BCPS Curriculum Alignment

Essential Question for Enduring Understanding

Essential Question

How can understanding what happens to dead plants and animals help us solve the problem of too much garbage?

Constructing Knowledge
Gather and question information from many different forms of scientific
investigations including observing what things are like or what is happening somewhere,
collecting specimens for analysis, and doing experiments.
Life Science
Flow of Matter and Energy
Recognize that materials continue to exist even though they change from one form to another.
Technology Indicators
Learning Goal 5 (LG-5)
Students will demonstrate the ability to communicate online to collaborate, publish, and interact
with peers, experts, and other audiences.
Learning Goal 6 (LG-6)
Students will use technology to locate, select, evaluate, and process information from a variety of
sources.

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.

• Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning.
• Organize knowledge so that it is useful.
• Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
• Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
• Use information and technology ethically and responsibly.
• Use creative and artistic formats to express personal learning.

Maryland State Curriculum for Science
(MSDE)

Unit: Eco-Detectives
O-10 Given a variety of informational texts, the student will describe decomposers found in nature, identify the materials they recycle, and explain the role of decomposers in nature.

Standard 3.0 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.
(Source : Maryland State Curriculum )

KSI-A Use information from readings and/or investigations to describe decomposers.
Use information from readings and/or investigations to explain the necessity of decomposers in
nature.

A. Learning
1. Use and explain how the technology enhances learning
a) Use technology tools, including software and hardware, from a range of teacher-selected options to learn

B. Collaboration
1. Use and explain how technology tools encourage collaboration
a) Use technology tools to work collaboratively within the classroom

C. Increase Productivity
1. Use and explain how technology tools increase productivity
b) Use templates or create new documents to complete learning assignments
c) Collect, analyze, and display data and information using tools, such as calculators, spreadsheets, and graphing programs *
d) Use suitable electronic resources to edit final copies of texts for correctness in language usage and conventions, such as capitalization, punctuation, and spelling

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.
Standard 8: Sustainability
The student will make decisions that demonstrate understanding of natural communities and the ecological, economic, political, and social systems of human communities, and examine how their personal and collective actions affect the sustainability of these interrelated systems.

• 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.

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.

Range of Reading and Level of Text Complexity

• 10. Read and comprehend complex literary and informational texts independently and proficiently.

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.

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.

National Educational Technology Standards for Students
(ISTE)

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: De

Standards for the 21st-Century Learner
(AASL)

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.
6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.