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


recommended time frame for completion: one week

 Unit:

    Discovering Weather 

Focus:

   Cycles on Earth

BCPS Content
Curriculum Indicator:

  
  • Explain that the amount of water on Earth continues to stay the same even though it may change from one form to another.

BCPS Content
Curriculum Indicator:

 
  • Describe the weather using observations.

Maryland Media
Learning Outcomes
and Indicators

  
  • Students will apply information in critical thinking and problem solving.
  • Students will apply an information problem solving process model to structure effective research.

Maryland Earth/Space Science Outcomes and Indicators

 
The Water Cycle
Indicator Statement:
Explain that the amount of water on Earth continues to stay the same even though it may change from one form to another.
Objective(s):
Students will explain that the amount of water on Earth continues to stay the same even though it may change from one form to another by using models.
  • Precipitation
  • Condensation
  • Evaporation
  • Transpiration
   
Indicator Statement:
Describe the weather using observations.
Objective(s):
Students will describe the weather by making observations and collecting data.
  • Temperature
  • Amount of precipitation
  • Conditions
   

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:

Grades PreK - 2

Grades 3 - 5

Grades 6 - 8

Grades 9- 12

 

  
  • 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.
    • Students will demonstrate and explain that tools are used to observe and measure when collecting information.
    • Students will describe that a model is different from a real object but can be used to learn something about the real thing. 

Teacher Notes

 
  • You may decide to use this research model in conjunction with the lessons on the water cycle or as an extension to the weather unit
  • Decide how to group your students
  • To activate prior knowledge you may want to read your class a story about the water cycle 
  • Guide students through the index and student resources
  • Review how to search through websites while taking notes
  • Go over rubrics before you begin each task
  • Review (or teach) how to use the programs KIDPIX and/or PowerPoint (See tips on-line)
  • Gather materials for in-class experiment that is on-going

Last update: June 2010
Created by Jenifer Saylor and Laura Rivera

BCPS Research Module, Copyright 2004, 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.

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