Are You Into Heavy Metals?


TEACHER TIPS & TOOLS
resources, lessons, and forms to support the implementation of the research models
TARGETED LEARNING STYLES
Field Dependent Field Independent
TIME FRAME:


recommeded time frame for completion
2 Days

 Unit:

    Laws of Conservation of Mass

FOCUS:
Essential Question

   How would the study of heavy metal contamination help us plan for future chemical spills?

MSDE Voluntary State Curriculum for Science:

   Indicator 1.7.1 The student will apply the skills, processes, and concepts of biology, chemistry, phisics, and science to societal issues.
Indicator 1.7.2 The student will identify and evaluate the impact of scientific ideas and/or advancements in technology on society.
Indicator 4. 5.1 The student will investigate an issue such as hazardous waste disposal, the role of food additives, and the substitution of synthetic products for natural products.
Indicator 4.6.1 The student will apply chemistry to the concepts of biology, physics, earth science, and enviromental science.

BCPS Chemistry Curriculum Indicator:

   Indicator 21 Investigate the connections of chemistry to other fields of science, technology, and society to develop an understanding that science in an on going process subject to the scrutiny of investigation.
MD flagMSDE Library Media VSC
 

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.

National Science Curriculum Standards

   Nature of Technology Content Standard C

Issues in Technology
Human inventiveness has brought new risks as well as improvements to human existence.

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.
Standard 4 - The student who is an independent learner is information literate and pursues information.
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.

ISTC NETS for Students

Performance Standards and Indicators:

Grades PreK - 2

Grades 3 - 5

Grades 6 - 8

Grades 9- 12
  • Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4)
  • Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. (4, 5, 6)
  • Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. (4, 5)

  • Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)

Last update: July, 2004
Created by
Elizabeth Shapiro, Library Media Specialist BCPS
David McComas, Library Media Specialist BCPS

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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All other uses, transmissions and duplications are prohibited unless permission is granted expressly.
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