Student Resources
Teacher Resources

earthleaf

Shaping My Environment

Teacher Resources


TEACHER TIPS
and TOOLS

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

Field Dependent

Field Independent

Visual

 Tactile

Auditory

Active

Reflective

Global Understanding

Analytical Understanding

TIME FRAME:

clock


Research: 3-4 class periods in the library/computer lab.
 Project Work: 1-2 class periods in the classroom


Grade Level/Content Area/Unit:

Grade 6 English Language Arts: Shaping My Environment


Focus:
Enduring Understanding
or Essential Question
How can I persuade my local delegate to support my position on an environmental issue?
MSDE Voluntary State Curriculum:
Reading/English Language ArtsContent Standards/
Core LearningGoals
  • Select, organize, and develop ideas appropriate to topic, audience, and purpose
    • Organize information logically
    • Use effective organizational structures
    • Select or eliminate information as appropriate
    • Verify the effectiveness of paragraph development by modifying topic, support, and concluding sentences as necessary
  • Compose to inform using relevant support and a variety of appropriate organizational structures and signal words within a paragraph.
  • Compose to persuade by supporting, modifying, or disagreeing with a position, using effective rhetorical strategies
    • Support, modify, or disagree with a position and generate convincing evidence to support it
    • Consider the effectiveness of diction, audience appeal, and organization
    • Use connotation, repetition, and figurative language to control audience emotion and reaction
    • Use authoritative citations
MSDE Voluntary State Curriculum:
Library Media Content Standards/
Core LearningGoals

2A
1. Match resources to topic of interest or need.
3. Define and refine an information need by formulating compelling/effective questions.
3A
1. Use print resources efficiently and effectively.           
2. Use non-print resources efficiently and effectively.
3. Use computer/online/digital resources efficiently and effectively.
6. Evaluate the content of specific computer/online/digital resources to determine accuracy and relevance of content.
7. Use appropriate graphic organizers or note cards to record relevant information. 
8. Use own words to capture concepts and avoid plagiarism.
9. Record appropriate bibliographic information to cite sources.
5A
2. Apply critical thinking and problem solving strategies.
6A
1. Make decisions to facilitate effective communication of ideas.
7A
1. Exhibit respect for the intellectual property rights of others.

IRA/NCTE National Content
Standards for
English Language Arts

  • Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  • Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
National Information Literacy
Standards for Student Learning
(American Association of
School Librarians)
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.
Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
National Technology Education
Standards for Students
(International Society for
Technology in Education)
 2. Students practice responsible use of technology systems, information, and software.
3. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
4. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
5. Students use technology to locate, evaluate, and collect information from a variety of sources.
enGauge 21st Century Skills
(North CentralRegional
Educational Laboratory)

Students who are information literate:

  • Identify and retrieve relevant information from sources; use technology to enhance searching.

  • Evaluate information in terms of credibility and social, economic, political, legal, and ethical issues that may impact it; use technology to facilitate evaluation

  • Evaluate the processes and products of these activities, including resulting social consequences.

Last update: November 15,, 2006
Created by: Joyce Caldwell, Baltimore County Public Schools

BCPS Research Model, Copyright 2006, Baltimore County Public Schools, MD, all rights reserved.
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