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TEACHER TIPS & TOOLS
resources, lessons, and forms to support the implementation of the research models
TARGETED LEARNING STYLES
 
TIME FRAME:


recommended time frame for completion:  7 45 minute periods

 

 Unit:

   Submerged Aquatic Vegetation

Overarching Question:

   How do fluctuations in SAV (Submerged Aquatic Vegetation) affect the Chesapeake Bay ecosystems?

Enduring Learning:

   Students will be able to recognize and explain how human activities can accelerate or magnify many naturally occurring changes.

Students will be able to understand the necessity of evaluating data for timeliness, authority, depth and breadth, and usability.

Students will be able to explain the interdependence between living and nonliving factors on the Chesapeake Bay and its ecosystems.

 Teacher Notes:

   Daily Objectives:

Day 1- Students will research the causes of decline in SAV in the Chesapeake Bay in order to make educated decisions about which factors most adversely affect SAV.

Day 2 - Students will collect past and present data in order to predict future trends of SAV growth in the Chesapeake Bay.

Day 3 - Students will explore restoration projects from around the country in order to discover what types of programs are successful and not successful in restoring SAV.

Day 4 - Students will identify the components of an effective Service Learning Project by reviewing sample projects in order to develop ideas for their own projects.

Day 5 & 6 - Students will utilize their SAV research in order to create a Service Learning Project.

Day 7 & 8  (PRESENTATION DAYS) - Students will present their Sevice Learning Projects in order to demonstrate the necessity for SAV restoration in their community.

Differentiation Strategies:

   Auto summary in Word to help reduce text length

CLOZE procedure used for long readings

Think-Pair-Share

Guided Practice

Inclusion of websites below, at, and above reading level.

Assessment activities are varied to promote different learning styles

Scaffolding of reading activities.

Read aloud articles and take notes as a class

Bulleted notes on Inspiration

Formulas and Instructions to guide students through assessments

AVID Strategies:

  
•Collab
•Collaboration – allow students to discuss and complete billboard in groups

•Writing – responding to questions about reading

•KWL – use drill to discover knowledge, reading for want to learn, project represents the learned material

 

•SQ3R

•Four Corner Discussion
n

Questions to promote higher thinking

 
 

21st Century Skills:

Scientific Literacy:

Information Literacy:

Technological Literacy:

Digital-Age Literacy

  
enGauge:
As society changes, the skills needed to negotiate the complexities of life also change…To achieve success in the 21st century, students also need to attain proficiency
in science, technology, and culture, as well as gain a thorough understanding of information in all its forms.” 
(enGauge)

Digital-Age Literacy includes:

 
 

Standard 3.0 Life Science

Standard 1.0 Skills and Processes

    
Skills and Processes :
Students will demonstrate the thinking and acting inherent in the practice of science.
Topic
A. Scientific Inquiry
Indicator
1. Access and process information from readings, investigations, and/or oral communications.
Objectives
  1. Identify the topic or meaning of the question, decision, or problem being researched.
     
  2. Identify and use resources that are related to the topic or meaning of the question/decision/problem being researched.
     
  3. Differentiate between resources that contain facts vs. those that contain opinions.
     
  4. Use scientifically accurate resources to answer questions, make predictions, and support ideas.
     
  5. Develop graphic organizers to record information.

 

Standard 6.0 Environmental Science

Environmental Science :
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.
Topic
A. Flow of Matter and Energy
Indicator
1. Recognize and explain how matter is transformed between the physical environment and organisms.
Objective
  1. Recognize and describe how nitrogen is cycled through the food web.
Topic
D. Environmental Issues
Indicator
1. Recognize and explain how human activities can accelerate or magnify many naturally occurring changes.
 

Technology Indicator
2. Identify and explain how tools are used to collect and communicate scientific information.
Objective:  Collect, manipulate, analyze, and display data and information using tools such as calculators and computers.

 

AASL Standards for the 21st-Century Learner 

  

Learners use skills, resources and tools to:

  • Inquire, think critically, and gain knowledge.
  • Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
  • Share knowledge and participate ethically and productively as members of our democratic society.
  • Pursue Personal and aesthetic growth.
ISTC NETS for Students

Performance Standards and Indicators:

Grade 8

  
  • Standard 5: Technology research tools
    • Students use technology to locate, evaluate, and collect information from a variety of sources.
    • Students use technology tools to process data and report results.
    • Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
      4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)

       
      5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6)

       
      6. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)

       
      7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5)

       
      8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)

       
      10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)

Last update: May 2010

Created by Sharon Grimes and Laura Vandenberge

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