Native to Maryland
Teacher Resources

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Differentiation
Targeted Learning Styles and Preferences

Field Dependent Field Independent
Global Understanding Analytical Understanding
Active Reflective
Visual Auditory Tactile Kinesthetic

Have students use assistive tools in BCPS databases including labeled reading levels or lexiles, audio read-aloud features, and embedded dictionaries.
Student Resources

Research and Investigation Guides
Provides scaffolding to support student inquiry learning, including links to interactive tutorials and resources for each process step.

Elementary (K-5) Information Literacy Process Model and Interactive Research Guide

Time Frame
clock

5 to 7- 50 minute class periods:
2-3 days for research (either in computer lab or using print resources)
2-3 days for collaboration and creation of products
1 day for presentations

Notes to the Teacher

  • Collaborate with your School Library Media Specialist for integration of 21st Century skills instruction.
  • To facilitate the collaborative nature of this project, consider creating a project-based wiki or using another Web 2.0 tool (VoiceThread, MindMeister, Groupsite.com, etc.) as a collaborative workspace. See your Library Media Specialist for help, or visit the BCPS Resource Wiki for Software, Assistive Technologies, Web 2.0 Tools, Digital Content, and Resources.
  • You may want to provide books on each of the researched tribes, in addition to using the databases to help with the research process. This will also provide opportunity for the students to research in the classroom in case a computer lab in not available.
  • Be familar with the content of the Web sites that the students will be using during the research process (Web sites found on Student Page).

Supplemental Teaching Resourcesweb 2.0

  • Safari Montage - search your school's Safari Montage server for videos and other media.
  • BCPS Office of Library Information Services: Reference Desk, Resource Wiki for Software, Assistive Technologies, Web 2.0 Tools, and Digital Content.
  • Promethean Planet - search for interactive flipcharts (free account).
  • Teacher's Domain - search for digital media (free account).
  • Thinkport - interactive media, tools, lessons, and links from MPT.

 

BCPS Curriculum Alignment
magnifying glassEssential Question for Enduring Understanding


How did the natural habitat help to shape the political, economic, and social characteristics of Native American tribes in Maryland.
BCPSBCPS Curriculum for
Grade 4 Social Studies and Library
(BCPS)

Grade 4 Social Studies - Native to Maryland

Unit Two: The Earliest Americans

O-2: The student will analyze population growth, migration, and settlement patterns in Maryland and regions of the United States. Explain how geographic characteristics influenced settlement patterns in Maryland and the United States.

  • KSI-A: Identify the reasons for the movement of peoples to, from, and within Maryland and the United States.
  • KSI-B: Compare ways Native American societies in Maryland used the natural environment for food, clothing, and shelter.

Unit Two: The Earliest Americans

O-3: The student will compare Native American societies in Maryland before and after Europeancolonization.

  • KSI-A: Identify the development of indigenous societies from the Paleo- Indians to the Woodland Indians.
  • KSI-B: Describe Native American societies indigenous to Maryland after European contact.

Unit Two: The Earliest Americans

O-3: The student will compare Native American societies in Maryland before and after European colonization.

  • KSI-A: Identify the development of indigenous societies from the Paleo- Indians to the Woodland Indians.
  • KSI-B: Describe Native American societies indigenous to Maryland after European contact.

Unit Two: The Earliest Americans

O-14: The student will describe how people adapt to, modify, and impact the natural environment.

  • KSI-A: Describe ways and reasons people in Maryland and the United States modify the natural environment and the consequences of these modifications.
  • KSI-B: Describe how land use and urban growth are influenced by governmental decisions.
  • KSI-C: Compare ways Native American societies in Maryland used the natural environment for food, clothing, and shelter.

Grade 4 Library Media Curriculum

O-1 In response to a teacher request to do so, students will demonstrate an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection to using this process in own life.

  • KSI-A With teacher assistance, students will be able to construct a nine step Information Seeking Behavior Model to organize their research.

O-2 In response to a teacher request to do so, students will develop and refine a range of questions to scaffold their research.

  • KSI-A Upon request, students will be able to paraphrase the essential question without assistance.
  • KSI-B Upon request, students will be able to break down the essential question into main ideas and subtopics with 80% accuracy.
  • KSI-C Upon request, students will be able to skim and read from general print/digital reference sources to develop at least three preliminary questions about the topic.

O-3 In response to a teacher request to do so, students will be able to locate, evaluate and select appropriate sources to answer questions.

  • KSI-A Upon request, students will be able to select relevant sources with 80% accuracy.
  • KSI-B Upon request, students will be able to categorize resources by usefulness with 90% accuracy.
  • KSI-C Upon request, students will be able to explain at least three reasons to use primary and secondary sources.
  • KSI-D Using teacher-assigned criteria, students will be able to defend their selection of resources.
  • KSI-E Upon request, students will be able to list at least five available resources, including reference resources.

O-4 In response to a teacher request to do so, students will be able to evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

  • KSI-A Using teacher assigned criteria, students will be able to evaluate at least two Web sites.
  • KSI-B Upon request, students will be able to categorize information by relevancy with 80% accuracy.
  • KSI-C Upon request, students will be able to summarize information from at least two sources.

O-5 As students read, view, and listen for information presented in any format (e.g., textual, visual, media, digital), they will be able to use strategies to identify main idea and supporting details.

  • KSI-A With teacher assistance, students will be able to identify relevant information with 90% accuracy.
  • KSI-B Upon request, students will be able to select relevant information with 80% accuracy.
  • KSI-C Upon request, students will be able to summarize relevant information with 80% accuracy.
  • KSI-D Upon request, students will be able to reorganize information into different forms (charts, drawings, or graphic organizers) with 90% accuracy.
  • KSI-E Upon request, students will be able to infer relevant information with 80% accuracy.

O-6 In response to a teacher request to do so, students will be able to apply critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge as they continue an inquiry based research process.

  • KSI-A Upon request, students will be able to evaluate information for accuracy, scope and timeliness.
  • KSI-B Upon request, students will be able to deduce if they have sufficient information to answer their research questions.
  • KSI-C Upon request, students will be able to produce a product that clearly communicates a summary of their research.

O-8 In response to a teacher request to do so, students will be able to analyze and organize information using technology and other information tools.

  • KSI-A Upon request, students will be able to distinguish the most appropriate method for recording information.

O-9 In response to a teacher request to do so, students will be able to collaborate with others to exchange ideas, make decisions, and solve problems.

  • KSI-A Working in a cooperative group, students will be able to participate by communicating specific facts, opinions and points of view.

O-11 In response to a teacher request to do so, students will be to present new knowledge and reflect on their learning as they conclude an inquiry based research process.

  • KSI-A Upon request, students will be able to communicate, present and share new learning with fluency and accuracy.
  • KSI-B Upon request, students will be able to apply metacognitive strategies to assess the research process and their own thinking.
MD State Curriculum Alignment

Maryland flagMaryland State Curriculum for Grade 4 Social Studies and Library
(MSDE)

Grade 4 Social Studies Maryland State Curriculum Standards

Standard 5.0 History
Objective:

  • Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States.

Grade 4 Library Maryland State Curriculum Standards

Standard 2: Using Prior Knowledge, Context, and Understanding of Language to Comprehend and Elaborate the Meaning of Texts
Objectives:

  • Student uses prior knowledge to comprehend and elaborate the meaning of texts.
  • Student uses context to comprehend and elaborate the meaning of texts.
  • Student uses knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.

Standard 4: Using Strategies to Comprehend Texts
Objectives:

  • Student uses strategies to prepare to read.
  • Student uses strategies to interpret the meaning of words, sentences, and ideas in texts.
  • Student uses strategies to go beyond the text.
  • Student uses strategies to organize, restructure, and synthesize text content.
  • Student monitors comprehension and reading strategies throughout the reading process.
Maryland flagMaryland Technology Literacy Standards for Students
(MSDE)
  • 1.0 – Technology Systems: Develop foundations in the understanding and uses of technology systems.
  • 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: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions.
Common Core Curriculum Alignment

common core

 

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
(MSDE)

College and Career Readiness Anchor Standards for Reading
Key Ideas and Details:
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.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Integration of Knowledge and Ideas:
6. 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
8. Read and comprehend complex literary and informational texts independently and proficiently.

College and Career Readiness Anchor Standards for Writing
Text Types and Purposes:
10. 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:
12. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
13. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
14. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge:
15. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
16. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
17. Draw evidence from literary or informational texts to support analysis, reflection, and research.
National Standards

U.S.National Educational Technology Standards for Students
(ISTE)
  • 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.

U.S.Standards for the 21st-Century Learner
(AASL)
  • 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
  • 1.1.6 Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning.
  • 2.1.1 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.
  • 2.1.2 Organize knowledge so that it is useful.
  • 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
  • 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
  • 3.1.6 Use information and technology ethically and responsibly.

Images retrieved from Microsoft Clipart

Last update/revised by Jennifer Misamore: July 2011
Created by Joyce Caldwell and Phyllis Fullem, Library Media Specialists, BCPS Summer Curriculum Development Workshop, July 2002
Adapted in part from a Research Model by Donna Radcliffe, Library Media Specialist, Web-Based Instruction Class, Summer 2002
BCPS Research Module, Copyright 2002, Baltimore County Public Schools, Copyright Information

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