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TEACHER TIPS and    TOOLS
 --Resources, lessons, and forms to support the implementation of the research models
TARGETED LEARNING STYLES

Analytical Understanding

 
TIME FRAME:
-- Recommended time frame for completion:  ONE WEEK!

 

Unit:

 -Camouflage?

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Focus:

 -The use and necessity of camouflage?

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Teacher

 Resources:

 -Lesson Plan Ideas:

-Experiment Ideas:

-Student Experiments:

-5E Lesson Plan for Hide and Seek:

-Skills and Processes for the VSC:

-Laws of Camouflage:

- Animals in Disguise:

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   BCPS   Library

         Media 

   Indicators:

-Use research skills in order to evaluate, select, record, and reorganize information.

-Use reference skills in order to locate information in a variety of sources.

Maryland Media
        Learning    Outcomes
and Indicators

 -Students will apply information in critical thinking and problem solving.

-Students will apply an information problem solving process model to structure effective research.

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Standard 3.0 Life          Science

 

 

 

 

 

Standard 1.0 Skills and Processes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

*Life Science :
-The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

 

*Skills and Processes :
 -Students will demonstrate the thinking and acting inherent in the practice of science.

*Topic A:
-Scientific Inquiry

*Indicator #1:
 -Access and process information from readings, investigations, and/or oral communications.

*Objectives:

d. Use scientifically accurate resources to answer questions and  make predictions.

e. Use graphic organizers to record information.

Indicator #2:

-Recognize predictions can be tested in an investigation.
*Objectives:

a. Make and record observations.

b. Identify and pose "how" and "what if" questions that can be answered through an investigation.

*Indicator #6:

-Collect, record, and accurately display data collected from investigations.
*Objectives:

d. Complete tables, charts, and graphs to display data.

*Indicator #8:

-Compare data using observations, charts or graphs.
*Objectives:

a. Identify similarities and differences among data.

c. Draw conclusions from data.

*Indicator #9:

-Communicate processes and results from hands-on investigations and print and non-print resources.
*Objectives:

a. Communicate orally or in writing a description of an investigation that includes:

  • The question investigated
  • The prediction made
  • The findings of the investigation
  • An explanation of the findings

*Topic B:
-Critical Thinking

*Indicator #2:

-Classify objects and materials according to properties.
*Objectives:

a.  Recognize the attributes and functions used to group objects and materials.

b.  Classify objects and materials based on their attributes and functions.

c.  Describe how objects and materials were classified.

*Indicator #3:

-Identify patterns found in the natural environment.
*Objectives:

a.  Recognize repeated elements in a sequence, such as in designs (scales on a fish), structures (a beehive), sounds (chirping crickets), and events (leaves falling from trees).

*Technology Indicator:
 -Identify and explain how tools are used to collect and communicate scientific information.

*Objectives:

e.  Collect, analyze, and display data and information using tools, such as calculators and computers.

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:

Grade 2

*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 Jolene Anticoli & Beth McClellan

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.

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