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Teacher's Guide

TEACHER TIPS
and TOOLS

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

Field Dependent

Field Independent

 Visual

Auditory

 Tactile

Reflective

Analytical Understanding
TIME FRAME:

This research model will require two days to gather information, two days to create the organism, one day for the gallery walk, and one days for the reflection assessment.

 UNIT:

   Chesapeake Bay Ecosystem

FOCUS:
Enduring Understanding or EssentialQuestion

   How does the interdependence of organisms in
the Chesapeake Bay affect the natural processes of the Bay?

Maryland Voluntary State Curriculum

 

Goal: 3.0 Life Science: Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the intereactions that occur over time.

Ecology, Indicator: 1. Give reasons supporting the fact that the number of organisms an environment can support depends on the physical conditions and resources available.

b. Identify and describe factors taht could limit populations within any environment, such as disease, introduction of nonnative species, depletion of resources, etc.

NationalScience Education Standards

 

Life Science Content Standard C: As a result of their activities in grades 5-8, all students should develop an understanding of:

  • Populations and ecosystems
  • Diversity and adaptations of organisms

National Information LIteracy Content Standards (ALA)

 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 (ISTE)

  

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.

21st Century Digital Skills  

“As society changes, the skills needed to negotiate the complexities of life also change…To achieve success in the 21st century, students also need to attain proficiency in science, technology, and culture, as well as gain a thorough understanding of information in all its forms.” (enGauge)

Digital-Age Literacy includes:

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Created by Ann B. O'Neill, June 2005
BCPS Research Module, Copyright 2001, 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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Copyright © 2005 Baltimore County Public Schools,
Towson, MD 21204
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All other uses, transmissions and duplications are prohibited unless permission is granted expressly.
Contact Margaret-Ann Howie, Esq. 410-887-2646