Peek at the Chesapeake
Teacher Resources

Bridge at Chesapeake Bay

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Differentiation
Targeted Learning Styles and Preferences

Field Dependent
Global Understanding Analytical Understanding
Active Reflective
Visual Auditory

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
Total = 4 fifty minute lessons

clock
  • 2 days in the computer lab to research information and locate images.
  • 1 day in the computer lab to create the presentation.
  • 1 day in the computer lab to present information.

Notes to the Teacher:

  • Collaborate with your school’s Library Media Specialist to implement this Online Research Model.
  • Prepare hard copies of the following note-taking documents for each student:
  • The Web sites on the student page vary in reading levels. This is good opportunity to teach students to skim the text for readability, as well as content.
  • The You Tube Video about the Chesapeake Bay is a great resource for background knowledge. Only teachers can access it.
  • To facilitate the collaborative nature of this project, consider creating a project-based wiki or using another collaborative Web 2.0 tool (VoiceThread, MindMeister, Groupsite.com, etc.) to use as a workspace. Consult your Library Media Specialist or visit the BCPS Office of Library Information Services Resource Wiki.

Supplemental Teaching Resources: web 2.0

BCPS Curriculum Alignment
magnifying glassEssential Question for Enduring Understanding

 

How does human activity affect the living organisms in the Chesapeake Bay?

BCPSBCPS Curriculum for
Grade 3 Science and Library Media
(BCPS)

Grade 3 Science Curriculum

O-14 The student will describe how the basic needs of all living organisms are met by the habitat in which they live.

  • KSI-A Use information from readings and/or investigations to identify the basic needs of all living things.
  • KSI-C Use information from readings and/or investigations to explain why an organism may survive better in one habitat than in another.

O-15 The student will use information from readings and investigations to define, identify, and classify Earth's natural resources.

  • KSI-A Use information from readings and/or investigations to define and give an example of a natural resource.
  • KSI-B Use information from readings and/or investigations to identify many of the natural resources found on Earth.
  • KSI-C Use information from readings and/or investigations to categorize natural resources based on certain characteristics.

O-16 The student will use informational text to identify examples of human impact on the natural resources of the Chesapeake Bay, and distinguish their positive or negative consequences.

  • KSI-A  Use information from readings and/or investigations to identify some of the resources that can be found in the Chesapeake Bay area.
  • KSI-B  Use information from readings and/or investigations to explain how these resources can be used to the benefit of our local economy.
  • KSI-C  Use information from readings and/or investigations to identify the consequences, both positive and negative, of using the resources found in the Chesapeake Bay.

O-17 Given evidence from laboratory investigations, the student will describe the consequences of human impact on the environment.

  • KSI-A Use scientific data to make informed decisions regarding the environment.

O-18 The student will use informational texts and the internet to propose a solution to a real-world problem caused by the overuse of natural resources.

  • KSI-A Use information from readings and/or investigations to identify some of the uses of natural resources.
  • KSI-B Use information from readings and/or investigations to identify some of the consequences of the use of natural resources.
  • KSI-C Use information from readings and/or investigations to develop a possible solution for one problem they identified from the overuse of natural resources.

Grade 3 Library Media Curriculum:

O-1 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 use brainstorming strategies to define and refine the essential
    question in an Online Research Model.
  • KSI-2 Upon request, students will be able to examine the essential and subsidiary questions in an online research model and determine the importance of the question in the research process.
  • KSI-3 Upon request, students will organize subsidiary questions into related categories to facilitate the research process.

O-2 In response to a teacher request to do so, students will be able to locate, evaluate and select appropriate sources to answer questions.

  • KSI-B Students will use scanning strategies to match resources to information needs.
  • KSI-C Students will identify and select materials for their information need.

O-4 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-D With teacher support, students will reorganize information into different forms (charts, drawings, or graphic organizers) with 90% accuracy.

O-5 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-C Upon request, students will create products to demonstrate new knowledge.

O-6 In response to a teacher request to do so, students will be able to analyze and organize information using technology and other information tools.

O-7 In response to a teacher request to do so, students will be able to present new knowledge and reflect on their learning as they conclude an inquiry based research process.

  • KSI-A Upon request, students will demonstrate two strategies for making meaningful connections to what they read.

O-13 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-B With teacher guidance, students will create a product that demonstrates an understanding of their new knowledge.
MD State Curriculum Alignment

Maryland flagMaryland State Curriculum for Grade 3 Science and Library
(MSDE)

Grade 3 Science Maryland State Curriculum Standards

Standard 1.0 Skills and Processes
Objective:

  • Seek better reasons for believing something than "Everybody knows that..." or "I just know" and discount such reasons when given by others.

Standard 6.0 Environmental Science
Objective:

  • Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. (Source : Maryland State Curriculum)

Standard 2: Generating Content
Objectives:

  • Student takes inventory of what he or she knows and needs to know.
  • Student generates, selects, connects, and organizes information and ideas.

Library Media Maryland State Curriculum Standards

Standard 3: Composing and Producing Media Communication
Objectives:

  • Student analyzes purpose, audience, and media channel when planning for a media communication.
  • Student develops and produces an informational or creative media communication.
  • Student evaluates and revises a media communication.

Standard 2: Understanding, Interpreting, Analyzing, and Evaluating Media Communication Objective:

  • Student understands, interprets, analyzes, and evaluates media communication.

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.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Integration of Knowledge and Ideas:
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.

College and Career Readiness Anchor Standards for Writing
Text Types and Purposes:
2. 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:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

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

Range of Writing:
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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.
Last update: July 20 , 2011
Created by: Oona Miller and Lori Horton, Library Media Specialist
Baltimore County Public Schools

BCPS Research Model, Copyright 2010, Baltimore County Public Schools, MD, all rights reserved.
This Research Model 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 © 2010 Baltimore County Public Schools, Towson, MD 21204, all rights reserved. Images used through subscription to clipart.com, public domain, or freely licensed 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

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