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How to implement engaging research, including mini-skills lessons and student reference sheets.

TARGETED LEARNING STYLES
Space Unit: 1-5 days





 

 

 

Grade Level/Content Area/Unit:

Unit: Discovering Space

Time Frame of Lesson: BCPS curriculum Lessons 1-5

Grade:3

Time Frame: 10 days

:
Enduring Understanding

Students will use enduring learning to understand:

  • The Earth's rotation and its relationship to day and night.
  • The Earth's revolution and its relationship to the length of the year.
  • The Earth's tilt and its relationship to the seasons.

 

 

 

 

 

MSDE Voluntary State Curriculum:
Subject Area Content Standards/
Core LearningGoals

1.A.1. Access and process inforamtion from readings, investigations, and/or oral communications.

Objectives
  1. Identify the topic or meaning of the question, decision, or problem being researched.
  2. Identify print and non-print resources that relate to the topic or meaning of the question/decision/problem being researched.
  3. Differentiate between resources that are factual and those that are fictional.
  4. Use scientifically accurate resources to answer questions, make predictions, and support ideas.
  5. Develop graphic organizers to record information.

1.B.4. Provide supporting evidence when forming concusions, devising plans or solving a practical problem.

Objectives
  1. Identify the key concept of a conclusion, plan, or problem.
  2. Access and process information from print and non-print resources to support the identified concept.
  3. Support conclusions, plans, or solutions by using data, facts, or principles

1.B.5. Modify understandings of scientific ideas based on new inforamtion.

Objectives
  1. Access and process information from print and non-print resources.
  2. Discuss and compare new information collected to prior knowledge.
  3. Verify or change prior understandings based on new information

1.C.1. Apply sceintific concepts to make decisions about an identified, relevant science issue.

Objectives
  1. Use what they know and have learned to recognize a science-related issue.
  2. Identify and explain the advantages and disadvantages of a possible decision about an issue.
  3. Identify scientific concepts that can be used to make a decision about an issue.

1.C. 2. Use sceintfic knowledge to select and evaluate plans to address science-related problems.

Objectives
  1. Recognize that a problem is science-related.
  2. Identify the scientific facts and principles that can be used to address an identified problem.
  3. Recognize that there can be many ways to solve a problem.
  4. Examine and evaluate various plans by identifying the following:
    • Materials needed
    • Steps necessary
    • Time required for implementation
  5. Choose a solution and support the choice using scientific information

1.E. 1. Recognize that people from ancient times to the present have investigated the world around, us answered scientific questions, and invented things.

Objectives
  1. Identify examples of men and women from diverse ethnic and cultural backgrounds and people with disabilities who have made various contributions to science and technology.
  2. Identify and describe that technological advances over time have caused changes in science careers.
MSDE Voluntary State Curriculum:
Library Media Content Standards/
Core LearningGoals

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 Information Literacy
Standards for Student Learning
(American Association of
School Librarians)
National Science Education Standards - Overview
National Technology Education
Standards for Students
(International Society for
Technology in Education)ss

All students should have opportunities to demonstrate the following performances.

1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)
2. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2)
3. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2)
4. Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)
5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
6. Use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4)
7. Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5)
8. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)
9. Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)
10. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)
Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools

enGauge 21st Century Skills
(North CentralRegional
Educational Laboratory)
  

Last update: July 2005
Created by: Kate Boehmler and Laura L. Walker, Baltimore County Public Schools

BCPS Research Module, Copyright 2005, 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.com, JupiterImages.com or 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