Teacher Resources


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

The research model should take 1-2 periods in the library and 2 in the computer lab to complete projects.

Notes to the Teacher

  • Collaborate with your School Library Media Specialist (LMS) for integration of 21st Century skills instruction.
  • Refer to Grade 1 instructional pacing guidelines to coordinate library and classroom instruction with BCPS mathematics instruction.
  • Used ne2.com to create lists of resources.
  • In order to save and print student work for tangrams, consider using the program with Investigation called Shapes. See your technology liason for the CD. It can be loaded into as many computers as needed.
  • Print out organizers, checklists, etc. if students do not have access to computers.
  • To extend from library into the classroom, create a class story using the products created.
  • For differenation for students who need to say the directions aloud, consider recording the student as they create their character using screen recorder, or audocity or other digital recording software.
  • 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

BCPS Curriculum Alignment

magnifying glassEssential Question for Enduring Understanding

Essential Question: 

How can the tangram pieces be moved to create a new character for Three Pigs, One Wolf, and Seven Magic Shapes ?

BCPSBCPS Curriculum for
1st Grade Mathematics


O-6 Given concrete objects, students will recognize and demonstrate transformations.

KSI-B Identify and demonstrate slides using manipulatives.
KSI-C Identify and demonstrate flips using manipulatives.


  MD State Curriculum Alignment

Maryland flagMaryland State Curriculum for Grade 1: Mathematics

E. Transformations

  1. Recognize a transformation.
  2. Apply spatial reasoning in activities such as pattern block and
  3. Identify and demonstrate slides, flips, and turns using manipulatives
Maryland flagMaryland Technology Literacy Standards for Students
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..
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

College and Career Readiness Anchor Standards for Reading
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.

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

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.

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

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

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.


Last update: July 20 , 2011
Baltimore County Public Schools

BCPS Research Model, Copyright 2010, Baltimore County Public Schools, MD, all rights reserved.
This Research Model 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 © 2010 Baltimore County Public Schools, Towson, MD 21204, all rights reserved. Images used through subscription to clipart.com, public domain, or freely licensed 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