Student Resources
Teacher Resources

computerguide

Cyber-Survival Guide :
Teacher Resources

girlwithatsymbol
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: 4-5 class periods in the library/computer lab.
Group Project Work: 2-3 class periods in the classroom




Grade Level/Content Area/Unit:

Grade 6 English Language Arts: Shaping My Self


Focus:
Enduring Understanding
or Essential Question

Which are the most essential survival skills a middle school student needs in order to practice safe and responsible use of the Internet and other digital communication technologies?

MSDE Voluntary State Curriculum:
Reading/English Language Arts Content Standards/
Core LearningGoals

Compose to inform using relevant support and a variety of appropriate organizational structures and signal words within and between paragraphs.

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 adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

  • Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
  • Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
National Information Literacy
Standards for Student Learning
(American Association of
School Librarians)

The student who is information literate:

  • Accesses information efficiently and effectively.
  • Evaluates information critically and competently.
  • Uses information accurately and creatively.

The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

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.
  • Participates effectively in groups to pursue and generate information.
National Technology Education
Standards for Students
(International Society for
Technology in Education)
  • Students are proficient in the use of technology.
  • Students use technology to locate, evaluate, and collect information from a variety of sources.
  • Students use technology tools to process data and report results.
enGauge 21st Century Skills
(North CentralRegional
Educational Laboratory)

Studentswho 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: July 2006
Created by: Joyce Caldwell, Baltimore County Public Schools

BCPS Research Model, Copyright 2006, 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. The Baltimore County Public schools does not guarantee the accuracy or quality of information located on telecommunications networks. We have made every reasonable attempt to ensure that our school system's web pages are educationally sound and do not contain links to any questionable materials or anything that can be deemed in violation of the BCPS Telecommunications Policy. The linked sites are not under the control of the Baltimore County Public Schools; therefore, BCPS is not responsible for the contents of any linked site, links within the site, or any revisions to such sites. Links from BCPS Copyright © 2005 Baltimore County Public Schools, Towson, MD 21204, all rights reserved. Images used through subscription to clipart.comor public domain unless otherwise noted. Documents and related graphics may be duplicated for educational, non-profit school use only. All other uses, transmissions and duplications are prohibited unless permission is granted expressly. Contact Margaret-Ann Howie, Esq. 410-887-2646