Objective:
Curriculum Guide – Grade 4 Unit 1: Staying Safe in Cyberspace
Lesson: 1
|Standard |Learners use skills, resources, and tools to pursue personal and aesthetic growth. (Source: Standards for the |
| |21st Century Learner) |
|Indicator |Use safe and ethical behaviors online. |
|Objective |Upon request, students will be able to identify at least three online safety rules in order to stay safe on the |
| |Internet. |
|Title |Unit 1; Lesson 1– Staying Safe in Cyberspace |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences|Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will role play situations in which it might be okay to share private information and when it definitely |
| |is not safe to share. |
|Description |Lesson excerpted from the CyberSmart! Curriculum with permission. |
| |(This is part one of the online safety lesson and includes the connect, inform, and practice components. Part two|
| |of the lesson follows.) |
| | |
| |Connect – Introduce (offline) |
| |Ask: What does the word cyberspace mean? |
| |Ask: Have you ever been asked for information about yourself in cyberspace? |
| |Explain that today students will learn a safety rule to use in such situations. |
| | |
| |Inform – Teach 1 (offline) |
| |Distribute the activity sheets. |
| |After reading the introduction on Activity Sheet 1, have students role-play the scenario described. Ask: What |
| |clues tell you that sharing private information might be okay in this situation? (They are with their parents; |
| |their parents know everyone there; their parents introduced them.) |
| | |
| |Practice – Teach 2 (offline) |
| |Discuss each type of private information in the chart, making sure students understand each category. NOTE: |
| |CyberSmart recommends that students under 13 not give out any information that will reveal their identity without|
| |first getting permission from a teacher, parent, or guardian. |
| |After students read “Use the Rule” discuss the fact that many students know more about using the computer than |
| |their parents. Point out that this fact makes it even more important that they be responsible in cyberspace. |
| |When students read “A Few Words About Passwords,” reiterate that it is a safe idea to tell parents their |
| |passwords. |
| | |
| |Apply: |
| |Students will answer the second page of the worksheet, “Take the Rule into Cyberspace”. |
| |Have students go to students and click on green triangle. |
| |Students will find the title of this lesson and choose one of the Web site links to explore. |
| |Have the students look where the Web page asks for private information and answer questions on worksheet. |
| | |
| |Reflect: |
| |Have students brainstorm why it is important to not share personal information in cyberspace. |
|Resources |Activity Sheet 1: "Private Information" at |
| | |
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Reprinted with permission
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Curriculum Guide – Grade 4 Unit 1: Staying Safe in Cyberspace
Lesson 2
|Standard |Learners use skills, resources and tools to pursue personal and aesthetic growth. (Source: Standards for the |
| |21st Century Learner) |
|Indicator |Use safe and ethical behaviors online. |
|Objective |Upon request, students will identify at least two behaviors that could be considered cyber bullying and explain |
| |how the behaviors are harmful. |
|Title |Unit 1; Lesson 2: Cyber bullying |
|Type: |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences|Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students identify behaviors that could be considered cyber-bullying and explain how the behaviors are harmful. |
|Description |Note: |
| |Students identify and analyze behaviors that could be considered cyber bullying. (2 day lesson) |
| |This is part one of the online safety lesson and includes the connect, inform and practice components. Part two |
| |of the lesson follows. |
| | |
| |Connect – Introduce |
| |Have students share all the ways they enjoy going online and using communications technologies such as cell |
| |phones. Discuss positive feelings they enjoy when they use children's Web sites associated with their favorite |
| |movies, TV shows, sports, and games. |
| |Discuss all the enjoyable and productive ways they use cell phones and the Internet to stay in touch with |
| |friends, family, and their school. |
| | |
| |Inform – Teach 1: What's the Problem? |
| |Discuss with students ways that cyberspace can be a harmful environment. Record students answers. |
| |Show students one of the YouTube clips below. |
| |Phineas and Ferb Rules of the Cyberspace Road Public Service Annoucement: |
| | |
| |Do’s and Don’ts of social networks: |
| |Discuss videos during or after viewing. |
| | |
| |Practice– |
| |Distribute the activity sheets. Have students read the scenario about Rani and Aruna receiving mean messages |
| |via a children's game Web site. |
| |Have students write their answers to the two questions under What's the Problem? Look for responses that show |
| |empathy for Rani and Aruna and acknowledgement that the messages are unfair to the girls and should be stopped. |
| | |
| |Extension: |
| |Create a scenario that demonstrates cyber bullying. Give an appropriate solution to the problem. |
| | |
| |Reflection: |
| |What are some online behaviors that could be harmful to others? |
|Resources |Activity Sheet 1: "The Power of Words" at |
| | |
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Curriculum Guide – Grade 4 Unit 1: Staying Safe in Cyberspace
Lesson: 3
|Standard |Learners use skills, resources and tools to pursue personal and aesthetic growth. (Source: Standards for the |
| |21st Century Learner) |
|Indicator |Use safe and ethical behaviors online. |
|Objective |Upon request, students will be able to illustrate one solution to cyber bullying by creating a cartoon. |
|Title |Unit 1; Lesson 3: No Bullying Allowed! |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will generate solutions for dealing with a cyber-bullying situation on a children's game Web site. |
|Description |Note: |
| |Students will generate solutions for dealing with a cyber bullying situation on a children's game Web site. |
| |(Day 2) |
| | |
| |Practice – Teach 2: Think About It |
| |Have students read the Think About It section on their activity sheets. Point out that text-based messages can|
| |be more confusing or even scarier than face-to-face messages because face-to-face cues are absent. |
| |Invite students to share their own stories. Ask: Have you seen mean messages sent to you or others online? |
| |Tell about it, but do not use real names. |
| | |
| |Apply – Teach 3: Find Solutions |
| |Lead a brainstorming session by listing all students' ideas on the board or chart paper. Remind students that |
| |they are not to pass judgment on other students' ideas at this point. |
| |Have students discuss the entire list and decide which solutions are fair to all concerned and respectful of |
| |the rights of others. |
| |Assign each of the best solutions to a small group of students and allow them time to plan a role play and then|
| |present it to the rest of the class. |
| |Ask: Imagine that the person who sent the bad messages is a classmate at school. What should this person say |
| |to Rani and Aruna? What can this person do to show that he or she wants to make up for the harm they caused? |
| |(Amends can be made by offering to do something helpful for Rani and Aruna.) |
| |Reflect – Teach 4: Take Action |
| |Have students follow the directions on their activity sheets. Ask: What works for you when you need to calm |
| |down right away? Allow students to practice some of these techniques at transition times during the school day|
| |(for example, when students come back from lunch). |
| |Use desktop publishing applications to convert students' cartoons into comic books and distribute in print or |
| |by e-mail. Or use Web 2.0 tools to share the cartoons on a school Web page, a blog, or a wiki. |
|Resources |Activity Sheet 1: "The Power of Words" at |
| | |
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Curriculum Guide – Grade 4 Unit 2: Journeys
Lesson: 1
|Standard |Learners use skills, resources and tools to pursue personal and aesthetic growth. (Source: Standards for the 21st|
| |Century Learner) |
|Indicator |Read widely and fluently to make connections with self, the world, and previous reading. |
|Objective |Upon teacher request, students will be able to identify at least three similarities and three differences in |
| |order to compare and contrast various types of journeys. |
|Title |Unit 2; Lesson 1: Defining Journeys |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences|Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Upon teacher request, students will be able to identify at least three similarities and three differences in |
| |order to compare and contrast various types of journeys. |
|Description |Note: |
| |This unit provides an opportunity for students to read about various types of journeys. The Houghton Mifflin |
| |bibliography is a starting point for the LMS from which rich read-aloud and suggested titles lists can be |
| |developed. |
| |If possible, coordinate with the classroom teacher to share read alouds during Library classes at the same time |
| |the Journey’s unit is being taught in the classroom. |
| |Create a display of books that concentrate on various journeys and adventures that characters have taken. |
| |Consider using the bibliography in the resource section. |
| |Develop a bibliography of similar books available at the public library and make available to students at the |
| |display area. |
| | |
| |Connect: |
| |Post definition for students to see and have students begin to discuss what it means using their prior knowledge |
| |(this is a review of students first reading theme in Houghton Mifflin). |
| |Journey– the act of traveling from one place to another () |
| | |
| |Inform: |
| |Share with students that they will begin their own journey by exploring reading strategies within various types |
| |of texts. |
| |Present the book display to students and explain that you will be sharing some stories of various journeys and |
| |adventures that characters have taken. |
| |Share the story How to Make an Apple Pie and See the World by Marjorie Priceman as a read aloud. If this book is|
| |unavailable, consider using another book from the bibliography provided. |
| |Make connections with the theme journeys. |
| |Next, show the Tumblebook, A Camping Spree with Mr. Magee by Chris Van Dusan. Continue to make connections with |
| |the theme journeys. |
| | |
| |Practice: |
| |Display the Venn diagram and ask students to compare and contrast the two different stories and the journeys that|
| |were taken. |
| |Model making one comparison between the two stories’ journeys and record on the Venn diagram students will be |
| |completing. |
| |Come up with two more comparisons as a whole class. |
| | |
| |Apply: |
| |Have students independently complete the Venn diagram using the two stories discussed. This can be done using a |
| |mind-mapping software or using a graphic organizer. |
| |Students should add at least three additional comparisons in all sections of the Venn diagram. |
| | |
| |Reflect: |
| |Have students share the key similarities among the two stories’ journeys. |
| |Do you have to travel the world in order to have taken a journey? |
|Resources |Graphic Organizer: |
| |Venn diagram |
| | |
| |Tumblebook: |
| |A Camping Spree with Mr. Magee by Chris Van Dusan |
| | |
| |Houghton Mifflin Bibliography: |
| |Below Level: |
| |Pigs Ahoy by David McPhail |
| |Penguin 1995 (32p) also paperback |
| |Stowaway pigs wreak hilarious havoc on a cruise ship. |
| |The Lost Lake by Allen Say |
| |Houghton 1989 (32p) |
| |Luke and his father set off on a camping trip deep into the mountains. |
| |The Way Home by Nan Parson Rossiter |
| |Dutton 1990 (32p) |
| |A boy and his father rescue an injured Canadian goose. |
| |Train to Somewhere by Eve Bunting |
| |Clarion 1996 (32p) |
| |Marianne travels west on an Orphan Train hoping to meet her mother. |
| |Stringbean's Trip to the Shining Sea by Vera B. Williams |
| |Scholastic 1998 (48p) also paperback |
| |Stringbean Coe describes his trip to the West Coast with his big brother, Fred, and their dog, Potato. |
| |Classic |
| |The Return of Freddy LeGrand by Jon Agee |
| |Farrar 1992 (32p) also paperback |
| |Freddy LeGrand runs out of gas on his transatlantic flight and arrives in Paris on a bicycle. |
| |On Level: |
| |Dashing Through the Snow: The Story of the Jr. Iditarod by Sherry Shahan |
| |Millbrook 1997 (48p) |
| |The Junior Iditarod is an annual dogsled race held in Alaska for young people. |
| |Peacebound Trains by Haemi Balgassi |
| |Clarion 1996 (32p) |
| |During the Korean War, Sumi anxiously waits at the train station for the return of his mother, a soldier. |
| |Racing a Ghost Ship: The Incredible Journey of Great American II by Rich Wilson |
| |Walker 1996 (48p) |
| |Wilson sails from San Francisco around Cape Horn to Boston. |
| |My Name Is Not Gussie by Mikki Machlin |
| |Houghton 1999 (32p) |
| |Grandmother Gussie relates her youthful experiences journeying with her family from Russia to America in the |
| |early 1900s. |
| |Above Level: |
| |Longwalker's Journey by Beatrice O. Harrell |
| |Dial 1999 (144p) |
| |A Choctaw family is forced to leave its Mississippi home for Indian territory. |
| |A Titanic Journey Across the Sea 1912 By Laurie Lawlor |
| |Mistrel 1999 (202p) |
| |Two young sisters leave Sweden for America on board the Titanic. |
| |Stagecoach: The Ride of a Century by A. Richard Mansir |
| |Charlesbridge 1999 (32p) |
| |The history of the stagecoach is recounted through historical documents, maps, and journal entries. |
Curriculum Guide – Grade 4 Unit 2: Journeys
Lesson 2
|Standard |Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new |
| |situations, and create knowledge. |
| |(Source: Standards for the 21st Century Learner) |
|Indicator |Use safe and ethical behaviors online. |
|Objective |Upon request, students will be able to identify one reason that rules are important when using a wiki in order to |
| |participate and comment ethically in an online discussion forum. |
|Title |Ethical Use of Wikis |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences|Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Upon request, students will be able to identify one reason that rules are important when using a Wiki in order to |
| |participate and comment ethically in an online discussion forum. |
|Description |Note: |
| |If students have not had wiki experience, show the TeacherTube video, Wikis in Plain English, to review the |
| |purpose and use of a wiki. |
| |At the end of this lesson, students should understand that the purpose of using a wiki is to share their |
| |connections, questions, and inferences with other readers. |
| |Two wiki pages need to be created prior to the lesson. One page for the class wiki etiquette rules and |
| |expectations. Another page is for the question the students will be responding to during class. |
| |Have students respond to this question: “Share a journey you have taken and what makes your experience a journey? |
| |What qualifies your experience as a journey based on the statement discussed in class?” |
| | |
| |Connect: |
| |Discuss the questions with students below: |
| |Where do we have rules? |
| |Ask students why it is important to have rules? Record student answers. |
| | |
| |Using the responses above make sure students understand that rules and guidelines are everywhere, including when |
| |using technology. |
| | |
| | |
| |Inform: |
| |Use the PowerPoint, Using our library wiki, to teach students the appropriate and ethical ways to use a wiki. |
| |Slide 2: Give a brief introduction of the purpose of a wiki and possible ways to use a wiki. |
| |Slide 3: Use snapshot of sample wiki to review how to navigate a wiki page. Use arrows to guide you in your |
| |review discussion. (You may also use your own personal library wiki page for this demonstration) |
| |Slide 4: Explain the options of what students can post on a wiki and give a description of a post. |
| |Slide 5: Discuss the proper ways to write a post. |
| |Slide 6: Further discuss an acceptable post. |
| |Slide 7: Discuss posting etiquette rules. |
| |Slide 8: As a class, read each post and discuss any improvements that could be made based on the posting etiquette|
| |rules. |
| | |
| |Practice: |
| |Put students into small groups and have them brainstorm possible rules for their library wiki. |
| | |
| |Possible Wiki Rules: |
| |I will not disrespect others thoughts or opinions during class discussions. |
| |I will use appropriate language and class etiquette when participating in discussions. |
| |I know that I am responsible for and will be held accountable for posts I submit. |
| |I understand that all comments will be reviewed and monitored by________________. |
| |I will answer all questions accurately and effectively. |
| |If I do not understand a question or comment, I will be sure to ask only _________________. |
| |This library wiki will be used in a professional manner and only my classmates will access and participate in |
| |library discussions. |
| |I will have fun. |
| | |
| |Have students share their answers to create rules for their library wiki (this will be specific to their class; |
| |each class should make their own). These rules can be written in a wiki page specific to their class. |
| | |
| |Discuss consequences if students do not follow the wiki rules. Before moving on make sure students fully |
| |understand the consequences and answer any and all questions at this time. |
| | |
| |Apply: |
| |Students will now demonstrate their understanding of the rules and expectations. |
| |Based on the theme, journeys have students respond to this question: “Share a journey you have taken and what |
| |makes your experience a journey? What qualifies your experience as a journey based on the definition discussed in|
| |class?” |
| | |
| |Reflect: |
| |Students will now come together to view the posts that everyone has made to the above question on the wiki. |
| |Share with students that this wiki can and should be used throughout the year as a way to share their connections,|
| |questions, and inferences about books they are reading or have read. |
| | |
| |Accommodations: |
| |Create a possible sentence starter for their independent posts. |
|Resources |TeacherTube Video: Wikis in Plain English |
| | |
| |PowerPoint: Using Our library Wiki |
| | |
| |Library Wiki Rules Created by Library Office |
Curriculum Guide – Grade 4 Unit 2: Journeys
Lesson: 3
|Standard |Learners use skills, resources and tools to pursue personal and aesthetic growth. (Source: Standards for the |
| |21st Century Learner) |
|Indicator |Seek information for personal learning in a variety of formats and genres. |
|Objective |Upon request, students will be able to compose a wiki entry describing at least three characteristics of books |
| |they like to read. |
|Title |Unit 2; Lesson 5- Wiki Post |
|Type: |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences|Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students add at least one comment to the library wiki which is used as a forum for book talks, discussions, |
| |inquiries, and research. |
|Description |Prior Knowledge: Students should be familiar with Destiny, the Baltimore County Public Library and its catalog, |
| |how to locate books and how to access and contribute to the library wiki. |
| | |
| |Note: |
| |Students use the library wiki as a forum for book talks, discussions, inquiries, and comments. |
| |Create pages in the library wiki for book sharing titled Fiction (novels), Nonfiction, and Picture Books |
| |(everybody). Teachers can also create pages that align with various genres. |
| |In this lesson, students will be sharing information on books of their personal interests. This is important |
| |because this can be continued throughout the school year. |
| | |
| |Connect: |
| |Introduce each of the pages in the library wiki to the students. |
| |Explain to students that as they read throughout the year, they may post their book talks, discussions, personal|
| |connection, summary, or recommendation on the page that corresponds to their type of book that they are sharing.|
| | |
| |Inform: |
| |Establish criteria for what needs to be posted initially (title, author, call number, local or public library, |
| |etc.). Criteria can be posted on library wiki on a student reference page or on the front of each new page |
| |(fiction page, nonfiction page, and picture book page). |
| |Tell students that while they are watching the TumbleBook to think about how this story is related to the unit |
| |theme Journey. |
| |Show the TumbleBook Crazy for California (4 minute video) by Josh Bell. |
| |Model making an appropriate beginning to a post on how the story relates to our unit, Journeys. |
| |Make sure to model how to navigate to the correct page. |
| | |
| |Practice: |
| |With students help, the LMS will finish the wiki post using details from the TumbleBook. |
| | |
| |Apply: |
| |Have students think of a story they have previously read that would fit into the theme, Journeys. If students |
| |are having difficulties thinking of a story, remind them of the stories they have been reading in class (Akiak, |
| |Grandfather’s Journey, Find the Titanic, and By the Shores of Silver Lake). Students can use one of their class|
| |stories to post a response. |
| |In the students posts, have them include how the book of their choice relates to the theme of Journeys. |
| | |
| |Reflect: |
| |Conduct an open class discussion and ask if students think the wiki pages will be helpful in their future book |
| |selection. |
| | |
| |LMS can share possible post starters for future posts: |
| |This reminds me of another book… |
| |This is a great series because… |
| |If you like_________, then you will like this book because… |
| |This is so different from… |
| |This is just as funny as… |
| |I love this author because… |
| |I love the illustrations because… |
|Resources | - your local school wiki |
| | |
| |TumbleBook: |
| |Crazy for California by Josh Bell |
Curriculum Guide – Grade 4 Unit 2: Journeys
Lesson: 4
|Standard |Learners use skills, resources and tools to pursue personal and aesthetic growth. (Source: Standards for the |
| |21st Century Learner) |
|Indicator |Seek information for personal learning in a variety of formats and genres. |
|Objective |Upon request, students will be able to explain at least three ways the strategy of scanning using text features |
| |helped them become better readers. |
|Title |Unit 2; Lesson 4– Journeys (Skim to Determine Scope) |
|Type: |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences|Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will use illustrations and text features to help them scan the text in order to find and pursue |
| |personal interests. |
|Description |Note: |
| |Students should be familiar with text features and the term “scope” of a book. This application requires the |
| |students to use the library wiki. Prior to this lesson the LMS needs to create a page on the wiki for students |
| |to post their destinations. On this wiki page include the scenario and the question that the students will be |
| |responsible for answering. Books for this lesson should be selected prior to the lesson. The books should |
| |showcase possible trip destinations (books could be a combination of states or other countries). |
| | |
| |Connect: |
| |Role play: Students were randomly entered in a drawing to win a trip to any destination from the “Wanna Getta |
| |Away” travel agency and they were chosen. However, in order to “cash in” their winnings they must first provide |
| |a rationale for why they chose their self-selected destination. In order to provide the rationale, students |
| |must be able to quickly research reasons for why they chose that specific destination. (Expected responses: |
| |weather, landmarks, outdoor activities, etc.) Tell students that whenever they need to quickly gather |
| |information, they can skim the text. Students will scan nonfiction sources provided by the LMS. |
| | |
| |Inform |
| |Project a nonfiction book page that has various types of text features and one that does not. Ask the students |
| |to discuss which is more appealing and why? Explain to students that text features and illustrations can help |
| |them during book selection and can offer clues to a book’s content without the need to fully read the text. |
| |Review the term “scope” of a book (the range of things that the book deals with). |
| |Recall and review by asking students to list text features, |
| | |
| |bold print |
| |bullets |
| |colored print |
| |italics |
| |quotation marks |
| |maps |
| |charts |
| |graphs |
| |shaded areas |
| |large/bold font size |
| |indexes |
| |glossaries |
| |highlights |
| |table of Contents |
| |titles |
| |headlines |
| |captions |
| | |
| | |
| | |
| |Explain when scanning a book, especially nonfiction, text features help you decide if the book is one you would |
| |enjoy reading or if it contains the kind of information you are seeking. In this case, they are scanning the |
| |text features to decide on a journey destination. (Note: If the lesson is students’ first exposure to |
| |scanning, then, the librarian may want to share the following resources: BBC: Skimming and Scanning Factsheet |
| |and the BrainPop: Reading Skills video.) |
| |Explain sometimes a decision to select a book is based on the font used, the lack or abundance of illustrations,|
| |or helpful features such as an index or glossary. |
| |Gather and present several examples of non fiction books that highlight one or more text features that would |
| |sway them to choose that location as a destination choice. |
| | |
| |Practice: |
| |Have students work in pairs and scan text features in nonfiction books to determine the scope. |
| |Discuss as a class why certain features are more appealing and if any are less appealing. Also, have them share|
| |which text features they thought made their decision making easier and which features they didn’t really use |
| |when making their choice. |
| |Discuss which text features are the most helpful and why. |
| |During book browsing, ask students to keep note of any text features they used to make a selection. Provide |
| |bookmarks with a checklist of text features so that students can simply check off which played a part in their |
| |selection. |
| |By the end of this portion of the lesson, students should have chosen a self-selected final destination based on|
| |the strategy of scanning. |
| | |
| |Apply: |
| |Students will now post their destination on a wiki page. |
| |In their post, students must include: |
| |Which text features provided the most information about their self-selected destination. |
| |An explanation of the attractions that led them to select their destination. |
| | |
| |Reflection: |
| |Ask students, “What advice about text features would you give to authors writing nonfiction or fiction books to |
| |increase the appeal of the books?” |
| |If LMS chooses, a “Wanna Getta Away” travel pass to the library could be given as a prize. |
|Resources |Text feature bookmark |
| |BBC: Skimming and Scanning Factsheet |
| |BrainPop: Reading Skills |
[pic]
Curriculum Guide – Grade 4 Unit 2: Journeys
Lesson: 5
|Standard |Learners use skills, resources, and tools to pursue personal and aesthetic growth. (Source: Standards for the |
| |21st Century Learner) |
|Indicator |Seek information for personal learning in a variety of formats and genres. |
|Objective |Upon request, students will be able to locate three nonfiction and digital resources on a specific destination |
| |in order to create a resource list. |
|Title |Unit 2; Lesson 4– Multiple Strategies/Resource Lists |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
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|AIM | |
|Description |Note: |
| |Students should be familiar with the online catalogs Destiny and BCPL; have experience locating materials in |
| |the Library; understand the difference between fiction and nonfiction materials; and have experience evaluating|
| |resources. |
| | |
| |Activity Note: |
| |This task is building on the scenario from the previous lesson. |
| |A preselected destination needs to be chosen for the model component of this lesson. |
| | |
| |Connect: |
| |Role Play: The “Wanna Getta Away” travel agency has notified us that your destinations are very unique and the |
| |agency wants to learn more so that they can promote others to travel to your destinations. |
| |“Wanna Getta Away” travel agency is asking you to compile a list of resources for people to refer to when |
| |choosing a destination. |
| | |
| |Inform: |
| |Review how books are shelved in the nonfiction areas (Dewey, numerical order) and where students can locate the|
| |call letter and call number information in order to locate materials (in the catalog). |
| |Other than print materials, where else can you find materials on a specific topic (online databases)? |
| |Introduce how to make a Resource List using the graphic organizer provided. |
| |Students need to include nonfiction books and any digital content on their destination. |
| |Display the graphic organizer students will use and explain what needs to be included in each section. |
| | |
| |Practice: |
| |Advise students that they can use Destiny, Baltimore County Public Library catalogs, and databases such as |
| |CultureGrams and World Book for Kids/Students to locate print and nonprint resources for their lists. |
| |Working as a class, create a Resource List using the graphic organizer projected for the entire class to view. |
| |This destination is predetermined by the LMS. |
| |Model finding a few print resources and a few digital resources for the destination chosen. |
| |When students are researching, inform them that they will find resources on all grade levels. Students should |
| |only be choosing from their grade level materials. |
| | |
| |Apply: |
| |Allow students to create Resource Lists based on their previously chosen destination. |
| | |
| |Reflect: |
| |How can these lists be useful for our school library? |
| |How would these resource lists be beneficial to others? |
| |If you were a travel agent, why would it be beneficial to have these resource lists? |
|Resources |Houghton Mifflin bibliographies |
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| |Resource List Organizer |
Created by: _________________________________ Date: _________________
Destination: ___________________________
|Nonfiction Resources (title, author, and illustrator) |Digital Content/Web sites (database used, Web site url, article title,|
| |author) |
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Curriculum Guide – Grade 4 Unit 3: Ethics Online
Lesson: 1
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, |
| |importance, and social and cultural context. |
|Objective |With teacher assistance, students will be able to identify at least two incidents of bias in a teacher-selected|
| |Web site. |
|Title |Unit 3; Lesson 1– Looking for Bias |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will locate bias in a resource by identifying the author and purpose of the Web site. |
|Description |Note: |
| |This lesson assumes students have been exposed to TV, radio, magazines, newspapers, and the Web and are |
| |familiar with advertisements. |
| | |
| |Connect: |
| |Project the Indianapolis Colts Web site and tell the students you are thinking of advising your cousin who |
| |lives in New Mexico to browse through it to learn how great the Baltimore Ravens are. Ask the students if they|
| |think it’s a good idea to do so? Why or why not? (Expected answer is no because that specific Web site does |
| |not talk about the Baltimore Ravens, it is promoting the Indianapolis Colts. That specific Web site is biased |
| |to the Colts team.) |
| |Share a simple definition of bias (presenting only one viewpoint on a topic, situation, etc.). |
| |The Colts Web site is biased, favoring the Colts and their achievements over the Ravens, perhaps not applauding|
| |the accomplishments of the Ravens, or even mentioning them, etc. Provide other bias examples: sports teams, |
| |political parties, restaurants, advertisements (Comcast vs. Verizon, cell phone companies, Coke vs. Pepsi), |
| |etc. |
| | |
| |Inform: |
| |Tell students that they must be able to detect and recognize bias if it occurs in any of the resources they use|
| |to gather information. Bias may make the information unusable. |
| |Review the objective. Review the terms opinion and point of view. |
| |Explain that bias can occur in a resource – the author wants to present only his or her point of view. The |
| |author might use words to persuade the reader to agree (you must, you should…) rather than to inform (here are |
| |the facts). |
| |Use the Webquest “Web sites – Which ones should you trust?” (intro, question 1, and question 3) to address |
| |“author” and “purpose”. |
| |Using a graphic organizer, have the class create a checklist for evaluating the author and purpose of a Web |
| |site. (Kathy Schrock’s Web site offers a good guideline for the LMS concerning evaluation criteria.) |
| | |
| |Practice: |
| |Set a scenario: You are interested in buying an MP3 player and have done a Web search. You have found this Web|
| |site . Who is the author and what is the purpose of this web site? (Apple, sell their product) Does this Web |
| |site offer unbiased information you can use to buy an MP3 player? Why or why not? As a whole class, use the |
| |student created checklist to evaluate the author and purpose of this Web site. |
| | |
| |Apply: |
| |Have students examine Web sites, identify the authors, and determine/compare purposes. |
| |Possible Web sites for examination: LMS: Be sure to visit Web sites before sharing with students to review for |
| |advertising that may not be appropriate. Advertisements sometimes change daily and must be reviewed diligently.|
| | |
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| | |
| |Use Web sites of interest to students. |
| |Create a graphic organizer for students to record their findings. |
| | |
| |Reflect: |
| |As with any resource, its benefit must be weighed in relationship to the information need. When is bias in a |
| |resource acceptable? |
| |Sometimes biased resources can be helpful (author with a firsthand account) if you are examining personal |
| |experiences or are able to find a resource that gives the opposing view or another view of the same situation |
| |or topic. |
|Resources |A quick checklist of questions to ask about film and television programs to determine whether bias is present. |
| |Could be useful with students to get them to examine the shows and movies they enjoy for similar messages and |
| |value judgments. |
| | |
| |Students use detective skills to decide which Web sites should be trusted. |
| |sites/ |
| |Detecting Bias on the Internet |
| | |
| |Kathy Schrock – evaluating resources |
| | |
| |Graphic organizer |
Name: ____________________________________ Date:__________________
Looking for Biases
|Web site address: |
|Author |Purpose of Web site |Any biases? |
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|Web site address: |
|Author |Purpose of Web site |Any biases? |
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Curriculum Guide – Grade 4 Unit 3: Ethics Online
Lesson: 2
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Follow ethical and legal guidelines in gathering and using information. |
|Objective |Given four different scenarios, students will be able to identify which scenario represents plagiarism with 80%|
| |accuracy. |
|Title |Unit 3; Lesson 2– Whose Is It, Anyway? |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Given four different scenarios, students will chose the one(s) that represent plagiarism. |
|Description |Connect – Introduce |
| |Have each student write a brief paragraph on the same subject. Collect the paragraphs and give each student |
| |someone else's work. |
| |Invite volunteers to read the paragraphs, pretending that it is their own work. Praise them for "their" work |
| |and say that you would like to publish "their" work in a parent newsletter or submit it to a writing contest. |
| |Invite both the true owner and the person pretending the work is theirs to comment on how the situation makes |
| |them feel. |
| | |
| |Inform - Teach 1 |
| |Distribute Activity Sheet 1. |
| |Have students work in pairs to complete the sheet. NOTE: Postpone discussion until students have read the |
| |information on Activity Sheet 2. |
| | |
| |Inform - Teach 2 |
| |Share with students your school's official policy on plagiarism and its consequences. If there is no official |
| |policy, explain how you handle plagiarism in your classroom. |
| |Distribute Activity Sheet 2 to reinforce the rules on plagiarism |
| | |
| |NOTE: Copyright laws protect the ownership of authors' written works, photos, drawings, and other graphics by |
| |requiring that people who make copies do so only with permission of the owner. However, use of such works for |
| |schoolwork is considered "fair use" and does not require permission, only that credit be given. |
| |Practice - Teach 3 |
| |Have students revisit Activity Sheet 1 and discuss changes or additions to their answers. Guide students to |
| |consider the following in their discussion: |
| |David's homework: E-mail makes it easy for students to share their work. However, unless the teacher tells |
| |them to work together, s/he expects David's work to be his own. Even though Justin gave David permission to |
| |copy his work, it is still plagiarism. |
| |Manny's paragraph: Copying someone's work from the Web in his own handwriting does not make it Manny's work. |
| |This is plagiarism. |
| |Samantha's work: Using the exact words of someone else is plagiarism—even if you add your own topic sentence. |
| |Samantha should restate the passage in her own words. |
| |Marybeth and the drawing: It is okay to print a drawing from a Web site for a school report as long as credit |
| |is given to the person who made it or the site from which it came. |
| | |
| |Apply – Close |
| |Have students print a passage from a Web page (or supply a passage), read it, put it aside, and write the |
| |information in their own words. Students should then compare their version to the original passage. Discuss |
| |how they differ. |
| | |
| |Reflect: |
| |Ask: What is plagiarism? |
| |Ask: How does the Internet make copying others' work easy? |
| |Ask: When is copying others' work for a school report okay? |
| |CyberSmart! lesson used with permission. |
|Resources | |
[pic]
[pic]
Curriculum Guide – Grade 4 Unit 3: Ethics Online
Lesson: 3
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Follow ethical and legal guidelines in gathering and using information. |
|Objective |Upon request, students will be able to correctly cite at least one source with 100% accuracy. |
|Title: |Unit 3; Lesson 3- Citing Your Sources |
|Type: |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences|Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will use the MLA Citation Maker to correctly cite their sources. |
|Description |Note: |
| |MLA Citation Maker is an online tool students can access to create a citation list of resources. It can be |
| |utilized in any assignment in which a citation list (or bibliography) of resources outside Destiny is required. |
| |In this activity (introducing Citation Maker), the Practice and Apply steps have been combined. |
| |If using this activity within an assignment, the Practice and Apply steps can be separated. Students would |
| |“Apply” using resources specific to the assignment. |
| |Citation worksheets are available for students to record the information they will need to plug into the |
| |Citation Maker. Please visit the citation worksheet page for worksheets, directions, and valuable suggestions. |
| |For the Practice step in this activity, LMS needs to create sample title pages for students to locate |
| |information to plug into Citation Maker. |
| | |
| |Connect: |
| |In one of the scenarios (Marybeth’s) presented in the previous lesson, a drawing found on a Web site was printed|
| |and used as the cover of a report. |
| |Ask students to recall the scenario and to answer, “Is that fair?” (It is okay to print a drawing from a Web |
| |site for a school report as long as credit is given to the person who made it or the site from which it came.) |
| |Ask why credit needs to be given to the person who made it or the site from which it came. (If credit is not |
| |given, then work is plagiarized. Last lesson covered plagiarism.) |
| |Inform: |
| |Once students have determined that credit must be given, ask how they will include the credit information. (The|
| |citation will be part of a bibliography or citation list, a list of resources used to write the report.) |
| |Remind students they are able to make a citation list in Destiny. |
| |Tell students there is another tool called MLA Citation Maker that will help them create a list of citations for|
| |resources not found in the Destiny catalog. |
| |Project MLA Citation Maker for all students to see. |
| |Under “Source Type” on the right side of the page, choose “1 author”. |
| |Complete the “1 author” citation page using a book of your choice. |
| |Click “Create Citation Below” and draw students’ attention to the citation. |
| |Model at least one more source to complete as a whole class using MLA Citation Maker. This will ensure when |
| |students practice independently they understand the process of using this new tool. |
| |Choose one or two more different types of citations from Source Type and complete as above in order to create a |
| |list. |
| |Practice: |
| |As a class, have students’ volunteer information from sample title pages or Web site home pages to fill in |
| |Citation Maker for several types of resources. |
| | |
| |Apply: |
| |Students will return to their seats with a preselected book provided by the LMS to complete a MLA citation |
| |either by using the Web site or a paper copy. |
| |Students will also be doing this same process for a preselected Web site using the same criteria formatted by |
| |MLA citation. |
| |Reflect: |
| |Have students compare and contrast creating a citation list in Destiny versus MLA Citation Maker for ease of |
| |use. |
|Resources | |
| |Paper copies for MLA Citation Machine |
Name: ___________________________________________ Date: __________________
MLA Citation Machine: 1 Author Resource
Example:
Parson, Alexander. Amazing Spiders. New York: Knopf, 1990. Print.
Name of Author:
Last: ______________________ , First: ___________________ Middle Initial __________ .
Title of Book: ______________________________________________ .
Edition (if noted) : ______________________________________. (ex:2nd ed.)
Place of Publication: _______________________________________ , (city)
State: _________ : (state abbreviation if less known city)
Publisher: ____________________________________ ,
Date of Publication: ___________________________.
Medium of Publication: Print.
MLA Citation Machine: Web site Resource
Web site Citation:
Example - professional site:
"Crater Lake." National Park Service. National Park Service, 1 July 2009.
Web. 28 Aug. 2009. .
Example - personal site:
Donohue, John. "Crater Lake National Park." John Donohue's National
Park Photos. John Donohue, n.d. Web. 28 Aug. 2009.
.
Name of Author:
Last: ________________________________ , First: ______________________ Middle Initial: _______ .
Title of Work: “___________________________________________________________”
Title of Overall Web site: _______________________________________________ .
Web site Publisher/Sponsor: ________________________________________________ ,
Date Posted/Published
Day: ______ Month: _____ Year: _____.
Medium of Publication: Web.
Date Accessed: Day _____ Month: _____ Year: _____ .
URL: ________________________________________________________________ .
Curriculum Guide – Grade 4 Unit 4: America in Miniature
Lesson 1
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection|
| |to using this process in own life. |
|Objective |With teacher assistance, students will be able to align at least five steps of the Information Seeking Process |
| |Model to the ORM: Go Maryland in order to complete the first two steps. |
| |With teacher assistance, students will be able to apply the nine step Information Seeking Behavior Model to |
| |organize their research. |
|Title |Unit 4; Lesson 1- America in Miniature |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will complete the first two steps of the Information Seeking Behavior Model by recognizing the need |
| |for information and constructing a plan to accomplish the task. |
|Description |Note: This is a two part lesson, first introducing the Student Version of the Information Seeking Process Model|
| |and then reviewing the Go Maryland! ORM and aligning it to each step of the model. |
| |Part 1 |
| |Connect: |
| |Advise students that they will be investigating Maryland’s geography in an Online Research Model titled Go |
| |Maryland! |
| |This year, however, because they are in 4th grade, they will be using the Student Version of the Information |
| |Seeking Process Model as opposed to the Kid Version they have used in the past. |
| |Ask students what the importance is of the Information Seeking Process Model. |
| | |
| |Inform: |
| |Project and review the Kid Version, inviting students to explain each of the four categories. |
| |Project and introduce the categories of the Student Version, explaining each step. |
| |Demonstrate the alignment of the categories of the two Information Seeking Process models. |
| |LMS will align Step One of the Kid Version (Get Ready!) with Steps One and Two (Encountering the Task and |
| |Exploring/Formulating/Questioning/Connecting) of the Student Version. |
| | |
| |Practice: |
| | |
| |As a class, have students align the remaining steps of the two models. |
| |Provide a copy of the Student Version for students to keep with their notes. |
| |Part 2 |
| |Inform: |
| |If Part 2 of the lesson occurs the following week, briefly review the Student Version of the Process Model. |
| |Have students keep their copy of the Model handy for the activity to follow. |
| |Give students a copy of the ORM. |
| |Project the ORM and read through each step. |
| | |
| |Practice: |
| |Ask students to identify the Process Model step that aligns to Scenario in the ORM. (Encountering the Task) |
| |Have students write Encountering the Task on their ORM copy under the word Scenario. |
| |Do the same for Task and Product, asking what step aligns with the Student Version of the Information Seeking |
| |Process Model. (Encountering the Task) |
| | |
| |Apply: |
| |Have students align the remaining steps of the Process Model and the ORM. |
| |Students may work in teams. |
| |Have students keep the aligned ORM and the Process Model with their notes for future reference. |
| | |
| |Reflect: |
| |Does having a plan make the task easier? Why or why not? |
|Resources |Go Maryland! ORM |
| | |
| |Primary Information Seeking Process Model |
| | |
| | |
| |Information Seeking Process Model |
|GO MARYLAND! |
|OUR STATE'S GEOGRAPHY & ECONOMY |
|Research Process |Directions to Students |
| Scenario[pic] |Maryland may be a small state but it has a lot to offer. In fact, it is often called "America in |
| |Miniature" because it has so many features that we see all across the country. In order to share our |
| |state's abundance of these physical and human resources, the Maryland Department of Business and |
| |Economic Development is running a contest to attract people to visit the different regions in our |
| |state. Your class has been invited to participate. |
| |How do the physical characteristics of each of Maryland's three landform regions affect the people |
| |living in those regions? |
| | |
|Task and Product |You will design and make a brochure that can be used by the Maryland Department of Business and |
|[pic] |Economic Development to attract visitors to the three different regions of the state. Your brochure |
| |can be designed in Microsoft Publisher. |
| |Choose one of these three Maryland regions to research: |
| |Atlantic Coastal Plain |
| |Piedmont Plateau |
| |Appalachian Region |
| |Your research and brochure should contain information about physical characteristics of each region and|
| |an explanation about how these characteristics affect people living in the region. (For example, |
| |mountains + snow = skiing and snowboarding) |
| |[pic]Your teacher may decide to assign an alternate presentation from the following list: |
| |Poster: Scoring tool |
| |Power Point: Directions and scoring tool |
| |Radio announcement/oral presentation: Scoring tool |
|Assessment |Your brochure will be graded using this scoring tool. |
|[pic] | |
|Questions |Essential Question: |
| |How do the physical characteristics of each of Maryland's three landform regions affect the people |
|[pic] |living in those regions? |
| | |
| |Questions will be what guides your research. Use these questions; along with additional questions you |
| |may have developed, to guide your researching. |
| |What are the physical features? |
| |What are some natural resources that are common? |
| |What is the climate ? Look at: |
| |Distance from large bodies of water |
| |Elevation |
| |Precipitation |
| |Ranges in temperature |
| |Where do people live? |
| |What kinds of jobs do people have? |
| |What are the main types of transportation? |
| |What are the principal goods and services that are produced? |
|Gather and Sort |Use many resources to gather information and be sure to record your sources. |
| |Use this research organizer to record information about your region. |
|[pic] | |
|Organize |Analyze: Look at your research organizer. Do you have enough information about your topic to answer the|
| |essential question? |
|[pic] |Synthesize: Use the information you have gathered on your research organizer to create your brochure. |
| |Here are directions for setting up a trifold brochure using Microsoft Word. If you are using Microsoft |
| |Publisher, use the template provided to help organize and begin your final product. |
| |Evaluate: Review the checklist for your brochure to make sure you have included all the information |
| |required. If you have not answered all the questions, go back and use the resources to find the missing|
| |information. |
|Conclusion |Presentation: Participate in a gallery walk to view your classmates’ brochures. Select three to read in|
|[pic] |full and one brochure from each of the other regions. Use this chart to take notes. |
| |Reflection: Now you know something about Maryland's three regions and their physical characteristics |
| |and human-made features. Write a journal article telling which region you would like to visit and why. |
Last update: July 18 , 2002
Created by Ann B. O'Neill, Library Media Specialist, BCPS Summer Curriculum Development Workshops, July 2002
BCPS Research Module, Copyright 2002, Baltimore County Public Schools, Copyright information
Curriculum Guide – Grade 4 Unit 4: America in Miniature
Lesson: 2
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Develop and refine a range of questions to frame the search for new understanding. |
|Objective |In a collaborative group, students will be able to compose at least three questions in order to help them begin|
| |to answer the essential question. |
| | |
|Title |Unit 4; Lesson 2 – Brainstorming |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will work in teams to brainstorm questions that would help them answer the essential question: Why is |
| |Maryland called “America in Miniature”. |
|Description |Note: Students should be familiar with the term “brainstorming” and have used the skill successfully in |
| |previous lessons and grades. The plan for the “America in Miniature” project was reviewed in the previous |
| |lesson. |
| | |
| |Connect: |
| |Share the scenario again with students to refresh their memories and help them focus on the task at hand. |
| |Maryland may be a small state but it has a lot to offer. In fact, it is often called "America in Miniature" |
| |because it has so many features that we see all across the country. In order to share our state's abundance of|
| |these physical and human resources, the Maryland Department of Business and Economic Development is running a |
| |contest to attract people to visit the different regions in our state. Your class has been invited to |
| |participate. |
| | |
| |Inform: |
| |Tell students that today they will be working on brainstorming questions to help them answer the essential |
| |question, “Why is Maryland called “American in Miniature”. |
| |Model how to brainstorm and compose a question(s) to get students thinking. |
| |Discuss what makes the question a well developed question. |
| | |
| |Practice: |
| |Have students work as a class and begin their brainstorming session by listing general geographic |
| |characteristics (landforms, bodies of water, climate etc.). Display the list for whole class viewing as it is |
| |being developed. |
| |Have a student think/pair/share a question they generated based on some of the characteristics that were |
| |developed as a class. |
| |Have a few students share their questions and discuss what made their question well developed and suggest any |
| |improvements. |
| | |
| |Apply: |
| |Have students work in groups to better generate questions. |
| |Ask students to brainstorm and compose questions that would help them answer the essential question: Why is |
| |Maryland called “America in Miniature”. Remind the students to focus on geographical characteristics. |
| |Have students focus next on specific Maryland characteristics based on what they already know. (i.e. Chesapeake|
| |Bay, Appalachian Mountains) |
| |Remind students to include questions about areas of the state about which they might not be familiar. |
| |Move from group to group to assess progress and help any groups that may need some prompting. |
| | |
| |Reflect: |
| |Have groups share their questions. |
| |Students can record the questions keeping them with their other materials for this unit. |
| |Remind students to keep compiled questions with their “America in Miniature” materials. |
|Resources | |
| | |
| | |
Curriculum Guide – Grade 4 Unit 4: America in Miniature Lesson 3
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Develop and refine a range of questions to frame the search for new understanding. |
|Objective |Upon request, students will be able to break down the essential question into main ideas and subtopics with 80% |
| |accuracy. |
|Title |Unit 4; Lesson 3– Creating Subtopics |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences|Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will chunk the big topic of geographical characteristics into smaller subtopics. |
|Description |Note: This lesson skill can be implemented whenever students need to make order out of a lot of information. In|
| |the information seeking behavior model, students are asked to collect, organize, manage, and monitor |
| |information. This activity will help students organize their thinking in order to collect information. |
| | |
| |Connect: |
| |Revisit the essential question for the America in Miniature project – Why is Maryland called “America in |
| |Miniature” and remind students that they will be looking at geographical characteristics of Maryland. |
| | |
| |Inform: |
| |LMS can relate chunking the big topic of geographical characteristics into smaller topics to the organization of|
| |the Library. Students have already learned that the Library is organized into categories where like books are |
| |housed together. Students can organize geographical characteristics into categories (i.e. landforms, bodies of |
| |water, climate, etc.). |
| |As a review, ask students to verbally list the categories. |
| |Divide students into as many groups as there are categories. |
| |Give each group physical maps of Maryland, including U.S. atlases, to refer to as they work. |
| | |
| |Practice: |
| |Randomly choose a category (i.e. bodies of water) and ask for an example of this geographical characteristic. |
| |If using a specific worksheet, project it for whole class viewing and record the example. |
| | |
| |Apply: |
| |Ask each group to list as many examples of their assigned characteristic that are in Maryland. |
| |Have students record the characteristics for future use (on a chart, online, etc.). |
| |Reflect: |
| |Have groups share their findings. |
|Resources | |
| | |
| | |
Curriculum Guide – Grade 4 Unit 4: America in Miniature
Lesson: 4
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Read, view, and listen for information presented in any format (i.e., textual, visual, media, digital) in order|
| |to make inferences and gather meaning. |
|Objective |Upon request, students will be able to select relevant sources with 80% accuracy. |
|Title |Unit 4; Lesson 4– Skimming and Scanning |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will skim and scan at least three resources in order to determine if the resources will be able to |
| |answer their questions. |
|Description |Note: This activity can be used to preview resources for any information gathering need. Students should be |
| |able to identify parts of a book and have experience using online databases and Web sites. |
| | |
| |Connect: |
| |Have students review what the information need is – what question(s) needs answering. |
| |Explain to students that in today’s activity, they will be looking to determine if a particular resource will |
| |be useful to them in answering their questions. |
| | |
| |Inform: |
| |Explain the difference between skimming and scanning. Note: The article listed in the resource section of this|
| |activity is an excellent guide to skimming and scanning. |
| |Remind students to use a book’s index, table of contents, text features, etc. to preview a print resource. |
| |Create and distribute a graphic organizer to list resources and note relevance. Explain that they will be |
| |reviewing the resources, and deciding which resource will be useful to them. |
| |Place a variety of print resources on several tables. Include some non-relevant Maryland resources and some |
| |general non-relevant geographical resources. Do not include encyclopedias which will be reviewed during |
| |practice/modeling. |
| |If computers are available in the Library, use as stations for online resources (bookmarked for quick access) |
| |and follow the same procedure as for print resources. If need be, schedule a time in the Computer Lab for |
| |students to explore possible resources. |
| | |
| |Practice: |
| |Drawing on their prior knowledge, ask students if they think the encyclopedia would be a useful resource. Why |
| |or why not? Ask where they would find specific information on Maryland (M volume), and what part of the |
| |encyclopedia would help them find specific information on Maryland’s physical characteristics (index). If |
| |several sets of encyclopedia are available, ask several groups to locate the relevant pages and share the steps|
| |orally with the entire class. Using a projection device, display the graphic organizer students will be using |
| |and note the information about the encyclopedia to model an entry. |
| | |
| |Apply: |
| |Have students move in groups from table to table, and to computer stations, to review materials and make notes.|
| | |
| |Advise groups of time limit at each stop. |
| |Remind students to share their findings with other members of their group. |
| | |
| |Reflect: |
| |Discuss as a class the skim and scan process. Were the students successful in finding relevant resources? Did|
| |they have any difficulties? Ask how this step helps in the information gathering process. |
| | |
| |Note: Notes should be kept for students to refer to when they begin collecting information. |
|Resources | |
| | |
Curriculum Guide – Grade 4 Unit 4: America in Miniature
Lesson 5
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Use technology and other information tools to organize and display knowledge and understanding in ways that |
| |others can view, use, and assess. |
|Objective |Upon request, students will be able to create products that apply to authentic real world contexts. |
|Title |Unit 4; Lesson 5– Trifold Brochure |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will design and create a tri-fold brochure to display the results of their research and to persuade |
| |others to visit their regions. |
|Description |Note: |
| |Brochure can be created in Microsoft Publisher. |
| | |
| |Connect: |
| |Review the Essential Question of the ORM: |
| |How do the physical characteristics of each of Maryland's three landform regions affect the people living in |
| |those regions? |
| | |
| |Inform: |
| |Recall the task: Students will design and make a brochure that can be used by the Maryland Department of |
| |Business and Economic Development to attract visitors to the three different regions of the state. |
| |Review the checklist for the brochure. This brochure can also be completed with Microsoft Publisher. |
| |Advise students to use the checklist to make sure they have included all the information required. If they |
| |have not answered all the questions, they should go back and use the resources to find the missing information.|
| | |
| |Review the directions for setting up the trifold brochure or how to create a brochure in Microsoft Publisher. |
| |LMS may want to create a template in Microsoft Publisher for students to use to help with organizing student |
| |information/notes. This may be helpful if students do not have much experience using this program. |
| | |
| | |
| |Apply: |
| |Allow time for students to check (using the brochure checklist) their research to determine if they have all |
| |the information needed to proceed. |
| |Allow time for students to create their brochures using any method they choose. (paper brochure or Publisher) |
| |Advise students to use the brochure scoring tool to self-assess their work. |
| |Conduct a gallery walk to allow students to view their classmates’ brochures. Advise students to select three |
| |to read fully, one from each region (Atlantic Coastal Plain, Piedmont Plateau, Appalachian Region). Have |
| |students use the gallery walk chart to take notes. |
| | |
| |Reflect: |
| |After reviewing the brochures about Maryland’s three regions, have students discuss which region they would |
| |like to visit and why. |
|Resources | |
[pic]Directions for a Trifold Brochure
Open Microsoft Word on your computer. A new page will appear.
Go to "File" menu and pull down to "Save." Name your program and save to a disk or to the computer.
Go to the "File" menu and pull down to "Page Setup." Beside "Orientation:" click on the landscape button (second box).
On the menu bar, click the "Columns" icon, pull down, and highlight three columns. Now as you type your information will automatically be formatted into three columns. Click "OK."
Adding Clipart:
• From Microsoft Word
o From the Insert menu, select Picture and then Clip Art.
o In the Insert Clip Art window, select the desired category.
o Click the picture you want to insert.
o Click the Insert icon.
o Close the Clip Art Window.
• From the Internet
Always be sure to save your work.
|Checklist |
|My... |Yes | No |
|Topic for the brochure is clear and appropriate. | | |
|Information includes the important physical characteristics and human-made | | |
|features of my region. | | |
|Information shows the relationship between the physical characteristics and the | | |
|human-made features of my region. | | |
|Pictures are appropriate for the words. | | |
|Brochure is well organized. | | |
|Cover is interesting and appropriate. | | |
|Sources are included. | | |
|CUPS: There are no errors in capitalization, usage, punctuation, and spelling. | | |
|Scoring Tool for Brochure |
|My... | Outstanding | Satisfactory | Needs Improvement |
|Topic for the brochure is clear and | | | |
|appropriate. | | | |
|Information includes the important | | | |
|physical characteristics and human-made | | | |
|features of my region. | | | |
|Information shows the relationship between| | | |
|the physical characteristics and the | | | |
|human-made features of my region. | | | |
|Pictures are appropriate for the words. | | | |
|Brochure is well organized. | | | |
|Cover is interesting and appropriate. | | | |
|Sources are included. | | | |
|CUPS: There are no errors in | | | |
|capitalization, usage, punctuation, and | | | |
|spelling. | | | |
Curriculum Guide – Grade 4 Unit 5: Native to Maryland
Lesson: 5
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Find, evaluate and select appropriate sources to answer questions. |
|Objective |Upon request, students will be able to list at least five available resources, including reference resources by|
| |making a resource list within Destiny. |
|Title |Unit 5; Lesson 1– Native to Maryland |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will use Destiny to identify the print, non-print, and digital resources they plan use to gather |
| |information about Native Americans. |
|Description |Note: |
| |Students should have experience using Destiny, Safari Montage (at least as viewers), and the Internet. |
| |Students should also have experience creating a personal list of resources. |
| |This activity is a review of available resources. Remind students that some resources that will be helpful to |
| |them will not appear in the Destiny search, such as encyclopedias, digital content and any Web sites not |
| |included in WebPath Express. |
| | |
| |Connect: |
| |Ask students to define “resource”. This is an important term for students to understand the meaning of and to |
| |use when referring to books, databases, Web sites, etc. It is a term that will appear throughout middle and |
| |high school in reference to research materials. |
| | |
| |Inform: |
| |As in each step while working on the Research Model, Native to Maryland, review/revisit the Essential Question |
| |to refocus students. |
| |How did the natural habitat help to shape the political, economic, and social characteristics of Native |
| |American tribes in Maryland? |
| |Tell the students that they will be concentrating on the “Gather” step of the Research Model, identifying |
| |resources to use to find information. |
| |Ask students to name the resources in the Library that might be helpful to them in their research. Record |
| |student responses for all to see. |
| |Tell the students you will demonstrate how to perform a search in WebPath Express and sort the results using a |
| |previous unit topic – solar system. |
| |Enter the term “solar system”, choose the keyword option to search. |
| |When the results list appears, demonstrate how to sort the list first by type (which will sort the list into |
| |print, non-print and digital resources) and then by call number. Explain the benefits of each sorted list to |
| |the students. |
| |Review each resource icon ([pic]= book, [pic]= Safari Montage video, [pic] = Web site). Consider creating a |
| |poster of the icons to display at Destiny stations. |
| |Model how to create a resource list in Destiny and how to add books to the list. |
| | |
| |Practice: |
| |Have students practice sorting a list by type and by call number using the search term “Maryland”. |
| |From the results list, ask for examples of each type of resource. |
| |Referring to the objective, ask students what search term they would use to locate resources. Some students |
| |may suggest “Maryland Native Americans”. Use the term to demonstrate that no results will occur. Advise |
| |students that broadening the search term to “Native Americans” will result in a resource list and that they |
| |will be able to remove any non-relevant resources. |
| | |
| |Apply: |
| |Have students log into Destiny using their personal log-in ID. |
| |Have students use “Native Americans” as the search term to identify resources. |
| |Have students sort the list by type or call number. |
| |Have students create a personal list titled “Native Americans” and then save all results to that list. |
| |The personal “Native Americans” resource list will always be available to a student after they have logged into|
| |Destiny using their personal log-in ID. |
| | |
| |Reflect: |
| |Have students explain where each type of resources is located in the Library – reference area, general stacks, |
| |computer stations, etc. |
| | |
| |Note: Pull the print materials from the general stacks and create a reference cart for students to use in |
| |subsequent classes. Students will be reviewing the resources in the next lesson. |
|Resources | |
| [pic] | Native to Maryland |[pic] |
|Scenario [pic] |The Maryland Historical Society is planning a new virtual exhibit featuring the culture of Native Americans |
| |indigenous to the state. They are sponsoring a contest for student groups to create digital models for possible|
| |displays. These displays should highlight the relationship between the Native Americans' habitats and their |
| |lifestyles. Your class has decided to enter the contest and will create a display for several Maryland Native |
| |American group. |
| |Essential Question: |
| |How did the natural habitat help to shape the political, economic, and social characteristics of Native |
| |American tribes in Maryland? |
| | |
|Task [pic] |Research a Native American group that was indigenous to Maryland. You will be assigned to one of the following |
| |groups: |
| |Shawnee |
| | Nanticoke |
| | |
| |Piscataway |
| | Yaocomaco |
| | |
| |Accohannock |
| |Susquehannock |
| | |
| |Your team will gather information about the political, economic, and social characteristics of your Native |
| |American group as well as its habitat. You will then display this information in a Voicethread which will serve|
| |as a model for your museum display. |
|Product [pic] |Research your topic, then, as a group, create a Voicethread. |
| |Your teacher may decide to assign an alternate type of presentation from the following list: |
| |Oral report (using a digital recording device) |
| |Poster (Glog or other drawing software) |
| |Pamphlet (Microsoft Publisher) |
|Assessment [pic] |The following scoring tools will be used to assess your final products: |
| |Notetaking Sheet - at least one completed by each group member |
| |Voicethread - created by all team members |
| |Oral group presentation - by group members as a team |
| |Voting Sheet - one by each individual team member |
| |You will also be graded on your work in your group using this Group Work Scoring Tool. |
|Questions [pic] |Essential Question: How did the natural habitat help to shape the political, economic, and social |
| |characteristics of Native American tribes in Maryland? |
| | |
| |Sub-questions: |
| |Where was this Native American group located? What was their habitat like? |
| |What are the social characteristics of this tribe? |
| |Shelter? |
| |Food? |
| |Clothing? |
| |Traditions? |
| |Beliefs? |
| |What are the political characteristics of this tribe? |
| |Type of government? |
| |Leadership roles? |
| |Laws? |
| |What are the economic characteristics of this tribe? |
| |Types of currency? |
| |Jobs? |
| |Trade? |
|Gather |Each member of your group should complete one of the following notetaking/planning sheets for your Native |
|[pic] |American tribe: |
| |Notetaking sheet for social characteristics |
| |Notetaking sheet for political characteristics |
| |Notetaking sheet for economic characteristics |
| |In addition, all team members will also include information about the habitat of your group. |
| |Use the following resources to gather your information: |
| |Specific Web sites about your topic |
| |Keyword searching to locate additional Web sites |
| |An online encyclopedia, print encyclopedia, or CD-ROM encyclopedia |
| |Your library's catalog to locate books about the topic in your school library |
| |Use these guide sheets for helpful tips during your research: |
| |Using a Web Browser |
| |Using a Book Index |
| | |
|Organize |Synthesize: |
| |After the individual members of your group have finished researching each characteristic, use the steps in this|
|[pic] |planning checklist to prepare your Voicethread. |
| |Evaluate: |
| |After all work is completed, use the planning checklist to make sure that you have completed all requirements.|
| |If you are missing any information, go back and use the resources to find the missing information and complete |
| |your Voicethread. |
| |Next, meet with your fellow group members to prepare your oral presentation of your display. Use this scoring |
| |tool for oral presentations for help. |
|Conclude |Share your displays with your class either through viewing each teams Voicethread, conducting oral |
|[pic][pic] |presentations, or in a "gallery walk" around several computers. |
| |Vote for the display that you feel should be sent to the Maryland Historical Society from your class. Student |
| |response devices could be used at this time. |
| | |
| | |
Last update: July 18, 2002
Created by Joyce Caldwell and Phyllis Fullem, Library Media Specialists, BCPS Summer Curriculum Development Workshop, July 2002
Adapted in part from a Research Model by Donna Radcliffe, Library Media Specialist, Web-Based Instruction Class, Summer 2002
BCPS Research Module, Copyright 2002, Baltimore County Public Schools, Copyright Information
Curriculum Guide – Grade 4 Unit 5: Native to Maryland
Lesson: 2
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Find, evaluate, and select appropriate sources to answer questions. |
|Objective |Upon request, students will be able to categorize resources based on their usefulness with 90% accuracy. |
|Title |Unit 5; Lesson 2– Native to Maryland – Scan and Skim |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will scan a book’s index, table of contents, text features, etc. to preview a resource. |
|Description |Note: |
| |This activity can be used to preview resources for any information gathering need. Students should be able to |
| |identify parts of a book and be familiar with using online databases and Web sites. |
| |Students will be skimming and scanning to identify which resources will be helpful to them to gather |
| |information. Resources identified in Destiny in the previous lesson have been pulled and are available for |
| |student review. |
| |Remind students that some resources that will be helpful to them did not appear in the Destiny search, such as |
| |encyclopedias, digital content and any Web sites not included in WebPath Express, but will be reviewed for |
| |relevance. |
| | |
| |Connect: |
| |Have students review what the information need is – what question(s) needs answering. |
| |Essential Question: How did the natural habitat help to shape the political, economic, and social |
| |characteristics of Native American tribes in Maryland? |
| |Be sure to refer to sub-questions in the ORM. |
| | |
| |Inform: |
| |Explain to students that in today’s activity, they will be looking to determine if a particular resource will |
| |be useful to them in answering their questions. |
| |Review the difference between skimming and scanning. Use the article listed in the resource section of this |
| |activity for an excellent guide to skimming and scanning. |
| |Remind students to use a book’s index, table of contents, text features, etc. to preview a print resource. |
| |Create and distribute a graphic organizer for students to record information about relevant resources. |
| |Explain that they will be reviewing the resources and deciding which will or will not be useful to them. Tell |
| |students they will need to list and make notations about those resources they decide to use, explaining why |
| |they have chosen that resource. |
| | |
| |Practice: |
| |During this step, students will be reviewing resources found in Destiny as well as others such as |
| |encyclopedias, digital content, and additional Web sites. Use the encyclopedia to model recording information.|
| |Drawing on their prior knowledge – ask students if they think the encyclopedia would be a useful resource. Why|
| |or why not? Ask what part of the encyclopedia might help them find specific information on Maryland’s Native |
| |Americans (index). If several sets of encyclopedia are available, ask several groups to locate the relevant |
| |pages and share the thought processes/steps orally with the entire class. Using a projection device, display |
| |the graphic organizer students will be using and note the information about the encyclopedia to model an entry.|
| | |
| |Apply: |
| |Have students move in groups from table to table, and to computer stations, to review materials and make notes.|
| | |
| |Advise groups of time limit at each stop. |
| |Remind students to share their findings with other members of their group. |
| | |
| |Reflect: |
| |Discuss as a class the skim and scan process. Were the students successful in finding relevant resources? Did|
| |they have any difficulties? Ask how this step helps in the information gathering process. |
| |Notes should be kept for student reference when they begin collecting information. |
|Resources | |
| | |
| |Resource List Evaluation Graphic Organizer |
Curriculum Guide – Grade 4 Unit 5: Native to Maryland
Lesson: 3
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Find, evaluate, and select appropriate sources to answer questions. |
|Objective |Upon request, students will be able to distinguish between primary and secondary sources and explain at least |
| |three reasons when to use each. |
|Title |Unit 5; Lesson 3: Native to Maryland – Primary and Secondary Sources |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will sort resources into primary and secondary sources. |
|Description |Students should be familiar with the term “resource” as it applies to research. |
| | |
| |Note: |
| |In the Resource section of this lesson are two excellent online sources for the LMS to review about primary and|
| |secondary sources. |
| |Have available for display and presentation as many different examples of primary and secondary sources as |
| |possible (check the lists in the online sources in the gather section of the ORM). These examples are for the |
| |practice segment of the activity and will not include the sources used for the Native to Maryland Research |
| |Model. Make sure to include copies of Web pages with the content clearly indicated and the Web address noted. |
| |Create a graphic organizer/worksheet for students to list primary and secondary selections when reviewing Model|
| |sources. |
| |If possible, have Model resources already arranged on several tables to save time later in the activity. |
| |Computers will serve as stations for Web sites and digital content. |
| | |
| |Connect: |
| |Review the Essential Question to refocus students as they continue working on the Native to Maryland Research |
| |Model. |
| |How did the natural habitat help to shape the political, economic, and social characteristics of Native |
| |American tribes in Maryland? |
| |Be sure to refer to sub-questions that students have developed as well. |
| | |
| |Inform: |
| |Review the list of available resources within Destiny the students created in the previous activity. |
| |Explain to students that resources can be sorted into two groups, primary and secondary and that they will be |
| |sorting the resources found in the previous lesson into the two categories. |
| |Explain that you have brought in primary and secondary sources for them to examine and practice sorting. |
| |Define primary and secondary using simple language that students can repeat and interpret. Use Web sites in |
| |resource section for definition and background. Present examples from items brought in. |
| |Post the definitions so that all students can see. |
| | |
| |Practice: |
| |Using the items you have brought in, have students sort them into primary and secondary sources. |
| |Assign students to groups. |
| |Allow students time to examine the items, reminding them to use the posted definitions as a guide. |
| |Have an area available where students can physically sort items into categories. |
| |As they are sorting, ask students to think about in what information seeking situation would you use one type |
| |of source rather than the other. i.e. journal or diary versus textbook, firsthand account versus background |
| |information. |
| |Ask students why they chose one category over the other for a particular resource. |
| | |
| |Apply: |
| |Have students move from station to station, examining/reviewing the ORM resources. |
| |Using the graphic organizer/worksheet, have students list titles of Model resources for each category – primary|
| |or secondary. |
| |Have groups work together to list at least three reasons why or when you would use a primary source and three |
| |reasons why or when you would use a secondary source. Discuss reasons as whole class. |
| | |
| |Reflect: |
| |If a resource has been sorted incorrectly, ask the student why they placed the resource in that category. |
| |Refer back to the definitions and to the examples. |
| |Advise students to add to the list when they discover new resources and to share their findings. |
| |Have students keep the graphic organizer with their notes. |
|Resources | |
| | |
| | |
| | |
| |Primary and Secondary Resources: |
| | |
| | |
| | |
| | |
| |YouTube Video: |
| | |
| | |
| |Graphic Organizer for Primary and Secondary Sources |
Name: _______________________________________ Date: ______________________
Primary or Secondary Source
|Resource (from Online Research Module) |Type of Source |Why? |
| |Primary |Secondary | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Curriculum Guide – Grade 4 Unit 5: Native to Maryland
Lesson: 5
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Find, evaluate, and select appropriate sources to answer questions. |
|Objective |Using teacher assigned criteria, students will be able to locate three resources in order to gather new |
| |information on a specific Native American tribe. |
|Title |Unit 5; Lesson 4: Native to Maryland – Select Resources/Gather Information |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will use keywords to search for resources. |
|Description |Note: |
| |Students should be familiar with Destiny, Safari Montage, online resources, and be able to identify and locate |
| |types of resources available in the Library. |
| |Use available computers in the Library or in the Computer Lab, whichever allows all students to participate. |
| |Time constraints may require more than one class period for searching all appropriate online and digital |
| |resources available. |
| |Create a worksheet or graphic organizer for students to use to record information about resources found. |
| |Included would be space for name of resource, short description of what was found, page numbers, Web address, |
| |title of article, etc. |
| |Consider creating individual worksheets for each type of resource to help students stay organized: Destiny |
| |(books in Library), Destiny (Web sites), online encyclopedias, print encyclopedias, etc. |
| | |
| |Connect: |
| |Review the Essential Question: |
| |How did the natural habitat help to shape the political, economic, and social characteristics of Native |
| |American tribes in Maryland? |
| | |
| |Inform: |
| |Explain to students that they will be searching for resources today to help them answer the Essential Question.|
| | |
| |Review the list of social, political, and economic characteristics as noted in the Model and remind students |
| |that these are keywords they can use to search for information. Review the notetaking sheets. |
| |Notetaking sheet for social characteristics |
| |Notetaking sheet for political characteristics |
| |Notetaking sheet for economic characteristics |
| |Ask if students would like to add any additional words to the list. |
| | |
| |Practice: |
| |Conduct a sample search using a keyword generated by the class. |
| |Model how to properly take notes with the appropriate information in each section using the graphic organizer |
| |that the students will be using. |
| | |
| |Apply: |
| |Have students search for resources using their keyword lists. The information should be recorded on their |
| |worksheets. |
| |The above procedure can be used for searching Destiny, online databases and resources, and approved search |
| |engines. Remind students that a search on Destiny will sometimes produce a list of approved Web sites in |
| |addition to those provided by the LMS. |
| |Students gather information from available resources. |
| |Have students move from station to station – reference, general print, digital content, dedicated Safari |
| |Montage computer. If Computer Lab is available, whole class can work using digital content resources. |
| |This part of the “Gather” step in the Research Model will most likely occur during both Library classes and |
| |classroom time. Check with the classroom teacher to determine where research notes will be kept. |
| | |
| |Reflect: |
| |Have students share their new information they have learned while researching and taking notes on their |
| |specific tribe. |
|Resources |Native to Maryland |
| | |
| | |
| |Notetaking sheet for social characteristics |
| |Notetaking sheet for political characteristics |
| |Notetaking sheet for economic characteristics |
| | |
| |Destiny |
| |Safari Montage |
| |Web site included within the ORM |
Curriculum Guide – Grade 4 Unit 5: Native to Maryland
Lesson: 5
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, |
| |importance, and social and cultural context. |
|Objective |In a collaborative group, students will be able to evaluate at least two Web sites by using teacher assigned |
| |criteria. |
|Title |Unit 5; Lesson 5– Rating Web Sites |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will use the 5Ws to evaluate Web sites. |
|Description |Connect - Introduce (offline) |
| |Remind students that they are going to look for information on the Internet. |
| |Ask: How will you know which sites are the best to use? Students should share their criteria for recognizing |
| |helpful sites. |
| |Inform -Teach 1 (online) |
| |Distribute one copy of the activity sheets. |
| |Take students to or , click on Student Links, and then click|
| |on the triangle. Find the title of this lesson, and open its links. Choose a site to explore with the class. |
| | |
| |Practice: |
| |With students, complete the activity sheet, making sure students understand each criterion and how to select |
| |and circle only one score per criterion. |
| |Together, add up the circled scores in each column and then add the three subtotals to obtain a final score. |
| |Apply - Teach 2 (online). |
| |Distribute a second copy of the activity sheets. |
| |Assign individuals or groups the remaining sample informational Web sites to evaluate. |
| |When finished, have students compare their results. |
| | |
| | |
| |Apply - Teach 3 (offline) |
| |Ask: What is the highest score a site can receive? (42 points) |
| |Ask: What is the lowest score a site can receive? (14) |
| |Have students consider the range of possible scores and discuss what score would constitute a "passing grade" |
| |for an informational site. |
| | |
| |Reflect - Close (offline) |
| |Ask: How do you use the activity sheet to rate Web sites? (Each question is answered by circling a score and |
| |then the scores are added up. The scores of various sites can then be compared.) |
| |Ask: Which of the questions for rating sites do you think are most important? Students should support their |
| |opinions. |
| |Ask: Why is it important to compare sites when doing research? (because not all sites are equally useful) |
| |Lesson used with permission from CyberSMART! |
|Resources |U.S. Fish and Wildlife Kids' Corner |
| |Endangered Animals by 5th Grade |
| |Endangered Earth |
| |World Endangered Species |
| |World Wildlife Fund: Species (Age 12 or younger) |
| |Endangered Animals of the World |
| |The Endangered Animals of the World |
[pic]
[pic]
Curriculum Guide – Grade 4 Unit 5: Native to Maryland
Lesson 6
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, |
| |importance, and social and cultural context. |
|Objective |Upon request, students will be able to categorize information by relevancy with 80% accuracy. |
|Title |Unit 5; Lesson 6: What Do I Need to Know? |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will sift and sort information by asking themselves, "What do I need to know?" in order to answer the |
| |essential question. |
|Description |Note: Students have completed the gathering of information for the ORM. |
| | |
| |Connect: |
| |Review the essential question: |
| |How did the natural habitat help to shape the political, economic, and social characteristics of Native |
| |American tribes in Maryland? |
| | |
| |Inform: |
| |Advise students that not all of the information they have gathered answers the essential question or is needed |
| |to complete the task of the ORM. |
| |Tell students that they will be sifting (examining, keeping and discarding) and sorting (categorizing) the |
| |information they have gathered. |
| | |
| |Practice: |
| |Model how to sift/sort through notes using a predetermined research question. This is just a model and may not|
| |relate to student research topics. |
| |This is a demonstration on the process of sifting and sorting through notes to determine importance. |
| | |
| |Apply: |
| |Have the students sift through the gathered information highlighting the notes that helps them answer the |
| |essential question. |
| |After sifting the information, have students sort remaining information into categories which are addressed in |
| |the essential question– political, social, economic characteristics. |
| |Using the sorted information and the checklist, students will now create a Voicethread (refer to the Native to |
| |Maryland Research Model). |
| |Finished product could also be a oral report (digital recording device or Audacity, Voicethread, poster (Glog |
| |or any other drawing software such as Pixie), and a pamphlet (Microsoft Publisher). |
| | |
| |Reflect: |
| |Students will present and share their Voicethread. |
|Resources | Native to Maryland at: |
| | |
|[pic] |Native to Maryland Voicethread Checklist |[pic] |
|Steps Completed | YES | NO |
|Decide which group member will cover the physical characteristics, which will cover social characteristics,| | |
|and which will cover economic characteristics for your tribe. | | |
|Make sure that each group member has covered his/her part of the topic with adequate notes. | | |
|Create or find visuals (to be uploaded to Voicethread) to correspond with your specific topic: physical | | |
|characteristics, social characteristics, and economic characteristics for your tribe. | | |
|Visuals can be created in a drawing software program such as Pixie, a mind-mapping software such as | | |
|Kidspiration, Microsoft Word, or student made illustrations. | | |
|Visuals can be found in the Library of Congress Web site and on school databases such as NetTrekker, Work | | |
|Book for Kids/Students, and SIRS. | | |
|Have group members create drafts of their dialogue that will correspond with their visuals. | | |
|Pages to be added to the Voicethread other than your tribe specific visuals. | | |
|Page(s) must include: | | |
|the name of your tribe | | |
|group member names | | |
|information about your tribe’s habitat | | |
|social characteristics | | |
|political characteristics | | |
|economic characteristics | | |
|bibliography | | |
|Upload visuals to Voicethread (may need teacher assistance). | | |
|Using your draft dialogue record your captions to correspond with the correct page(s) on the Voicethread. | | |
|The drawings, pictures, or other graphics on the slides are related to the dialogue. | | |
|Voicethread Dialogue | | |
|Students voices are clear, loud, and fluent with minimal mistakes. Dialogue corresponds with appropriate | | |
|visuals. | | |
|Overall Effect | | |
|Voicethread is attractive and runs smoothly. | | |
Curriculum Guide – Grade 4 Unit 6: Black Eyed Susan
Lesson 1
|Standard |Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new |
| |situations, and create new knowledge. (Source: Standards for the 21st Century Learner) |
|Indicator |In response to a teacher request, students will use strategies to draw conclusions from information and apply |
| |knowledge to curricular areas, real world situations, and further investigations. |
|Objective |With teacher assistance, students will be able to identify two facts about the Black Eyed Susan Award in order |
| |to evaluate why books have been nominated. |
|Title |What is the Black-Eyed Susan Award? |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM | |
|Description |Prior Knowledge: Students need to have experience accessing and using Tumblebooks. |
| |Notes: Gather Black-Eyed Susan Winners and Nominees to be displayed. |
| | |
| |Connect: |
| |Create an Anticipatory Set: Assess the student’s prior knowledge by asking if they have seen books with |
| |special awards on their covers? |
| |If so, what was the book awarded for? Do they know the names of some of these special awards? (Caldecott, |
| |Newbery, Black-Eyed Susan, etc.) |
| | |
| |Inform: |
| |Display previous winners of the Black-Eyed Susan Award and ask students if they are familiar with any of these |
| |titles. |
| | |
| |Link to list of previous winners: |
| | |
| |Show Black-Eyed Susan Animoto. |
| | |
| |Use the Animoto to discuss what books qualify for the Black-Eyed Susan Award and the criteria that these books |
| |meet. (Children’s Choice Award for the state of Maryland) |
| | |
| |Sample checklist is provided, “Questions to Think About when Voting for a: Black-Eyed Susan Award Winner.” |
| |What is the Black-Eyed Susan Award? |
| | |
| |The Black-Eyed Susan Book Award honors outstanding books. Winners are chosen annually by students throughout |
| |the state of Maryland. |
| |Each year since 1992 the Black-Eyed Susan Book Award has been given to one book in each of several grade-level |
| |categories. The first high school voting took place in the 1999-2000 school year. |
| |After reading at least three of the nominated books, a student is eligible to vote for his/her favorite book. |
| |The Maryland Black-Eyed Susan Committee tallies the votes collected from across the state to determine the |
| |winner in each grade-level category. |
| |The winning authors and/or illustrators receive a pewter plate engraved with the year and the Black-Eyed Susan |
| |Book Award logo. |
| |Authors, illustrators, and publishers recognize the Black-Eyed Susan Book Award as an honor bestowed by |
| |Maryland students. |
| |(received from: ) |
| | |
| |Practice: |
| |Model: Choose a previous book winner or nominee to read to the class and conduct a think aloud of why this |
| |book is a winner or has been nominated. |
| |Safari also offers a nominated Black-Eyed Susan book called “The Scrambled States of America.” (note: this |
| |video is 16 minutes long, so you may want to show a portion of the video.) |
| |List the reasons why the students think this was a winner in a T-Chart or some other graphic organizer. (mind |
| |mapping software) |
| |Check for Understanding: Conduct a student response activity to check students understanding of the nomination|
| |process and the qualifications of a Black-Eyed Susan book. Student response devices could be used at this |
| |time. |
| | |
| |Possible Questions: |
| |Who nominates the books for the Black-Eyed Susan Award? |
| |How many books must you read in order to participate in the voting for picture books? |
| |How many books must you read in order to participate in the voting for novels? |
| |When did the Black-Eyed Susan Award begin? |
| |How do you know a book has won the Black-Eyed Susan Award? |
| | |
| | |
| | |
| |Apply: |
| |Facilitate Independent Practice: Students will view a Tumblebook of a previous winner or nominee. This book |
| |title is Pop’s Bridge by Eve Bunting. They will then discuss with a partner why this was a good choice and why|
| |other students in Maryland would think that this book had the qualities of a Black-Eyed Susan Winner/Nominee. |
| |At this time the checklist should be displayed so students can refer to during their partner discussion. |
| | |
| | |
| |(Black-Eyed Susan Winner and Nominees for all grade levels) |
| | |
| |Reflect: |
| |Guide Reflection and Transfer: Students will now share with the entire class what they discussed with their |
| |partner after viewing the Tumblebook Pop’s Bridge. This will allow students to hear various ideas and opinions|
| |and the opportunity to “piggy back” off of others thoughts. |
| |Closure: Share some facts that they learned about the Black-Eyed Susan Award and what makes this unique for |
| |Maryland. |
| | |
| |Accommodations: |
| |During partner sharing give students written or verbal cues on questions to think about during discussions. |
| |Have a paper copy of checklist available for those students who may need it. |
|Resources |Graphic Organizers |
| | |
| | |
| |Safari Titles |
| |The Scrambled States of America by Laurie Keller |
| | |
| |Tumblebook Title |
| |Pop’s Bridge by Eve Bunting |
| | |
| |Checklist |
| |Questions to Think About when Voting for a: Black-Eyed Susan Award Winner |
| | |
| |Animoto |
| |Black-Eyed Susan Award Information |
Black Eyed Susan Award Winner
• Does the book appeal to you as a reader?
• When reading, are you interested and enjoy the story?
• Do you understand the story and what is going on while reading?
• Can you relate to the character(s) in the story?
• Would you recommend this to your friends and family to read?
• If someone asked you about the story, could you tell them about it without having the book in front of you?
Curriculum Guide – Grade 4 Unit 6: Black-Eyed Susan
Lesson 2
|Standard |Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new |
| |situations, and create new knowledge. (Source: Standards for the 21st Century Learner) |
|Indicator |Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. |
|Objective |Upon request, students will be able to evaluate a book based on given criteria in order to distinguish if a |
| |book, self selected, could be considered a Black-Eyed Susan Nominee. |
|Title |Evaluating Black-Eyed Susan Books |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM | |
|Description |Prior Knowledge: Students need to have some experience using a typing program. |
| | |
| |Notes: Make copies or display checklist, “Evaluating Picture Books”. |
| | |
| |Connect: |
| |When the students enter have the following question on the board or Interactive Whiteboard: |
| |If you were able to choose a book to be nominated for an award, what would you judge the book on? Record |
| |students’ thoughts as they share. |
| |Take any answers the students provide and allow them to piggy back on each other’s opinions. |
| | |
| |Inform: |
| |We will now begin to discuss what makes a book worthy of such a prestigious award. Possible discussion cues to|
| |get students thinking: |
| |Vivid illustrations |
| |Developed characters |
| |Setting creates a mood that’s parallel to the story |
| |Appropriate verbiage (word choice) for intended audience |
| |This involves and encourages students to evaluate the book critically. Be sure to include that when you are |
| |evaluating a text it is your opinion. When you are evaluating anything you want to be sure to include reasons |
| |for your opinion to help support your thinking. |
| |Based on the discussion in the beginning of the class, share the checklist for evaluating picture books and |
| |discuss each point and its importance that it has on the books overall appearance, language, illustrations, and|
| |readability. |
| | |
| |Practice: |
| |Guided Practice: Choose a previous Black-Eyed Susan Award Winner. |
| |Example: Click, Clack, Moo by Doreen Cronin and illustrated by Betsy Lewin. |
| |(You may choose to read the book or it is also available on Safari Montage.) |
| |*Have a poster of the checklist already made and displayed, so that students can refer to it as they listen or |
| |watch the book. |
| |As a class, walk through the checklist and discuss what story elements made this a winner of this award. |
| |Check for Understanding: During discussion pieces, monitor students’ understanding of the strategy evaluating |
| |based on student responses. |
| | |
| |Apply: |
| |Facilitate Independent Practice: Based on the checklist and the class discussion, think about a story or book |
| |that you may have already read in the classroom or at home; using this new information should your book be |
| |considered a Black-Eyed Susan nominee? Why? |
| |Have students complete this question on paper and pencil, Microsoft Office, or another typing program. |
| | |
| |Reflect: |
| |Guide Reflection and Transfer: Have students share their own ideas of the books they chose and explain why |
| |they would or would not nominate their books. |
| |Provide Closure: Today we discussed how and why we evaluate books. What does it mean to evaluate something? |
| |There are many other things that we evaluate on a daily basis. Why do we need to evaluate? |
| |Accommodations: |
| |For the independent practice give students a sentence starter to help develop and organize their thoughts, if |
| |needed. Possible sentence starter, A book that I would nominate for the Black-Eyed Susan award would be _____,|
| |by _____. I would nominate this book because ____. |
|Resources |Stories/Books |
| |Click, Clack, Moo by Doreen Cronin |
| |Safari Titles |
| |Click, Clack, Moo by Doreen Cronin |
□ Is the cover: eye catching, motivate you to pick it up and read, give you clues to what the story is going to be about?
□ Are the illustrations appealing?
□ Do the illustrations develop a certain type of mood when you look at them?
□ Do the illustrations establish: setting, characters, and plot?
□ Is the layout and design of the book visually appealing and appropriate?
□ Is the text rich with interesting word choice and used in interesting ways?
□ Does the story keep you interested and wondering what is going to happen next?
□ Would you want to share this book with your friends and recommend them to read it too?
Curriculum Guide – Grade 4 Unit 6: Black Eyed Susan
Lesson 3-4
|Standard |Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new |
| |situations, and create new knowledge. (Source: Standards for the 21st Century Learner) |
|Indicator |Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. |
|Objective |Upon request, students will be able to utilize two persuasive techniques in order to create a poster (online) |
| |to persuade their classmates to vote for their book. |
|Title |And the Winner Is…? |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM | |
|Description |Prior Knowledge: Students need to have experience using and creating a Glog. |
| | |
| |Notes: |
| |If not using Glogster, other recommendations are poster paper, Microsoft Office, or another drawing program. |
| |For the guided practice model, choose a book and write a book review that needs improvement. |
| |If you choose to present the final products, this lesson may need an additional day. |
| | |
| |Connect: |
| |As the students enter the library, have this question posted somewhere the students can see it… |
| |How do people promote things such as books, movies, toys, food, places etc.? |
| |Before students answer the question, ask these specific questions: |
| |What does promote mean? |
| |Why would someone need to promote something? |
| |Where do they do their promoting? |
| | |
| |Show a book review from Reading Rainbow video to show how these students are promoting their book. When you |
| |select a video and view the chapters, you will see a chapter titled: Book Reviews. If you expand that chapter,|
| |you are then able to choose one specific book review to show the students. Discuss what that student did to |
| |promote the book. (spoke with enthusiasm, made personal connections to the story, asked a posing question to |
| |the audience, gave a brief summary of the book without giving away the ending, etc.) |
| | |
| |Inform: |
| |Define and discuss what it means to persuade someone to do something. Model how to persuade someone to read a |
| |specific book. Choose a book and promote the book using the class discussed techniques. Then do the same |
| |promotion with basic information and no enthusiasm making no connections to the story at all. Then ask the |
| |students which one was better? Why? |
| |Another option is to show them two book reviews that are written about a specific text. Below are two examples|
| |of book reviews written for the same book. Discuss which is better and why. |
| | |
| |The Borrowers’: Mary Norton; illustrated by Beth and Joe Krush |
| | |
| |Book Review #1 |
| |Can you imagine being so small that you could use a shoe box for a bed, or a tea cup as a sink? If you are a |
| |Borrower, then you are that small! The Borrowers’ is a very exciting fantasy story about a small family, Pod, |
| |Homily, and Arrietty, who live secretly, hidden from humans. Everything changes when Arrietty makes friends |
| |with a human boy. Read this imaginative adventure, by Mary Norton, to find out what happens. |
| | |
| |Book Review #2 |
| |This is a good book. You should read it. It’s about a small family with a mom, dad, and girl that lives with |
| |humans. You will like it. |
| | |
| |Create a class list of persuasive techniques for a book review. Some possible techniques: |
| |Use exciting adjectives |
| |Pose an exciting question |
| |Make a personal connection |
| |Include important information but not too much that gives away the ending |
| | |
| |This will begin the discussion of the task that they will be completing with this information. |
| | |
| |Students will self select a Black-Eyed Susan Award winner or nominee book. Their job is to persuade their |
| |classmates, using the persuasive techniques, to vote for their book as the best Black-Eyed Susan Winner or |
| |Nominee. |
| | |
| | |
| |Students will do this by creating a Glog (you could also use poster paper, Microsoft Office, or another drawing|
| |program). Students should be using the Evaluation checklist from the previous lesson to guide them in their |
| |development process. |
| | |
| |Practice: |
| |Guided Practice: Choose a book that they are reading or have already read in library or in the classroom, and |
| |show the teacher created book review that needs improvement based on what you have previously taught. (This |
| |will need to be done ahead of time.) Students will read the book review and as a class will edit and add |
| |information to make the review more persuasive and encourage others to read. |
| | |
| |Check for Understanding: Make sure students have a clear understanding of what is expected of them by |
| |circulating among students. |
| | |
| |Apply: |
| |Facilitate Independent Practice: Students are collaboratively working on their Glog. Students can work |
| |together to either create one final project collaboratively or each students can make their own, still working |
| |in groups. |
| |Make sure to leave enough time to walk through how students can properly save their project to complete working|
| |on it the following class period. |
| |Students will show their final projects to the class and support why they think their book is the best |
| |Black-Eyed Susan Winner. |
| |Allow the audience at this time to praise the work that has been presented. You can use a PQP (Praise, |
| |Question, Polish) organizer. |
| |At the conclusion of the presentations, have students vote on the best Black-Eyed Susan Winner. Student |
| |Response devices, show of hand, chart, secret ballot etc. can be used to gather results. |
| | |
| |Reflect: |
| |Guide Reflection and Transfer: Why is it important for someone to use persuasive techniques when trying to |
| |encourage someone to do something? |
| |Provide Closure: Ask students what made them vote for the winning presentation? |
| | |
| |Accommodations: |
| |Display a teacher made sample Glog with possible formatting and sentence starters for those students who need a|
| |visual layout. |
| | |
| |Provide a checklist of what to include: book title, author, illustrator, three visuals, short summary, etc. |
| |Book choosing: you made need to limit choices for some students and/or classes. |
|Resources |Graphic Organizers |
| | |
| | |
| |Web sites |
| | |
Curriculum Guide – Grade 4 Unit 7: Age of Exploration
Lesson: 1
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order|
| |to make inferences and gather meaning. |
|Objective |With teacher assistance, students will preview the ORM: Back to the Age of Exploration in order to choose |
| |their explorer/conqueror to research. |
|Title |Unit 7; Lesson 1: Introducing Back to the Age of Exploration ORM |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will choose an explorer to research and use a Progress Chart to record and evaluate progress in the |
| |research process. |
|Description |Note: |
| |This lesson assumes the LMS will introduce the Research Model Back to the Age of Exploration. Students should |
| |have experience in information gathering, etc. and in creating PowerPoint presentations. |
| |Check with the classroom teacher to determine if students have a choice for their final product. Also check to|
| |see if classroom teacher will assign explorers or if students may choose randomly from the list provided in the|
| |ORM. |
| | |
| |Connect: |
| |Present the scenario to the class, projected for all to see. |
| | |
| |Inform: |
| |Read aloud the Essential Question and ask students to explain what information they are being asked to find. |
| |If necessary, define and discuss the term impact. |
| |Present the Task and Product section of the Research Model. |
| |Review the task: Each group will choose a different explorer or conqueror and research his impact on the |
| |history of North America. |
| |Review the product: Your group is to make a presentation to persuade the class that your explorer or conqueror |
| |is the one to choose for the time machine dial. |
| |Review the PowerPoint requirements as noted in the Model. If students are allowed a choice of product, also |
| |review requirements for the others listed. |
| |Review the assessment as noted in the Model. |
| | |
| |Apply: |
| |Have students select an explorer or conqueror. See ORM for list. |
| |Make note of which explorer each student has chosen for future reference. |
| |Give students a copy of the Progress Chart to monitor the research process as they work. Students will be |
| |recording the resources used, rating their behavior and work, and noting reminders for future work sessions. |
| |Review the Progress Chart to insure students understand what is required as they work through the ORM. |
| | |
| |Reflect: |
| |Ask students if they think the Progress Chart will help them as they work. Why (how) or why not? |
|Resources |Research Model: Back to the Age of Exploration |
| | |
|[pic] | |
| |Back to the Age of Exploration |
|Research Process |Directions to Students |
| Scenario |The Maryland Science Center has just announced a new exhibit to open next year! They will have a virtual time machine where|
|[pic] |people can choose an event and then go back to that time for a visit. Your class has been asked to suggest an event from |
| |the Age of Exploration for the time machine dial. There were many explorers and conquerors during that time period. Your |
| |decision won't be an easy one! |
| |Question |
| |Which explorer or conqueror had the biggest impact on North American history? |
| | |
|Task and Product |To help with your class's final decision, you will be assigned to a group. Each group will choose a different explorer or |
| |conqueror and research his impact on the history of North America. |
|[pic] |Choose an Explorer or Conqueror |
| |Your group is to make a presentation to persuade the class that your explorer or conqueror is the one to choose for the |
| |time machine dial. You may make your presentation as a PowerPoint slide show. Each group member will be responsible for |
| |creating at least two slides. |
| |Your group's PowerPoint should include at least: |
| |One title slide |
| |Six slides that show your explorer or conqueror's major impacts on North American history |
| |One slide that shows why the class should vote or not vote for your explorer or conqueror |
| |One slide with your group's names |
| |[pic]Your teacher may decide to assign an alternate presentation from the following list: |
| |Poster |
| |Oral Presentation |
| |Pamphlet |
| |Journal Entry |
|Assessments |You will be graded on your individual work. |
|[pic] |PowerPoint Slide Scoring Tool for your two slides |
| |The content of your slide show |
| |You will also be graded as to your group work. |
| |PowerPoint Group Presentation Scoring Tool |
| |Performance Task Assessment List Group Work |
|Question |Essential Question: |
| |Which explorer or conqueror had the biggest impact on North American history? |
|[pic] | |
| |Subsidiary questions to jump start your thinking! |
| |What was your explorer or conqueror's purpose? |
| |Which expeditions did he lead? |
| |Where did the expedition begin? Where did it go? |
| |What form of transportation did he use? |
| |What did your explorer or conqueror's expedition accomplish? Was the expedition successful? Why or why not? |
| |What land was discovered or conquered? |
| |What resources or products did your explorer or conqueror make available for export? |
| |How did your explorer or conqueror treat native peoples? |
| |Did a permanent settlement result from your explorer or conqueror's expedition? Who settled? Did the settlement last? |
| |What interesting facts did you find about your explorer or conqueror? |
|Gather and Sort |Your group must use both print and electronic resources in your explorer or conqueror research. |
| |Use this note-taking organizer. |
|[pic] |Use this bibliography worksheet. |
| | Gather Information from a |
| |Variety of Sources. |
| | |
|Organize |Use your note-taking organizer to determine the impact of your explorer or conqueror on North American history. |
|[pic] |Share with your group the information you have gathered about your explorer or conqueror. |
| |Decide if there is any information you still need to find and try to find it. |
| |Decide which two PowerPoint slides each member of the group will be creating. |
| |Create your PowerPoint presentation to persuade your class that your explorer or conqueror is the one to choose for the |
| |time machine dial. |
| |How to create a PowerPoint presentation. |
| |Your group's PowerPoint should include at least: |
| |One title slide |
| |Four slides that show your explorer or conqueror's major impacts on North American history |
| |One slide that shows why the class should vote or not vote for your explorer or conqueror |
|Conclusion |Presentation |
| |Share your PowerPoint presentations with your classmates by using a projector or TV with a computer or by visiting the |
|[pic] |various computers. Fill out a check sheet as you view each explorer or conqueror presentation. |
| |Explorer or Conqueror Check Sheet |
| |Reread your Explorer or Conqueror check sheet and decide which explorer or conqueror has had the greatest impact on North |
| |American history. It is now time to vote but you may not vote for your explorer or conqueror . |
| |Ballot |
| |Extension |
| |After visiting each presentation, write a letter to the Maryland Science Center with your recommendation for the explorer |
| |or conqueror for the time machine dial. Be sure to justify your choice by explaining how your choice of explorer or |
| |conqueror had the biggest impact on North American History. |
Curriculum Guide – Grade 4 Unit 7: Age of Exploration
Lesson: 2
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order |
| |to make inferences and gather meaning. |
|Objective |Upon request, students will be able to select at least two relevant resources on their chosen explorer/conqueror|
| |in order to prepare to begin researching. |
|Title |Unit 7; Lesson 2– Skim and Scan |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences|Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will skim and scan to find specific sources to answer their subsidiary questions and the Essential |
| |Question of the Research Model. |
|Description |Note: |
| |This activity can be used for any information gathering need. This lesson assumes students can identify parts |
| |of a book and are familiar with using online databases and Web sites. |
| | |
| |Connect: |
| |Have students review what the information need is – what question(s) needs answering. |
| |Explain to students that in today’s activity, they will be looking for information to help them answer their |
| |questions. |
| | |
| |Inform: |
| |Explain the difference between skimming (skim for an overview of the content) and scanning (scan for a specific,|
| |a keyword, a date etc.). Note: The article listed in the resource section of this activity is an excellent guide|
| |to skimming and scanning. |
| |Remind students to use a book’s index, table of contents, text features, etc. to preview a print resource. |
| |Create and distribute a graphic organizer to list resources and note relevance. Explain that they will be |
| |reviewing the resources, and deciding which resource will be useful to them. Place a variety of print resources|
| |on several tables. Include some non-relevant resources (i.e. space exploration, Westward expansion). Do not |
| |include encyclopedias which will be reviewed during practice/modeling. |
| |If computers are available in the Library, use as stations for online resources (bookmarked for quick access) |
| |and follow the same procedure as for print resources. If need be, schedule a time in the Computer Lab for |
| |students to peruse resources. |
| | |
| |Practice: |
| |Drawing on their prior knowledge, ask students if they think the encyclopedia would be a useful resource. Why |
| |or why not? Ask where they would find information on exploration and what part of the encyclopedia would help |
| |them find specific information on one of the explorers (index). If several sets of encyclopedia are available, |
| |ask several groups to locate the relevant pages and share the steps orally with the entire class. Using a |
| |projection device, display the graphic organizer students will be using and note the information about the |
| |encyclopedia to model an entry. |
| | |
| |Apply: |
| |Have students move in groups from table to table, and to computer stations, to review materials and make notes. |
| |Advise groups of time limit at each stop. |
| |Remind students to share their findings with other members of their group. |
| | |
| |Reflect: |
| |Discuss as a class the skim and scan process. Were the students successful in finding relevant resources? Did |
| |they have any difficulties? Ask how this step helps in the information gathering process. |
|Resources |Research Model: Back to the Age of Exploration |
| | |
| | |
Curriculum Guide – Grade 4 Unit 7: Age of Exploration
Lesson: 3
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order|
| |to make inferences and gather meaning. |
|Objective | Upon request, students will be able to summarize relevant information in order to begin completing their note |
| |taking organizer. |
|Title |Unit 7; Lesson 3: Skim, Scan and Summarize! |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will summarize information in their own words and record it on their graphic organizers. |
|Description |Note: |
| |This activity will coincide with the skimming and scanning activity noted in KSI-B. Copies of organizer and |
| |worksheet to be handed out to students at the beginning of class should be ready and additional copies should |
| |be available during class. |
| | |
| |Connect: |
| |After reviewing the skim and scan skill and prior to students using the resources, LMS should present the note |
| |taking organizer included in the Model and the bibliography worksheet which students will use to record |
| |information about the resources used. |
| | |
| |Inform: |
| |Review note taking skills as needed. |
| |LMS should circulate during note taking to guide students as needed. |
| |Remind students not to copy verbatim, concentrate on keywords and refer as needed to the Essential Question and|
| |any subsidiary questions. |
| |Remind students to make note of the resource they are using before taking notes. The appropriate section of |
| |the bibliography worksheet can be completed, cut apart and stapled to the corresponding notes organizer. |
| |When using online resources, remind students to make note of any Web site they may want to revisit for |
| |PowerPoint graphics. |
| |Practice: |
| |Model note-taking and reference citing using an online article about Jacques Cousteau. |
| |Project the note taking and bibliography organizers for whole class viewing. |
| | |
| |Apply: |
| |Advising a time limit at each station, have students (either alone or in groups as directed by the classroom |
| |teacher) move around the Library to gather information from print and digital content references. |
| |This step will probably take more than one session in the Library, lab and/or classroom. |
| | |
| |Reflect: |
| |Allowing perhaps ten minutes or so at the end of gathering, ask students to share verbally one interesting fact|
| |they found or to recommend a good resource for their classmates to use. |
|Resources |Research Model: Back to the Age of Exploration |
| | |
| |Note taking resources: |
| | |
| | |
| | |
Curriculum Guide – Grade 4 Unit 7: Age of Exploration
Lesson: 4
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order |
| |to make inferences and gather meaning. |
|Objective |Upon request, students will organize their research notes on their explorer/conqueror in order to create a |
| |timeline of their life. |
|Title |Unit 7; Lesson 4– Timelines |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences|Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will reorganize the information about their explorer into a timeline by using TimeToast. |
|Description |Note: |
| |From the TimeToast Web site: Timetoast allows people to create interactive timelines, which they can share |
| |anywhere on the Web. Anyone can join TimeToast and start creating and sharing their own timelines, all they |
| |need is a valid e-mail address. It's completely free! |
| |You can access TimeToast via the Library Resource Page. |
| | |
| |Connect: |
| |Use TimeToast to make a timeline of the school year to show as an example of what the students will be creating.|
| | |
| | |
| |Inform: |
| |Students should be familiar with a timeline, so a quick review of what it is should be sufficient. |
| |Advise students they will be using the information they have gathered about their explorers and will be creating|
| |a time line using TimeToast. |
| |Create a timeline using information about someone familiar to the students – yourself, an athlete, a teen star. |
| |Have students review their notes to make sure they have all the necessary information and dates to create their |
| |timelines. |
| | |
| | |
| |Practice: |
| |Have students create a quick timeline about themselves. |
| |Have them list: birthdate, year they started school, year they began a sport, year they will complete elementary|
| |school, middle school and high school, year they will graduate from college. |
| | |
| |Apply: |
| |Have students create timelines about their explorers. |
| | |
| |Reflect: |
| |Have students analyze their timelines and determine if the accomplishments of their explorers happened in a |
| |short span of time or over many years. Have them discuss the relevance of the time span. |
|Resources |Research Model: Back to the Age of Exploration |
| | |
| | |
Curriculum Guide – Grade 4 Unit 7: Age of Exploration
Lesson: 5
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order|
| |to make inferences and gather meaning. |
|Objective |With teacher’s assistance, students will create a class timeline in order to make general inferences about |
| |explorers/conquerors. |
|Title |Unit 7; Lesson5– Overlapping Explorations |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will overlap their timelines in order to identify trends and make inferences about explorers. |
|Description |Connect: |
| |Revisit the timeline activity of the previous lesson. Students used TimeToast to create timelines about their |
| |individual explorer or conqueror. |
| | |
| |Inform: |
| |Advise students that each group will now enter the information about their explorer or conqueror on one |
| |timeline in order to analyze exploration activities. |
| |Project TimeToast for the entire class to view. |
| | |
| |Apply: |
| |Have each group select one student to input information about their explorer or conqueror. |
| |When all groups have entered information, ask class to analyze the timeline and determine if they can identify |
| |any trends: most exploration took place within a certain time period, most explorations were financed by one or|
| |two countries, no explorations took place after a certain date because…etc. |
| |Have students look at the accomplishments, attempts, and failures as noted on the timeline and make inferences |
| |about the explorers and conquerors: what types of personalities did these people have, what ambitions, dreams |
| |and goals did they possess. |
| | |
| | |
| | |
| | |
| |Reflect: |
| |Based on the timeline that we created of our explorers/conquerors, who would you want to meet or interview? |
|Resources |Research Model: Back to the Age of Exploration |
| | |
| | |
Curriculum Guide – Grade 4 Unit 7: Age of Exploration
Lesson: 6
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order|
| |to make inferences and gather meaning. |
|Objective |Upon request, students will be able to produce a product that clearly communicates a summary of their research.|
| |Upon request, students will justify why their explorer/conqueror significantly impacted history in order to |
| |create a final presentation. |
|Title |Unit 7; Lesson 6– Communicating New Understandings |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will evaluate their research and decide which facts to highlight on their PowerPoint Presentations. |
|Description |Connect: |
| |Review the essential question: |
| |Which explorer or conqueror had the biggest impact on North American history? |
| | |
| |Inform: |
| |Have students review their notes as a team or group, and determine which facts will support their explorer as |
| |having the biggest impact. |
| |Remind students that they will have only six slides to present their supporting information. |
| | |
| |Apply: |
| |Once students have determined which facts they want to use, have them use a highlighter to mark their |
| |selections. |
| |Students will create their PowerPoint presentations following the guidelines for the product and the group work|
| |as noted in the ORM. |
| | |
| |Reflect: Have students review their finished products to determine if they meet the requirements of the |
| |scoring tools. |
|Resources |Research Model: Back to the Age of Exploration |
| | |
| | |
Curriculum Guide – Grade 4 Unit 7: Age of Exploration
Lesson: 7
|Standard |Standard 1.0: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. |
| |(Source: AASL Standards for the 21st-Century Learner) Note: Correlates to Standards 4.0 and 6.0 of NETS-S. |
|Indicator |Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order |
| |to make inferences and gather meaning. |
|Objective |Upon request, students will persuade their classmates that their explorer/conqueror had the most impact on |
| |history in order to have a class election. |
|Title |Unit 7; Lesson 7– Using a Checklist |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences|Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will use the Back to the Age of Exploration Checklist to analyze the quality and quantity of |
| |information they have gathered. |
|Description |Connect: |
| |Review and post the essential question: |
| |Which explorer or conqueror had the biggest impact on North American history? |
| | |
| |Inform: |
| |Review the checklist before presentations begin. |
| |Remind students that they will be using the checklists to compare explorers and their accomplishments in order |
| |to cast a ballot and determine who had the greatest impact. Also remind students they will not be allowed to |
| |vote for their own explorer. |
| | |
| |Apply: |
| |Have students complete the checklists as each group presents. |
| |Have students compare their completed checklists with others in their groups to be certain they recorded all the|
| |information presented. |
| |Once all groups have presented, students should review their checklists. |
| |Students may discuss within their groups the information presented before making a final decision and casting |
| |their ballot (this could be a student response device). |
| |Reflect: |
| |Have students write anonymous reviews of presentations. The reviews should address if all information required |
| |was presented and complete. Did the lack of information in any presentation influence their voting? |
|Resources |Research Model: Back to the Age of Exploration Checklist |
| | |
Curriculum Guide – Grade 4 Unit 8: Schoolyard Habitat
Lesson: 1
|Standard |Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new |
| |situations, and create new knowledge. (Standards for the 21st Century Learner) |
|Indicator |Use technology and other information tools to analyze and organize information. |
|Objective |Upon request, students will be able to distinguish the most appropriate method for recording information in order |
| |to complete a map of schoolyard habitat. |
|Title |Unit 8; Lesson 1– Introduction to Schoolyard Habitat |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will utilize the most appropriate method for recording information as they conduct a general habitat |
| |survey of the school's grounds. |
|Description |Note: |
| |Students are introduced to the Online Research Model, ‘Schoolyard Habitat’ and begin recording information. This |
| |is a two class period lesson. |
| |LMS: Using a digital recording device, take a walking and narrative tour of your school grounds. Concentrate on |
| |any areas that provide evidence of wildlife as noted on the survey. Be sure to include any roadways, businesses, |
| |etc. that border your school. Also include parking lots, driveways, dumpster areas, etc. |
| | |
| |Connect: Share the scenario… |
| |As more and more homes, shopping malls, and other businesses are built in Maryland, the natural habitat that |
| |sustains native plants, insects, birds, and small animals is disappearing. Native plants are mowed down to create |
| |lawns. As a result, small mammals, like rabbits, have nowhere to hide from predators. Birds are losing spaces to |
| |build their nests and the food they need to feed their babies. Squirrels, chipmunks, raccoons, foxes, wood ducks, |
| |mallards, quail, blue jays, and woodpeckers can not find the acorns they need to survive the winter. |
| |To remedy the problem the Office of Science has challenged every elementary school to create a plan for a |
| |schoolyard habitat. A schoolyard habitat is an environment that provides food, water, space, cover, and a place to|
| |raise young for the wildlife that live in and around your school. |
| |This is where you come in! The Office of Science is asking you to collect and analyze data about your school's |
| |grounds. Then, you will research what living, non-living, and once-living factors are needed to support many |
| |different species. After you have collected and evaluated data about your schoolyard and researched information |
| |about habitats, you will create a Schoolyard Habitat Action Plan. Finally, you will submit your plan for creating |
| |a refuge for wildlife to your principal for approval. |
| |Inform (Day 1): |
| |Discuss the scenario’s first two paragraphs: |
| |Using their background knowledge, have students explain why they think the natural habitat of plants, insects, |
| |etc. is disappearing. |
| |Ask why they think having elementary students conduct such a study might help remedy the situation. |
| |Discuss with students the plan for the ORM – time frame, integration of classroom and Library activities, etc. |
| |Review resources available. |
| |With whole class, read through entire ORM. |
| |Highlight and discuss vocabulary as necessary. |
| |Project and review products and assessments. |
| |Recall and refer to previous ORMs and activities if appropriate. |
| | |
| |Inform (Day 2 – ORM Task Steps 1 & 2): |
| | |
| |Review quickly the scenario and task. |
| |Take your students on a video tour of the school grounds and have students take notes on a sheet of paper on what |
| |they see and hear. |
| |Discuss their observations. |
| |Advise students they will be taking a walk around the grounds, concentrating on a specific area for their study. |
| |Divide students into teams. Keep in mind any behavior issues that may be heightened by this outdoor activity. |
| |Tell students they will be completing a map of their specific area, a habitat survey (growing conditions), and a |
| |wildlife inventory (wildlife species). The team maps will be combined to form one large map of the entire school |
| |grounds. |
| |Practice: |
| |Project and draw a sample map. |
| |Make careful observations and take accurate measurements so that you can draw a map of your area. |
| |Project and review the surveys. |
| |The Habitat survey: |
| |Determine the sunlight, soil mixture, and soil texture. |
| |The wildlife survey: |
| |Count the number of species you see, hear, or find evidence of. Be sure to note the data and time of your |
| |observation as seasonal and diurnal changes will affect the number of species you see. |
| |Explain to students that their wildlife inventories will serve as a baseline against which they will measure |
| |changes. Discuss baseline (a starting point for making comparisons). |
| |Your initial wildlife survey will serve as your baseline so you can measure to see if changes in the habitat |
| |improve the number and diversity of species. |
| | |
| |Apply: |
| |Take student teams on a walking tour of the school grounds to work on the map and surveys. |
| |Advise students they will be recording (writing) what they see and hear and will also be recording via a video |
| |camera. Use all available cameras. |
| |Have student’s complete maps and surveys. |
| | |
| |Reflect: |
| |Open discussion: Did videotaping the tour help complete the map and surveys? Why or why not? |
|Resources |Schoolyard Habitat ORM: |
| | |
| | |
| |Schoolyard Habitat resources: |
| | |
| |The U.S. Fish and Wildlife Service Schoolyard Habitat program helps teachers and students create wildlife habitat |
| |on school grounds. |
| | |
| | |
| |National Wildlife Federation |
| | |
| | |
| |The Maryland Association for Environmental and Outdoor Education |
| | |
| | |
| |Chesapeake Bay Trust |
Curriculum Guide – Grade 4 Unit 8: Schoolyard Habitat
Lesson: 2
|Standard |Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new |
| |situations, and create new knowledge. (Standards for the 21st Century Learner) |
|Indicator |Use technology and other information tools to analyze and organize |
| |information. |
|Objective |In a collaborative group, students will analyze the results of the Wildlife Inventory in order to identify at |
| |least two types of wildlife to attract to their schoolyard habitat. |
|Title |Unit 8; Lesson 2– Wildlife Inventory |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will analyze the results of the Wildlife Inventory in order to create a baseline which will used as a |
| |measure to see if changes in the habitat improve the number and diversity of species. |
|Description |Note: |
| |In the previous activity, students took a walking tour of the school grounds, concentrating on an assigned |
| |area, took a video, and recorded information on a map and two surveys. |
| | |
| |Connect: |
| |Review the essential question: |
| |How can a schoolyard provide the living, non-living, and once-living factors necessary for the survival of a |
| |variety of native species? |
| |Recall the previous activity and advise students that they will analyze the Wildlife inventory to determine if |
| |they have adequate information to choose which type of habitat is best suited to the school's grounds. |
| | |
| |Inform: |
| |Ask the class as a whole to discuss some of the things they saw during their walking tour. |
| |Were they surprised by what they found? Were there things they expected to find but did not? |
| |Explain that the wildlife survey they completed will be the starting place for the project (baseline). This is|
| |the wildlife they see now. The analysis of the information will help them determine what wildlife to attract |
| |and how to do so. |
| |Students need to know what exists in order to create a plan to sustain the habitat as it is and to enhance the |
| |habitat in order to increase the present numbers and invite new species. |
| | |
| |Practice: |
| |With the class, complete a wildlife survey, including information from all teams. |
| |Look at the information and determine the total number of each type of wildlife on the entire school grounds. |
| | |
| |Apply: |
| |Have students work in their teams to analyze the information to determine which types of wildlife are |
| |non-existent or low in numbers and what these numbers indicate about the existing school yard habitat. |
| |Students come back together as a whole group to discuss their analyses. |
| | |
| |Reflect: |
| |Ask students how knowing this information will help them develop an action plan. |
|Resources |Wildlife Inventory at |
| | |
Curriculum Guide – Grade 4 Unit 8: Schoolyard Habitat
Lesson: 3
|Standard |Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new |
| |situations, and create new knowledge. (Standards for the 21st Century Learner) |
|Indicator |Use technology and other information tools to analyze and organize information. |
|Objective |With teacher assistance, students will be able to integrate data from at least three sources to draw |
| |conclusions. |
|Title |Unit 8; Lesson 3– Research |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will use the Research Question Worksheet to brainstorm subsidiary questions to use as a guide as they |
| |research how a schoolyard can provide the living, non-living, and once-living factors necessary for the |
| |survival of a variety of native species. |
|Description |Note: This is a two day lesson. |
| | |
| |Connect: |
| |Review the Essential Question: How can a schoolyard provide the living, non-living, and once-living factors |
| |necessary for the survival of a variety of native species? |
| |Review what has been accomplished to date. |
| | |
| |Inform (ORM – Task Step 3): |
| |In order for students to decide which type of habitat is most suitable for the school grounds, teams will |
| |investigate three habitats: forest, wetland and meadow. |
| |Assign students to a team of three. This should be a new combination of students, addressing the academic |
| |needs of team members. Each member of the team will investigate one of the habitats. |
| |Project and review the Research Questions Worksheet. |
| |Use the worksheet to brainstorm questions about the assigned habitat. |
| |Have students use how, why, who, what, when, and where as question starters. |
| |Remind students that questions must be approved before beginning research. |
| |Practice: |
| |As a class, brainstorm sample questions for one or all of the habitats using the starters noted above. |
| |Record the question on the projected worksheet. |
| | |
| |Apply: |
| |Allow students time to develop questions. |
| |LMS should circulate to offer assistance and keep students focused. |
| | |
| |Apply (Day 2): |
| |Have students use resources to gather information using their questions as a guide. |
| |Teams of three: each member researches one of the three habitats – forest, meadow, or wetlands. |
| |Have students move around the Library using resources at various stations – i.e. digital content, |
| |encyclopedias/reference books, print resources, Safari Montage. |
| |Students should use the organizers listed in the resource section. |
| | |
| |Reflect: |
| |Have students review their habitat organizer to determine if they have gathered all necessary information. |
| |Students may need to go back to resources to find missing information. |
|Resources |Schoolyard Habitat Research Model |
| | |
| |Organizers: forest, meadow, wetland |
Curriculum Guide – Grade 4 Unit 8: Schoolyard Habitat
Lesson: 4
|Standard |Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new |
| |situations, and create new knowledge. (Source: Standards for the 21st Century Learner) |
|Indicator |Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. |
|Objective |Working in a cooperative group, students will be able to present specific facts, opinions, and points of views |
| |in order to give feedback and gather information on all identified habitats. |
|Title |Unit 8; Lesson 4 – Jigsawing Habitat Research |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences|Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will collaborate with their team members to share their notes about the habitat they were responsible |
| |for researching. |
|Description |Connect: |
| |Review with students their ORM progress to date. |
| |Remind the students they are working to answer the essential question: |
| |How can a schoolyard provide the living, non-living, and once-living factors necessary for the survival of a |
| |variety of native species. |
| | |
| |Inform: |
| |Direct students to share their notes about the three habitats with their team members. |
| |Advise students to listen and/or read carefully and give meaningful feedback to team members. |
| | |
| |Apply: |
| |Allow students sufficient time to share their information. |
| |If so advised by their team, students may need to go back to gather more information. |
| | |
| |Reflect: |
| |Review gathered information again to assure organizers are now complete. |
|Resources |Forest Organizer at |
| | |
| |Meadows Organizer at |
| | |
| | |
| |Wetland Organizer at |
| | |
Curriculum Guide – Grade 4 Unit 8: Schoolyard Habitat
Lesson: 5
|Standard |Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new |
| |situations, and create new knowledge. (Source: Standards for the 21st Century Learner) |
|Indicator |Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. |
|Objective |Upon request, students will be able to determine which type of habitat is most suitable for their school |
| |grounds by designing all four steps in the action plan. |
|Title |Unit 8; Lesson 5– Schoolyard Habitat Action Plan |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences |Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will collaborate to combine their research with their knowledge from your schoolyard survey and |
| |wildlife inventory in order to synthesize their findings by creating a Schoolyard Habitat Action Plan. |
|Description |Connect: |
| |Review the essential question: |
| |How can a schoolyard provide the living, non-living, and once-living factors necessary for the survival of a |
| |variety of native species? |
| | |
| |Inform: |
| |ORM Task Step 4 = Based on the presentations of your team members, you will decide which type of habitat is |
| |most suitable for your site. Working individually, you will develop a proposal to create a schoolyard habitat.|
| | |
| |Advise students: Using all the information they have gathered (map, surveys, three habitats), students will |
| |decide which habitat is best suited to the school grounds. Students will be working individually. |
| |Project the Site Conditions chart and advise students they can use the chart as a guide/checklist as they |
| |review the gathered information. |
| |Present the criteria for the Schoolyard Habitat Proposal (refer to ORM): |
| |A map of the proposed site. |
| |The assessment completed of the light, soil mixture, and soil texture. |
| |The number and types of plants necessary to attract and sustain a diverse population of native birds, small |
| |mammals, and insects. |
| |A list of the once-living habitat features (i.e. rotting logs, brush piles) to be included to provide cover and|
| |nesting areas. |
| |A list of water features (i.e. birdbath, water trough). |
| |Have copies of the Schoolyard Habitat Proposal requirements to give to students. |
| |Remind students they are developing their proposal based on which type of habitat (forest, meadow, wetland) |
| |they think is most suitable for the school grounds. |
| | |
| |Practice: |
| |Walk students through the directions for calculating the number of plants. |
| |Review the scoring tool for the map of the school grounds. |
| | |
| |Apply: |
| |Allow students time to create their action plan. |
| | |
| |Reflect: |
| |Students may share their plans with others for feedback. |
|Resources | |
Curriculum Guide – Grade 4 Unit 8: Schoolyard Habitat
Lesson: 6
|Standard |Learners use skills, resources, and tools to share knowledge and participate ethically and productively as |
| |members of our democratic society. (Source: Standards for the 21st Century Learner) |
|Indicator |Use technology and other information tools to organize and display knowledge and understanding in ways that |
| |others can view, use, and assess. |
|Objective | |
| |Upon request, students will be able to apply teacher-assigned criteria about their presentation and layout in |
| |order to create a draft habitat. |
| |Upon request, students will be able to create products that apply to authentic real world contexts. |
|Title |Unit 8; Lesson 6– Creating a Virtual Habitat |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences|Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will choose the best technology to create a Virtual Schoolyard Habitat and explain why it is the best |
| |tool. |
|Description |Note: This is a two day lesson. |
| | |
| |Connect: |
| |Review the essential question: |
| |How can a schoolyard provide the living, non-living, and once-living factors necessary for the survival of |
| |native species? |
| | |
| |Inform: |
| |Explain that students will be creating a “virtual” Schoolyard Habitat based on their research findings. |
| |Discuss the term “virtual”. Most students who have computer or video game experience will understand the |
| |concept of a “virtual” world. |
| |Suggested software applications for creation of virtual habitat: drawing software such as Pixie, PowerPoint, |
| |FlipChart |
| |Present the applications and review briefly the how-to’s: |
| |Drawing software such as Pixie |
| |PowerPoint |
| |FlipChart |
| |Review guidelines and rubrics. |
| | |
| | |
| | |
| |Practice: |
| |Have students choose which application they will use for their project and have some students share their |
| |explanation for why they chose that particular application. |
| |Divide students into their application groups. |
| |Tell students that they will work on a draft/draw or storyboard of their habitats. |
| |Have students draft/draw or storyboard their habitats. |
| |While students are drafting their habitats, LMS circulates and shares best practices for the applications. |
| |PowerPoint rubric and tips |
| |Drawing software such as Pixie |
| |Presentation software such as a FlipChart (Software can be utilized without interactive whiteboard.) |
| | |
| |Apply: |
| |Students use their selected application and their draft/draw or storyboard of their habitats to create their |
| |Virtual habitats. |
| |Reflect: |
| |Have students discuss why they did not choose the remaining applications. |
|Resources |Bayscapes for Wildlife Habitats at |
| | |
Curriculum Guide – Grade 4 Unit 8: Schoolyard Habitat
Lesson: 7
|Standard |Learners use skills, resources, and tools to share knowledge and participate ethically and productively as |
| |members of our democratic society. (Source: Standards for the 21st Century Learner) |
|Indicator |Conclude and inquiry based research process by sharing new understandings and reflecting on learning. |
|Objective |Upon request, students will be able to justify their Schoolyard Habitat Action Plan with at least three reasons |
| |in order to communicate, present, and share new learning in a persuasive letter. |
|Title |Unit 8: Lesson 7– Schoolyard Habitat – Persuasive Letter |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences|Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will collaborate to write a persuasive letter to the principal that describes their Schoolyard Habitat |
| |Action Plan and includes at least three reasons why the plan should be adopted. |
|Description |Connect: |
| |Review the essential question: |
| |How can a schoolyard provide the living, non-living, and once-living factors necessary for the survival of a |
| |variety of native species? |
| | |
| |Inform: |
| |Students have written their Schoolyard Habitat Action Plan and have created a Virtual Habitat based on their |
| |research. |
| |They must now convince the principal that creating the habitat on the school grounds would be beneficial to |
| |wildlife and to the school community. |
| |As a whole class, discuss the following: |
| |Who would create the habitat and be responsible for its maintenance? |
| |What would be involved in creating the habitat? |
| |Cost |
| |Time |
| |Equipment |
| |Where would the habitat exist? |
| |When would be the best time to create the habitat? |
| |Why and how is the habitat beneficial and to whom? |
| | |
| |Practice: |
| |Review persuasive letter writing guidelines and rubric. |
| | |
| |Apply: |
| |Students work individually to write their persuasive letters to the principal. |
| |Allow time for rough draft writing and final copy. |
| | |
| |Reflect: |
| |Have students pair/share their letters as a final review. |
|Resources |Scholastic - Writing Persuasive Letters |
| |Persuasive Letter to the Principal - rubric |
| |ReadWriteThink - persuasive letter rubric |
Curriculum Guide – Grade 4 Unit 9: Schoolyard Habitat
Lesson: 8
|Standard |Learners use skills, resources, and tools to share knowledge and participate ethically and productively as |
| |members of our democratic society. (Source: Standards for the 21st Century Learner) |
|Indicator |Conclude and inquiry based research process by sharing new understandings and reflecting on learning. |
|Objective |Upon request, students will be able to apply metacognitive strategies to assess the research process and their |
| |own thinking. |
|Title |Unit 9; Lesson 8– Schoolyard Habitat – The Benefits |
|Type |Acceleration |
| |Instruction |
| |Mastery |
| | |
|Learning Preferences|Field Dependent |
| |Field Independent |
| |Visual |
| |Auditory |
| |Tactile |
| | |
| |Kinesthetic |
| |Active |
| |Reflective |
| |Global |
| |Sequential |
| | |
|AIM |Students will think about their thinking and their progress in the research process by completing the |
| |Reflection/Extension Activity at the end of the ORM. |
|Description |The ORM activity: |
| |Think about everything you have done and learned while planning your Schoolyard Habitat and then answer the |
| |following question in a BCR: What are the benefits to humans of creating and maintaining habitats which attract |
| |and sustain native plant, insect, bird, and small animal populations? |
| | |
| |Connect: |
| |Congratulate students on their accomplishments – the research, the Virtual Habitats and the letter to the |
| |principal. Hopefully, the principal has responded positively and will consider allowing the Habitat to be |
| |created. |
| |Tell them it is now time to reflect on what they have learned. |
| |Share the Reflection/Extension activity. |
| | |
| |Inform: |
| |Before beginning the BCR writing, have a whole class discussion to ignite students’ thinking. |
| |Possible questions: |
| |How do habitats benefit wildlife? |
| |Can wildlife survive without man made habitats? Why or why not? |
| |Is it necessary for humans to create habitats? Why or why not? |
| |Do humans have a responsibility to do so? Why or why not? |
| |How can humans lessen the need for man made habitats? |
| | |
| |Practice: |
| |Review BCR rubric. |
| |BCR Instructional Supports can be found on the Intranet under the Teacher’s Area in the Office of Language Arts |
| |Pre K-12. |
| | |
| |Apply: |
| |Students write BCRs: |
| |What are the benefits to humans of creating and maintaining habitats which attract and sustain native plant, |
| |insect, bird, and small animal populations? |
| | |
| |Reflect: |
| |Students share Virtual Habitats. |
|Resources | |
| | |
| |BCR Instructional Support |
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