Welcome To Winter!
Teacher Resources
Home

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
clock

This ORM will take one week or four 50 minute sessions 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.
  • Utilize Online Databases to supplement this unit.

Supplemental Teaching Resourcesweb 2.0

Extension Ideas

If each step of the model is completed, students will be guided through the following:

  • Using a graphic organizer to assess prior knowledge and record new knowledge
  • Accessing print and nonprint sources of information
  • Creating a snowflake self-portrait
  • Creating a winter life poster
  • Sharing their work with each other and members of their school community
  • Discussing their work and reflecting on what they have learned

For each step, a teacher may lead a large group; teachers, media specialists, or assistants may assist small groups; or small groups or individuals may work independently.

At each step, students who are able to may do required and/or additional reading independently.  Students may also add written components to their portraits, posters, checklists, or logs, as they are able.

Additional  web links can be integrated to target different student learning styles. 

When students share their projects, they will demonstrate enduring understanding of the following concepts:
  • Snow, an aspect of winter weather, plays an important role in our lives by affecting our habits, activities, and feelings. (SNOW AFFECTS OUR LIVES)
  • We each develop a unique personal relationship with seasons. (HOW WE FEEL ABOUT SNOW)

magnifying glassEssential Question for Enduring Understanding

 How does the snow change your daily life in winter?
BCPSBCPS Curriculum for
Grade Library Media
(BCPS)
  • Participate in literary experiences
  • Select from a variety of literature forms, genres, and themes
  • Demonstrate appropriate care, safe operation, and handling of materials and equipment
  • Identify the characteristics of print and nonprint media and related equipment to effectively select and use library resources
  • Use study skills in order to complete tasks, monitor success, and record and restructure information

Reading Strategies

 

Maryland flagMaryland State Curriculum for Kindergarten Library Media
(MSDE)
  • Participate in literary experiences
  • Select from a variety of literature forms, genres, and themes
  • Demonstrate appropriate care, safe operation, and handling of materials and equipment
  • Identify the characteristics of print and nonprint media and related equipment to effectively select and use library resources
  • Use study skills in order to complete tasks, monitor success, and record and restructure information
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

A. Learning
1. Explore and use technology
tools in an instructional setting
for learning
a) Explore and use teacherselected
technology tools,
including software and
hardware, to learn new
content or reinforce skills
b) Use teacher- selected,
technology
Maryland flagMaryland State Environmental Literacy Standards
(MSDE)

Describe weather using observations (MSDE VSC Standard 2: E – Indicator 2)

 

common core

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

Writing Standards for Kindergarten

1. Use a combination of drawing, dictating, and
writing to compose opinion pieces in which they
tell a reader the topic or the name of the book
they are writing about and state an opinion or
preference about the topic or book (e.g., My
favorite book is . . .)

2. Use a combination of drawing, dictating, and
writing to compose informative/explanatory
texts in which they name what they are writing
about and supply some information about the
topic.

Science Standards for Kindergarten

Standard 2: Concepts of Earth/Space Science
Students will use scientific skills and processes to explain the chemical and physical interactions of the environment, Earth, and the universe that occur over time.
Standard 3: Concepts Of Life Science
Students will use scientific skill and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

Standard 3: The student who is information literate uses information accurately and creatively.

Speaking and Listening Standards

Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
orally.

 

U.S.National Educational Technology Standards for Students
(ISTE)
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. Students:
 
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
 

Students apply digital tools to gather, evaluate, and use information. Students:
 
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

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

 Standard 3: The student who is information literate uses information accurately and creatively.

Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

 

jQuery