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Differentiation
Targeted Learning Styles and Preferences

Field Dependent Visual
Auditory Analytical Understanding
Active Reflective

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:
    Show how to implement engaging research, including mini-skills lessons and student reference sheets.
  • Provide 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

The recommended time frame for completion is 4-5 sessions in the library with computer access.

If a computer lab is not available, this lesson may be implemented in the classroom or library using an interactive whiteboard or printouts of the linked digital resources.

Notes to the Teacher

  • Collaborate with your School Library Media Specialist for integration of 21st Century skills instruction.
  • The Insect or Not and the Life Cycle Activity have been created in Kidspiration. A second option is to create these activities using Pixie.
  • The Life Cycle of the Treehole Mosquito and the Life Cycle of a Mosquito clips will assist students with understanding the life cycle process and growth of the mosquito.
  • There are two options for the Helpful or Harmful Article, Version 1 and Version 2.
  • An option is to use Audacity or create a podcast of the letter to the mayor. Follow the directions to for Audacity and podcasting under the heading Creating Podcasts to Enhance Teaching and Learning.
  • When completing the Synonym Activity Sheet, navigate to the Visual Thesaurus to assist with locating difficult words. You may want to use Visual Thesaurus if you are are having students read and comprehend other scientific acticles during this unit.
  • To create the Skeeters Field Guide Research Log, students may use a manilia folder or a notebook to keep the activity sheets in and also to record information and take notes. A cover sheet is provided for the log in the task and product section.
  • Chapter 2 of the safari video on Bill Nye: Insects will give students information on the parts of an insect.
  • The first two and a half minutes of the brain pop video called "Local and State Government"  discusses the mayor’s position and the mayor's role in helping citizens and includes the discussion of the mayor's visit to Annie's school.
  • When discussing mosquito control on the playground, an option is to use the Mosquito Fact Sheet as a handout about how to prevent mosquitoes.
  • Upon completion of this research unit, the teacher may choose to reward students with a Mosquito Authority Award.
  • 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.

Supplemental Teaching Resourcesweb 2.0

  • Safari Montage - Search your school's Safari Montage server for videos and other media. Bill Nye: Insects can be used as part of the research process as explained above.
  • Use Sirs Discover for additional Informational Articles on mosquitoes. Two examples are: The Mosquito: A "Little Fly" That Is a Big Pest and Ouch! Mosquitoes Live Fast, Bite Hard, and Die Young.
  • 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.

BCPS Curriculum Alignment

magnifying glassEssential Question for Enduring Understanding

How do mosquitoes interact with other organisms?

How do mosquitos affect the environment?
BCPSBCPS Curriculum for
Grade 2 Science and Library Media
(BCPS)

Science Curriculum Alignment:

O-1 The student will pose questions about the world and seek answers through observations and investigations.
O-3 Given a model, the student will identify physical characteristics of living objects.

  • KSI-A Use a model of a mosquito to identify physical characteristics.

Library Media Curriculum Alignment:

O-8 In response to a teacher request to do so, students will evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

 

 

MD State Curriculum Alignment

Maryland flagMaryland State Curriculum for Grade 2 Science
(MSDE)

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

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.
Maryland flagMaryland State Environmental Literacy Standards
(MSDE)

C. Community and Ecosystem Dynamics
Indicator 1. Explain how the interrelationships and interdependencies of organisms and populations contribute to the dynamics of communities and ecosystems.
a. Use a model, primary research, or case study to illustrate that there is a finite amount of matter available to living things and living things compete for this matter and energy.
b. Describe and cite examples (such as mutualism, commensalism, parasitism, social structures) of interactions and interdependence of organisms in ecosystems as both cooperative and competitive.
c. Use models or case studies to demonstrate that competition between two species may lead to the elimination of one species or to the partitioning of resources.
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.
Craft and Structure:
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
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:
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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.

 

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