Updated September 19, 2017

Grades 9-12 Library Media Curriculum Framework

Module 3
Research aligned to Science, Social Studies, and English Content

Stage 1 Desired Results

ESTABLISHED GOALS Transfer

Maryland State School Library Media Curriculum 9-12 with CCSS Students will be able to independently use their learning to…
alignment
LM TG1: Inquire, think critically and gain knowledge utilizing a variety of
LM Standard 1.0 Define and refine problem or question: Students resources and tools.
will be able to follow an inquiry process to define a problem, LM TG2: Draw conclusions, make informed decisions, apply knowledge to new
formulate questions, and refine either or both to meet a personal situations and create new knowledge utilizing a variety of resources and tools.
LM TG3: Share knowledge and participate ethically and productively as members
and/or assigned information need. (Big 6 Step 1: Task Definition)
of society.
LM 1.A Follow the inquiry process
LM 1.A.1 Independently follow an inquiry process and apply Meaning
the process to real life
LM 1.B Define a problem, formulate questions, and refine a problem
and/or question UNDERSTANDINGS ESSENTIAL QUESTIONS
LM 1.B.1 Independently identify an assigned or personal
Students will understand that... EQ’s from TG1:
information need
● How do we approach a need
LM 1.B.2 Determine the scope of the information need
for information?
LM 1.B.3 Independently and collaboratively formulate and EU’s from TG1: ● How do we select the most
refine effective questions ● Library materials are arranged in appropriate resource(s) to
a logical manner and may be meet an information need?
LMS Standard 2.0 Locate and evaluate resources and sources: retrieved using knowledge of that ● How does the research
Students will be able to follow an inquiry process to identify, locate, arrangement. process differ depending upon
evaluate and select resources and sources in a wide variety of ● Research is a process, not a our information need?
formats to meet the information need in an ethical manner (Big 6 product. ● How does our understanding
Step 2: Information Seeking and Step 3: Location and Access) ● Knowledge is gained by seeking of library organization affect
information from diverse sources, how we access, evaluate, and
LM 2.A Locate and evaluate resources contexts, disciplines and cultures. use information?
LM 2.A.1 Independently and collaboratively identify resources
● Why is access to information
to meet the information need EU’s from TG2: important to becoming an
LM 2.A.2 Use safe practices when online ● New information may be informed citizen in a global
LM 2.B Locate and evaluate sources organized using critical thinking society?

1
Updated September 19, 2017

LM 2.B.1 Independently and ethically locate relevant sources and research skills to foster EQ’s from TG2:
to meet the information need independent learning. ● How do we organize and
LM 2.B.2 Independently and collaboratively evaluate sources ● Information from various sources synthesize information from
to meet the information need in an ethical manner must be analyzed, evaluated, various sources?
synthesized, and interpreted ● Why do we reflect on the final
LM Standard 3.0 Find generate, record, and organize appropriately. product and on the research
data/information: Students will be able to follow an inquiry process process?
to find, generate, record and organize information relevant to the EU’s from TG3: ● How do we reflect on the final
information need in an ethical manner. (Big 6 Step 4: Use of ● The use of information requires product and on the research
Information) ethical choices and responsible process?
actions. ● How do we know a source is
LM 3.A Find data/information within a variety of sources ● Ideas and information can be credible?
LM 3.A.1 Collaboratively and independently use specific communicated effectively by
sources to find information designing, creating, and sharing EQ’s from TG3:
LM 3.A.2 Evaluate relevance of information within a specific products. ● How do we share and present
source to meet the information need knowledge in an ethical manner?
LM 3.B Generate new data/information in an ethical manner ● How do we determine the
LM 3.B.1 Collaboratively and independently generate new appropriate method of presenting
information to an audience?
data/information from observations, interviews, and/or
● How do we use information
surveys responsibly?
LM 3.C Record and organize data/information ● How does copyright law apply to
LM 3.C.1 Collaboratively and independently record the use of information?
data/information in a variety of appropriate formats ● How does shared information
LM 3.C.2 Use an appropriate and accepted citation style to enhance knowledge?
create a source list

LM Standard 4.0 Interpret recorded data/information: Students Acquisition

will be able to follow an inquiry process to interpret recorded
data/information to create new understandings and knowledge Students will know… Students will be skilled at…
related to the information need in an ethical manner. (Big 6 Step 5:
Synthesis, Putting it all together) ● Search strategies Independently
● Citation styles
LM 4.A Interpret recorded data/information ● Following an inquiry process
● Copyright regulations
LM 4.A.1 Independently and collaboratively evaluate and ● Defining/refining a problem
● Plagiarism and Fair Use
analyze recorded data/information to meet the information ● Formulating questions
● Inquiry processes
need ● Identifying/locating/evaluatin
● Digital etiquette
LM 4.A.2 Independently and collaboratively apply critical g/selecting resources and
● WCPS print and digital resources
thinking and problem-solving strategies to the recorded sources
● WCFL print and digital resources
data/information to meet the information need ● Finding/generating/recording/
organizing information

2
Updated September 19, 2017

LM 4.A.3 Apply ethical practices to the evaluation and ● Approaching research in an

analysis of the recorded data/information ethical manner
LM 4.B Create new understandings and knowledge ● Interpreting information/data
LM 4.B.1 From the recorded data/information, ethically create ● Sharing findings/conclusions
new understandings and knowledge related to the information in an appropriate format
need ● Evaluating multimedia
products and research
LM Standard 5.0 Share findings/conclusions: Students will be processes
able to follow an inquiry process to share findings/conclusions in an
appropriate format to support written, oral, and multimedia
information products and evaluate the product and the process in an
ethical manner. (Big 6 Step 6: Evaluation)

LM 5.A Share findings/conclusions

LM 5.A.1 Individually and collaboratively use a variety of
formats to prepare the findings/conclusions of the information
need for sharing
LM 5.A.2 Individually, collaboratively and responsibly share
findings/conclusions
LM 5.B Evaluate the product and the process
LM 5.B.1 Individually and collaboratively evaluate the inquiry
process and the information product

Stage 2 - Evidence

Evaluative Criteria Assessment Evidence

PERFORMANCE TASK(S):

Performance Assessment Rubric (coming soon)

Other Evidence:

Assessment of skills will be ongoing throughout the semester through various

research modules.

3
Updated September 19, 2017

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

Perform a variety of research projects aligned with module 3 of the science and/or social studies curriculum.

Appropriate topics include, but are not limited to:

Grade level Social Studies content

Grade 9 US History 2 - 1950’s (beginning of the Cold War, Korean conflict, Social movements, Civil Rights
movement), 1960’s and 1970’s (Civil Rights movement, Vietnam conflict, President Ford)

Grade 10 Government - Political behaviors, influence (public opinion, elections and voting, political
participation), Civil rights and civil liberties (Supreme court cases, equality amendments), Domestic
policy (issues and policies)

Grade 11 World History - Crisis and change Part 1 The great war and its aftermath 1914-1919 (World War 1,
Russian revolution), Crisis and change Part II 1919-1945 (between world wars, World War II)

Grade 12

Course Science content

IPC Relationship between energy and forces, types of interactions, gravitational fields, electric fields,
magnetic fields, definitions of energy, electrical energy, electrical current

Earth Science Greenhouse gases, climate, runoff, feedback loops, electromagnetic radiation, absorption, wetlands,
groundwater, sedimentation, coastal erosion, convection current, mantle, crust, seismic waves,
magnetic fields, radioactive decay, isotope, seismograph, hydrologic cycle, rock cycle, viscosity,

4
Updated September 19, 2017

melting point, boiling point, Bowen’s reaction, weathering, photosynthesis, greenhouse effect, global
warming, fossil fuels, ozone layer, atmospheric gases

Biology Variation of traits, structure and function, inheritance of traits, evidence of common ancestry and
diversity, growth and development of organisms, natural selection, adaptation, social interactions and
group behavior

Course English Language Arts content

English 9 Readers determine the explicit and implicit meanings of a text; readers use text evidence to support
an analysis of a text; art, literature, and life have universal themes and ideas that may repeat;
authors carefully use words, phrases, and figurative language to develop themes, central ideas, tone,
and to advance the purpose of the text; authors’ cultural experiences impact viewpoints or
perspectives when writing a text; readers gain perspectives outside of their own through world
literature; authors construct arguments with clear claims, counter-arguments, and valid reasoning;
authors strategically choose and organize details to advance the purpose of the text; various
accounts of a subject told in different mediums will impact what is emphasized or absent; writers
create products for various tasks, purposes, and audiences; the writing process is a multi-faceted
approach involving essay organization (thesis, topic sentences, transitions, embedding quotations)
and writer’s workshop for editing and revision; writers cite their sources to avoid plagiarism and use
the formatting appropriate for the discipline; collegial discussion protocols help ensure participants
serve as facilitators and communicators; collegial discussions help participants understand diverse
perspectives and make them aware of why and how people agree/disagree with others on certain
issues; listeners evaluate a speaker’s argument for fallacious reasoning and unfounded claims;
writers and speakers use digital media to enhance the purpose; authors use conventions (parallel
structure and syntax) to enhance writing and vary sentence structure for purpose and effect; readers
use context clues and patterns of language (e.g., parts of speech, roots, prefixes) to determine the
meaning of unknown words

English 10 That part of communication is individualized through reading, listening, and thinking carefully about
word choice; the importance of preparing their thoughts and ideas before speaking to a group;
perspectives are influenced through multiple lenses when looking at one or several mediums that
address the same topic.; writers organize and structure argumentative and/or informative writing to
engage a specific audience through the use of graphic organizers, outlining, and mapping out their
writing; writers tailor their writing, using rhetorical strategies when appropriate, to fit a range of
audiences and match an appropriate style; the writing process includes essential steps implemented
to improve the craft of writing. Note: Writers choose which steps are most beneficial for them as

5
Updated September 19, 2017

writers; communicators use proper etiquette (identifying point of view, reasoning, and use of rhetoric)
when participating in discussions; communicators use appropriate, sophisticated vocabulary when
engaging in discussion or writing; researchers locate, identify, and build appropriate evidence from
multiple texts and personal experiences when contributing to an argument and using the evidence in
a meaningful way through proper citation; communicators use rhetorical strategies in writing and
speaking to elicit a particular response by their reader; readers analyze author’s choices in terms of
structure, order of events, and the creation of mystery, tension, or surprise; artists as well as authors
depict subject matter similarly and differently; authors create themes and/or central ideas through
style, characterization, etc.; how to determine the author’s point of view and purpose in the text by
identifying the author’s use of rhetoric to advance a specific point of view or purpose; the proper
etiquette and steps when editing and producing their writing or speaking electronically; researchers
formulate their own research questions and develop a plan to discover new understandings about
the topic using multiple sources; writers manage expectations of an on-demand writing prompts;
writers use conventions of grammar, capitalization, punctuation, and spelling effectively for various
contexts; analyze an author’s use of specific word choice and figurative language

English 11 researchers cite their work in various ways (parenthetical, references pages, etc.); researchers cite
work they have paraphrased and summarized to avoid plagiarism; researchers engage in formal
research and informal research, depending on their purpose; researchers use a variety of sources,
including research databases and the internet; readers analyze an author’s choices, make
connections between these choices and determine how those choices affect the story as a whole;
author’s structural choices contribute to the reader’s appreciation; readers bring their own
experiences (culture, background, etc.) to their interpretations; complex ideas or sequences of
events converge and change over the course of a text; writers use text structure to effectively
analyze, organize, and present information; writers consider the task, purpose, audience, and style
when developing a piece of writing

English 12 Text evidence is used to support claims, providing a basis for the reader’s reasoning; readers use
what they know about parts of words and context clues to determine the meaning of unknown words;
readers analyze how an author’s use of words develops throughout the text; communicators use
appropriate language and skills when discussing texts; writers use various texts to support their own
analysis; writers organize their ideas for a specific purpose and audience; writers purposefully use
syntax to create a specific style

For more details, please visit the individual science modules, social studies modules and ELA modules

For resource alignment for module 3 Science and Social Studies content:

6
Updated September 19, 2017

● Module 3 IPC Resources

● Module 4 IPC Resources
● Module 3 Earth.Space Science Resources
● Module 4 Earth Space Science Resources
● Module 3 Biology Resources
● Module 4 Biology Resources
● Coming Soon! Social Studies and ELA Resources

Teacher Shared Learning Plans

Inclusive of: Daily Learning Outcome (TG, EQ, EU), Evidence of Learning (Assessment), Procedures (Learning Experiences)

American Dream
College & Career Exploration
Annotated Bibliographies
The Crucible

Individual Teacher’s Learning Plans

Inclusive of: Daily Learning Outcome (TG, EQ, EU), Evidence of Learning (Assessment), Procedures (Learning Experiences)