Literacy Module 4 Overview:
This module focuses on the importance of clean freshwater around the world. In Unit 1, students read the text One Well: The Story of Water on Earth to build background knowledge about freshwater around the world and the three issues they will read more about in Unit 2: access to water, demands on water, and water pollution. In Unit 2, students continue their study of the three issues related to water, this time reading different texts about each issue and comparing the point of view of the authors to their own point of view. In the second half of the unit, they add to the research begun in Unit 1 by rereading the module texts for
solutions for each issue. Students then use the Painted Essay® structure to write an opinion essay about the importance of water conservation. In Unit 3, students plan and create a video public service announcement to educate people about their chosen water issue and to encourage them to take action with specifi c recommendations to solve the problem. They write invitational letters to guests for the live launch of their video PSA. For the performance task, students present a live “launch” of the PSA (public service announcement) they created about a water issue. The presentation includes a personal reflection on why this issue is important and a brief description of the process of creating a public service announcement.
Literacy Learning Targets:
Big Ideas and Guiding Questions
Unit 1: Building Background Knowledge: Getting to know H2O
Unit 2: Reading and Research: Challenges of Water around the World
Unit 3: Writing and Speaking about the Challenges and Solutions to Clean Water
Math Learning Targets:
Science Learning Targets:
Plants on Earth
Social Studies Learning Targets:
History and Culture
This module focuses on the importance of clean freshwater around the world. In Unit 1, students read the text One Well: The Story of Water on Earth to build background knowledge about freshwater around the world and the three issues they will read more about in Unit 2: access to water, demands on water, and water pollution. In Unit 2, students continue their study of the three issues related to water, this time reading different texts about each issue and comparing the point of view of the authors to their own point of view. In the second half of the unit, they add to the research begun in Unit 1 by rereading the module texts for
solutions for each issue. Students then use the Painted Essay® structure to write an opinion essay about the importance of water conservation. In Unit 3, students plan and create a video public service announcement to educate people about their chosen water issue and to encourage them to take action with specifi c recommendations to solve the problem. They write invitational letters to guests for the live launch of their video PSA. For the performance task, students present a live “launch” of the PSA (public service announcement) they created about a water issue. The presentation includes a personal reflection on why this issue is important and a brief description of the process of creating a public service announcement.
Literacy Learning Targets:
Big Ideas and Guiding Questions
- Why are the world’s freshwater sources threatened?
- How do people persuade others to take action to contribute to a better world?
Unit 1: Building Background Knowledge: Getting to know H2O
- I can write informative/explanatory texts that convey ideas and information clearly. (W.3.2)
- I can use grammar conventions to send a clear message to a reader or listener. (L.3.1)
- I can determine the main idea of an informational text (RI.3.2)
- I can recall key details from an informational text (RI.3.2)
- I can use information from illustrations (maps, photographs) to understand informational texts. (RI.3.7)
- I can use information from the words to understand informational texts. (RI.3.7)
- I can make connections between specific sentences and paragraphs and the overall text (e.g., comparison, cause/effect, first/second/third in a sequence). (RI.3.8)
- I can compare and contrast the main ideas and key details in two texts on the same topic. (RI.3.9)
- I can use a variety of strategies to determine the meaning of words and phrases.
- c. I can use the meaning of root words to help me determine the meaning of new words with the same root (e.g., company, companion).
Unit 2: Reading and Research: Challenges of Water around the World
- I can ask questions to deepen my understanding of informational text. (RI.3.1)
- I can answer questions using specific details from informational text. (RI.3.1)
- I can make connections between specific sentences and paragraphs and the overall text (e.g., comparison, cause/effect, first/second/third in a sequence). (RI.3.8)
- I can write informative/explanatory texts that convey ideas and information clearly. (W.3.2)
- With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)
- I can conduct a research project to become knowledgeable about a topic. (W.3.7)
Unit 3: Writing and Speaking about the Challenges and Solutions to Clean Water
- I can write an opinion piece that supports a point of view with reasons. (W.3.1)
- With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)I can use facts and details to describe a story or experience (SL.3.4)
- I can write an opinion piece that supports a point of view with reasons. (W.3.1)
- With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)
- With support from adults, I can use technology to publish a piece of writing. (W.3.6)
- I can conduct a research project to become knowledgeable about a topic. (W.3.7)
- I can speak clearly and at an understandable pace. (SL.3.4)
- I can demonstrate fluency when reading stories or poems for an audio recording. (SL.3.5)
- I can use drawings or other visual displays to support what I say. (SL.3.5)
- I can speak in complete sentences with appropriate detail. (Sl.3.6)
- I can express ideas using carefully chosen words.
Math Learning Targets:
- Using Tools to Measure Length, Weight & Capacity
- Understanding Time
Science Learning Targets:
Plants on Earth
- 3.L.2 Understand how plants survive in their environments.
- 3.L.2.1 Remember the function of the following plant structures as it relates to the survival of plants in their environments:
- Roots – absorb nutrients
- Stems – provide support
- Leaves – synthesize food
- Flowers – attract pollinators and produce seeds for reproduction.
- 3.L.2.2 Explain how environmental conditions determine how well plants survive and grow.
- 3.L.2.3 Summarize the distinct stages of the life cycle of seed plants.
- 3.L.2.4 Explain how the basic properties (texture and capacity to hold water) and components (sand, clay and humus) of soil determine the ability of soil to support the growth and survival of many plants.
- 3.L.2.1 Remember the function of the following plant structures as it relates to the survival of plants in their environments:
Social Studies Learning Targets:
History and Culture
- 3.H.1 Understand how events, individuals and ideas have influenced the history of local and regional communities.
- 3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
- 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
- 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions
- 3.H.2 Use historical thinking skills to understand the context of events, people and places.
- 3.H.2.1 Explain change over time through historical narratives. (events, people and places)
- 3.H.2.2 Explain how multiple perspectives are portrayed through historical narratives.
- 3.C.1 Understand how diverse cultures are visible in local and regional communities.
- 3.C.1.1 Compare languages, foods and traditions of various groups living in local and regional communities.
- 3.C.1.2 Exemplify how various groups show artistic expression within the local and regional communities.
- 3.C1.3 Use non-fiction texts to explore how cultures borrow and share from each other (foods, languages, rules, traditions and behaviors).