Teacher Notes

Special Teacher Website for this Problem Solving Model

(teacher guide, background information, extra class "crab" activities based on MLO's)

TEACHER TIPS & TOOLS
resources, lessons, and forms to support the implementation of the research models

**TARGETED LEARNING STYLES**
Field Dependent	Field Independent

Visual	Analytical Understanding	Kinesthetic
Active	Reflective	Global Understanding

TIME FRAME:

recommended time frame for completion: two weeks

Unit:

Investigating Our Environment

Focus:

Interdependence: Organisms and Their Environment

BCPS Content Curriculum Indicators:

Recognize and explain that organisms and groups of organisms that are best suited to an environment survive and reproduce.

Recognize and explain that some organisms survive and reproduce and others die or move to other locations when the environment changes.

Maryland Library Media Voluntary State Curriculum

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.

Maryland Science Voluntary State Curriculum

Science Inquiry

Indicator Statements:

	Access and process information from readings, investigations, and/or communications.
	Provide supporting evidence when forming conclusions, devising a plan or solving a practical problem.

Objective(s):

Identify and use resources that are related to the topic or meaning of the question/decision/problem being researched.

Differentiate between resources that contain facts vs. those that contain opinions.

Use scientifically accurate resources to answer questions, make predictions, and support ideas.

Identify the key concept of a conclusion, plan, or program.

Access and process information from print and non-print resources to support the identified concept.

Access and process information from print and non-print resources.

Discuss new information relevant to the scientific ideas presented.

Compare, independently, new information collected to prior knowledge.

Verify or modify prior understandings based on new information.

Applications of Science

Indicator Statements:

Apply scientific concepts to make decisions about a relevant science issue.

Objective(s):

Select resources to obtain additional scientific information.

Identify and describe scientific concepts that can be used to make a decision about an issue.

Identify and describe the advantages and disadvantages of possible decisions about an issue.

Evolution

Indicator Statements:

	Recognize and explain that organisms and groups of organisms that are best suited to an environment survive and reproduce.
	Recognize and explain that some organisms survive and reproduce and others die or move to other locations when the environment changes.

Objective(s):

Identify and describe the common traits and behaviors of groups of organisms that help them survive in its environment.

Identify environmental changes that affect the survival of organisms.

Describe how organisms respond to changes in their environment.

AASL Standards for the 21st-Century Learner

Learners use skills, resources and tools to:

Inquire, think critically, and gain knowledge.
Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
Share knowledge and participate ethically and productively as members of our democratic society.
Pursue Personal and aesthetic growth

ISTC NETS

for students

Performance Standards and Indicators:

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.
	Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

Last update: June, 2010
Created by Lynne Shue

BCPS Research Module, Copyright 2004, 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