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GRADE 4 |
GRADE 7 |
GRADE 10 |
| 1.1 Focus attention. |
Pay attention to instructions, NatureMapping procedures and guidelines. |
Give evidence of paying attention, by taking notes and asking questions, to NatureMapping procedures and guidelines. |
Analyze and reflect while paying attention to NatureMapping procedures and guidelines, ask appropriate questions during introductory phase of program. |
| 1.2 Listen and observe to gain and interpret information. |
Identify visual information from field guides, computer programs, and from nature; begin to distinguish wildlife vocalizations. |
Use tools such as birding software and audio tapes to add audiovisual information to confirm or reject hypotheses about species identification. |
Use technological tools and experience in the field to confirm or reject hypotheses about species identification. |
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Interpret visual texts; what can be learned about wildlife from illustrations, guides, and computer programs? |
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| 1.3 Check for understanding by asking questions and paraphrasing. |
Paraphrase information obtained and given, and select that which is pertinent for wildlife identification and location purposes. |
Paraphrase information obtained and given, and select that which is pertinent for NatureMapping purposes. |
Make inferences based on collected NatureMapping data. |
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Construct hypotheses from NatureMapping data. |
Ask questions to refine and verify hypotheses. |
| 2.1 Communicate clearly to a range of audiences for different purposes. |
Communicate to teacher, small group, or class by giving report on wildlife data. |
Communicate to an expanding range of audiences, such as informing community members about local wildlife species. |
Communicate wildlife data and program guidelines effectivley with different audiences including professional biologist. |
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Communicate for a broad range of purposes including information and influence. |
| 2.2 Develop content and ideas. |
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Create a comprehensive and organized presentation of data with a clear sequencing of ideas and transitions and supported by related details. |
| 2.5 Effectively use action, sound, and images to support presentations. |
Present drawings or photos of wildlife and their habitats to enhance written information. |
Use increasingly sophisticated audiovisual aids including computer presentations, existing birding CD-ROMS, and maps as presentation tool. |
Demonstrate use of GIS technology or develop a website to present ideas and concepts. |
| 3.2 Work cooperatively as a member of a group. |
Assume a vaiety of roles within a group to collect and organize data, such as recording observations, locating species in field guides, or using binoculars to identify wildlife. |
Assume roles within a group to perform NatureMapping tasks, such as recording observations, using binoculars, and locating and identifying species. |
Participate in a group to work toward consensus in site selection, mapping polygons, or predicting field results. |
| 3.3 Seek agreement and solutions through discussion. |
Identify and share ideas and points of view. |
Choose a position and develop a plan of action for completion of NatureMapping tasks. |
Advocate, implement, and evaluate a strategy for completion of NatureMapping tasks. |
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Accept responsibility for personal actions and assigned tasks within a group. |
Check for understanding in group interactions, reach consensus on species identification. |
Analyze group interaction to anticipate consequences. |
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Suggest solutions and initiate action in the data collection and recording process. |
Contribute responsibly in group efforts to collect and organize data. |
Accept accountability for group generated data-NatureMapping is a team effort. |
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Influence by encouraging and supporting others to act independently. |
| 4.1 Seek and offer feedback. |
Offer feedback on others' wildlife presentations. |
With guidance, offer feedback on others' wildlife presentations with regard to content and organization. |
Independently offer specific feedback on others' presentations with regard to content, design, and work choice. |