problem-Solving and Decision-Making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions.

Common Core State Standards Alignment

Common Core

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
CCSI | MSDE

College and Career Readiness Anchor Standards for Reading
Key Ideas and Details:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Craft and Structure:
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes:
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge:
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Common Core

Common Core State Standards
for Mathematics
CCSI | MSDE

Standards for Mathematical Practice:

4. Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.

	National Standards Alignment
National Educational Technology Standards for Students ISTE	1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Standards for the 21st Century Learner AASL	1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.6 Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning. 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.6 Use information and technology ethically and responsibly.

Teacher Resources

Maryland State Standards Alignment

National Standards Alignment