Home
Student Resources

Parasites
Teacher Resources

 
TEACHER TIPS
and TOOLS

How to implement engaging research, including mini-skills lessons and student reference sheets.
TARGETED LEARNING STYLES
Field Dependent
Field Independent
Visual
Kinesthetic
Tactile
Active
Reflective
Global Understanding
Analytical Understanding

TIME FRAME:



Research =
2 days
Creation of product =
1-2 days
Project presentation =
1-2 days




Grade Level/Content Area/Unit:

Grade 11 or 12/ Environmental Science
Focus:
Enduring Understanding
or Essential Question
 How can parasite infection be avoided through the use of common health practices?
MSDE Voluntary State Curriculum:
Science Content Standards/
Core Learning Goals

Goal 6 Environmental Science
The student will demonstrate the ability to use the scientific skills and processes (Core Learning Goal 1) and major environmental science concepts to understand interrelationships of the natural world and to analyze environmental issues and their solutions.
MD flagMSDE Library Media VSC

2A
1. Match resources to topic of interest or need.
3A
1. Students will use print resources efficiently and effectively.
3. Students will use computer/online/digital resources efficiently and effectively.
7. Use appropriate graphic organizers or note cards to record relevant information. 
8. Use own words to capture concepts and avoid plagiarism.
5A
2. Apply critical thinking and problem solving strategies.
6A
1. Make decisions to facilitate effective communication of ideas.

National Content Standards for Science
  • Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years.
  • Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. This fundamental tension has profound effects on the interactions between organisms.
  • Human beings live within the world's ecosystems. Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems will be irreversibly affected.
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.
4.1.8 Use creative and artistic formats to express personal learning.
National Technology Education
Standards for Students
(International Society for
Technology in Education)

Students use technology to locate, evaluate, and collect information from a variety of sources.

Students use technology tools to enhance learning, increase productivity, and promote creativity.

Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce creative works.

Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
21st Century Skills

Digital-Age Literacy

  • Basic, scientific, economic, and technological literacies
  • Visual and information literacies
  • Multicultural literacy and global awareness

Inventive Thinking

  • Adaptability and managing complexity
  • Self-direction
  • Curiosity, creativity, and risk taking
  • Higher-order thinking and sound reasoning

Effective Communication

  • Teaming, collaboration, and interpersonal skills
  • Personal, social, and civic responsibility
  • Interactive communication

High Productivity

  • Prioritizing, planning, and managing for results
  • Effective use of real-world tools
  • Ability to produce relevant, high-quality products

Last update: April 2010

-Created by: Amanda Balladarsch, Baltimore County Public Schools

BCPS Research Module, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved.
This Research Module 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 © 2005 Baltimore County Public Schools, Towson, MD 21204, all rights reserved. Images used through subscription to clipart.com,or public domain 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