Play-Doh Pets
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
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This research module will take five to six 50 minute class periods to complete in collaboration with the LMS.

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.
  • Use the BCPS Digital Content and Databases in conjunction with this unit.

Supplemental Teaching Resourcesweb 2.0

  • Safari Montage Videos: "Danny and the Dinosaur" by Syd Hoff, "A Dog's Tale" by Seymour Reit (excerpt). These videos can be used as warm-up read alouds when brainstorming animals that would make good pets (compare the dog to the dinosaur).
  • Text: Taking Care of Pets by Susan Ring
  • BCPS Office of Library Information Services: Reference Desk, Resource Wiki for Software, Assistive Technologies, Web 2.0 Tools, Digital Content, and Resources, Podcasting: Learning To Go, Video to Go
  • 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.

magnifying glassEssential Question for Enduring Understanding

 What do living things, such as pets, need to survive?
BCPSBCPS Curriculum for
Grade Library Media
(BCPS)
  • Students will read, view, and listen information presented in any format (e.g. textual, visual, media, digital) in order to identify the characteristics of living things.
  • Students will use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
  • Students will organize knowledge so that it is useful.
  • Students will connect learning to community issues.
  • Students will conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

 

Maryland flagMaryland State Curriculum for Kindergarten Library Media
(MSDE)

Standard 1.0 Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science.

Topic A. Constructing Knowledge

Indicator:

  1. Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out.

Objective

  1. Seek information through reading, observation, exploration, and investigations.

Standard 3.0 Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

Topic E- Flow of Matter and Energy


Indicator:

  1. Develop an awareness of the relationship of features of living things and their ability to satisfy basic needs that support their growth and survival.

Objective:

    •  Make observations of the features and behaviors of many different kinds of animals within an environment to identify and begin building a list of some of the basic needs these organisms share, such as water, air, etc.
Maryland flagMaryland Technology Literacy Standards for Students
(MSDE)

Standard 3.0 – Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration

Topic A. Learning

Indicator:

  1. Explore and use technology tools in an instructional setting for learning.

Objectives:

  • Explore and use teacher selected technology tools, including software and hardware, to learn new content or reinforce skills
  •  Use teacher- selected, technology tools that enhance learning

 

common core

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

Reading Standards for Literature K-5

Key Ideas and Details

1. With prompting and support, ask and answer questions about key details in a text.

Reading Standards for Informational Text K-5

Key Ideas and Details

1.With prompting and support, ask and answer questions about key details in a text.

Range of Reading and Level of Text Complexity

10. Actively engage in group reading activities with purpose and understanding.

 

U.S.Standards for the 21st-Century Learner
(AASL)

Standard 1: Inquire, think critically, and gain knowledge.

1.1 Skills
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.
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.

Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.

3.3 Skills
3.3.4 Create products that apply to authentic, real-world contexts.

 

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