Week 1 - 2/4
Week 2 - 2/11
Week 3 - 2/18
Week 4 - 2/25
Week 5 - 3/4
Week 6 - 3/11
Week 7 - 3/18
Week 8 - 3/25
Week 9 - 4/1
Topic: Considering Perspectives and Supporting Opinions
Title: Simple Machine: Force and Motion
ANet Alignment: The texts types and writing on A3 and Module 3A are matches.
For Support with Instructional Protocols, utilize this resource
In this module, students focus their reading and writing on the topic of simple machines. For the past two modules, students have been learning to read and write through social studies topics (the Iroquois and colonial America). To help students shift their focus to reading and writing about science, consider reminding students that readers and writers of informational text focus on many topics and disciplines, including both history and science.
Students will use a science journal throughout this module. The journal requires advanced preparation. Consider how you want to organize all of the the forms for the journal based on a system that has been effective during Q1 and Q2 (ie. folder, notebook, binder, stapled packet, etc.). This module is heavy with scientific vocabulary. It is recommended you establish an interactive science word wall with visuals to support ELs and DLs. This also presents a great opportunity to address Language Standards, particularly L 4.4 and L 4.6 when possible.
Lesson 1: RI.4.1, RI.4.4
Lesson 2: RI.4.3, RI.4.2
Lesson 3: RI.4.2, RI.4.3
Lesson 4: RL.4.1, RL.4.5
Mid Unit Assessment
Please note that because lesson 3 includes the Science Talk and the mid-unit assessment, be mindful of pacing during this lesson to ensure you have time for both activities. If necessary, you could break this lesson up into two days and complete the mid unit assessment during your flex day.
Instructional Protocols: TPS, Equity Sticks
Revisit the anchor charts, "Vocabulary Strategies" and "Getting the Gist," from previous modules. Students engage in a small group activity where they have to examine, discuss, and sort mystery pictures--consider having questions available for each group to guide their discussion and sorting abilities (what do you notice/see in the picture?, what is similar?, what is different?, etc.).
Instructional Protocols: Write-Pair-Share, Equity Sticks, TPS
Make sure to prepare the following new Anchor Charts: Guiding Questions, Revisit Reading & Writing Like a Scientist, and Directions for Partner Reading.
Lesson 3: Mid Unit Assessment
The Science Talks in this lesson provide students with the opportunity to collectively theorize and build on each other’s ideas. These talks provide a window into students’ thinking that helps teachers figure out what students know and possible misconceptions.
Instructional Protocols: Equity Sticks, TPS, Mix and Mingle
Because students began this unit by reading informational text, it is important to signal the shift to reading literature. Explain to students that readers use a variety of texts to learn about a topic; they will still be building content knowledge about simple machines. As such, lessons 4 and 5 are important because it is the only time literary texts are introduced via Readers Theater. Use these lessons to address RL.4.1, RL.4.2 and RL.4.3 by having students summarize key events in the drama and describe the characters and events using details.
Lesson 2 (day 1)
Lesson 5: RI.4.8
Lesson 6: RL.4.1, RL.4.5
Lesson 1: RI.4.1, SL.4.1, W.4.8
Lesson 2: RI.4.3, RI.4.5, W.4.2, L.4.4
End of Unit Assessment
Weekly Overview: Two days have been provided for Lesson 2. Students will conduct similar experiments in these lessons. Time in the pacing reflects these additional days to ensure students have time to complete their experiments. Since students began this unit by reading informational text, it is important to signal the shift to reading literature. Explain to students that readers use a variety of texts to learn about a topic.
Instructional Protocols: Equity Sticks, TPS
Students continue to use literature as a basis for preparing for the end of unit assessment Readers' Theater. In this lesson, students do a close reading of The Machine (pages 219–221 in the book Take a QuickBow!, by Pamela Marx) with a focus on text structure, meaning, and vocabulary. Consider which students may need to be pulled into a small group for more supported reading of grade-level texts.
This is the end of unit 1 assessment and question 7 will serve as biweekly assessment.
Unit 2 Notes: The lessons in this unit are designed to meet ELA Reading Informational Text standards, specifically for reading scientific text. The unit is designed to complement, not replace, science instruction.
The opening of this lesson serves as a bridge between Units 1 and 2; students reflect on their progress toward the Unit 1 targets. Then Unit 2 is launched in earnest. During the second part of the lessons students are building background knowledge about simple machines that will help prepare them for conducting experiments in the following lessons.
Lesson 2: (Day 1)
Instructional Protocols: Equity Sticks
Students are introduced to the steps of the Scientific Method through RI 4.5 (chronology) and how to conduct a scientific experiment though visualization. Students will first listen to teacher read aloud Simple Machines: Forces in Action (pages 8-9), then students will reread text independently. Students will be grouped to conduct the experiment around the question "How can the inclined plane help make work easier?"; the group will form a hypothesis to write in their Science Journals, then students will conduct the remainder of the experiment with teacher support. Groups will then synthesize their findings by writing a conclusion statement in their Science Journal.
Lesson 2 (day 2)
Lesson 2: RI.4.3, RI.4.5, W.4.2, L.4.4
Lesson 3: RI.4.4, RI.4.3, W.4.9
Lesson 4: RI.4.3, RI.4.5, W.4.2, L.4.4
Students will conduct similar experiments in lessons 2 and 4. In order to provide ample time to complete lesson 4 and to allow students time to complete their experiences, use your flex day this week to complete lesson 4.
Lesson 2: (Day 2)
Instructional Protocols: Equity Sticks
Students are introduced to the step of the Scientific Method through RI 4.5 (chronology) and how to conduct a scientific experiment though visualization. Students will first listen to teacher read aloud Simple Machines: Forces in Action (pages 8-9), then students will reread text independently. Students will be grouped to conduct the experiment around the question "How can the inclined plane help make work easier?"; the group will form a hypothesis to write in their Science Journals, then students will conduct the remainder of the experiment with teacher support. Groups will then synthesize their findings by writing a conclusion statement in their Science Journals.
This lesson focuses on scientific and academic vocabulary from the text Simple Machines: Forces in Action (pages 6-7). Students will record definitions in their Science Journals. It also includes an activity that helps students visualize abstract scientific concepts. Teachers should review Part B of Work Time carefully and anticipate misconceptions. Students will synthesize their learning about inclined planes by writing a caption for a graphic of an inclined plane.
Instructional Protocols: Equity Sticks
The structure of this lesson is similar to Lesson 2. Students read procedures and conduct a simple experiment (based on the experiment question "How can the lever help make work easier?") about levers as an initial inquiry experience into what levers are and how they work. Students will synthesize their findings about the experiment by writing a conclusion statement. You may need to complete this lesson on your flex day to allow students the necessary time to complete their experiments.
Lesson 5: RI 4.4, RI 4.3, W 4.9
Lesson 6: SL.4.1, SL.4.3
Lesson 8: RI 4.4, RI 4.3, W 4.9
Lesson 9: RI 4.4, RI 4.3, W 4.10, W 4.9
Biweekly 1 is Lesson 5, Closing and Assessment: Writing a Scientific Caption to Synthesize Learning
Lesson 7 has been omitted. It is a mid-unit assessment with a vocabulary review activity that builds on lesson 6. In the mid unit assessment, students read pages 18 and 19 from central text Simple Machines, Forces in Action and answer questions about screws. Teachers can consider using it as small group or independent reading task to review/reteach challenges with RI 4.3 and RI 4.4.
Instructional Protocols: Equity Sticks
The Closing and Assessment portion from Lesson 5 will serve as the biweekly assessment. As a way of synthesizing their learning about levers, students will write a caption for the graphic of a lever on the cover of
their Simple Machines Science journal. Remind students that captions are short (one to two sentences) texts that describe the importance of an image or graphic. Please note that the structure of this lesson is similar to lesson 3. This lesson focuses heavily on RI 4.4. Students will review/determine the difference between scientific and academic words. Students will reread Simples Machines: Forces in Action (pages 24-25) with a partner, annotate key vocabulary words, and write the definitions in their science journals. Students will desconstruct sentences and paragraphs to help them understand complex scientific text. Students will synthesize their learning about levers by writing a caption for a graphic of a lever. Consider: adding the words lever, fulcrum and load to your words wall. You may also want to add any academic words that students identify to your word wall as well.
Instructional Protocols: Quiz-Quiz Trade, Science Talk, Equity Sticks
Students will need specific feedback from their previous Science Talk (Unit 1, Lesson 3). This feedback should be written on the bottom section of Page 9 in their Science Journals. The feedback should be specific to the learning target emphasized in that lesson. Students will also review vocabulary by engaging in the Quiz-Quiz Trade activity, set goals based on teacher feedback from Unit 1, Lesson 3, synthesize what they know about the inclined plane and lever through a Science Talk about the question: "How do simple machines affect our lives?". Students will refer to notes and text to gather evidence to support their thinking during the Science Talk.
The structure of this lesson is similar to Lessons 3 and 5. Students work with a partner and will continue to read closely about simple machines and conduct an experiment (in Lesson 10), but this experiment will be done more independently. Students will revisit and revise the KWL chart, partner read Simple Machines: Forces in Action (pages 30-31), discuss the gist, complete first two sections of the Pulley Research Notes in their Science Journal, and continue to make key connections with key vocabulary.
The structure of this lesson is similar to Lessons 3 and 5. Students will work more independently and continue to read closely to learn about wheel and axles, focusing on how they are similar to and different from other simple machines. This will prepare students to conduct an experiment (in Lesson 10), but this experiment will be done more independently. Students will work in groups to use pantomime (from a chosen slip of paper) to show how the simple machine works, the rest of the group will guess what the simple machine is. Students will partner read Simple Machines: Forces in Action (pages 36, 37 and 39), discuss the gist, and continue to make key connections with key vocabulary. Students will synthesize learning about wheels and axles by rereading text drawing a picture that represents how the wheel and axle works like a lever.
Note: PARCC dates may affect when the lessons are completed between weeks 5 and 7. Adjust based on your schools PARCC schedule.
Lesson 10: RI.4.3, RI.4.5, W.4.2, SL.4.1
Lesson 12: RI.4.3, RI.4.4, W.4.9
Lesson 1: W.4.1, RI.4.8
Lesson 2: RI.4.8, W.4.1
End of Unit Assessment
Since lesson 7 was omitted last week, in advance, review lesson 7 to help explain the purpose of this activity and to help students develop a deeper understanding of the scientific concepts related to simple machines. This will help to prepare them for their end of unit assessment which is administered this week. Note that students will only be completing part 1 of the end of unit assessment. You may consider administering part 2 during your flex day this week.
Instructional Protocols: Four Corners Teacher observations, Mix and Mingle, Equity Sticks
Students are divided into two experiment groups (one pulley and one wheel and axle). These groups are divided into small groups, each smaller group conducts a different experiment. It is recommended that teachers prepare materials in advance for both experiments (see pages 32-33 for the pulley experiment and pages 38-39 for the wheel and axle experiment) in Simple Machines: Forces in Action.
Lesson 12: End of Unit Assessment
This is Part I of the end of the unit assessment. Students will read Simples Machines: Forces in Action (pages 12 and 13) and find the gist, fill out a graphic organizer and answer questions. Part II of the assessment (Lesson 13) has been omitted. Consider, administering this during your flex day.
Lesson 13: omitted
Consider administering Part II of the assessment during your flex day if time permits.
Notes: In this unit, students will read editorials to examine how authors use reasons and evidence to support their points (RI.4.8). They also will use these editorials as mentor texts for their own editorial writing for this module’s performance task (W.4.1). Many lessons in the first half of this unit focus on both of these standards.
Instructional Protocols: Chalk Talk, Mix and Mingle
Students will participate in a chalk talk about simple machines, students will be introduced to the Simple Machine Editorial rubric, explore characteristics of opinions and read the editorial "no More Junk in Our School" to find the gist and opinions.
Instructional Protocols: Mix and Mingle
Students will reread “No More Junk Food in Our School” to find the author’s opinions with reasons and fill out graphic organizer. Students will complete exit ticket, finding the author’s reasons with evidence.
Lesson 3: RI.4.8, W.4.1
Lesson 4: RI.4.4, RI.4.8
Lesson 5: W.4.1, W.4.8
Lesson 6: W.4.1, W.4.8a
PARCC OPENS (3/4)
The biweekly is Lesson 4, Mid Unit Assessment, Question 6
Students take the mid unit assessment. Students form expert groups (they have done this in the previous module when researching colonial trades) and then begin to plan for writing for the performance task.
Instructional Protocol: Back-to-Back and Face-to-Face
Students will complete an entrance ticket and participate in a back-to-back and face-to-face with partners. Students will reread “Who Cares About Polar Bears” to find the author’s reasons with evidence.
Lesson 4: Biweekly assessment & Mid-Unit Assessment
The mid-unit assessment gauges students’ ability to read and analyze opinion writing (aligned with RI.4.8). For this assessment, students read and answer questions about an opinion piece—an editorial— with a particular focus on author’s craft. Note that for teachers to assess students’ ability to read and analyze a text on their own, the editorial is about a new topic (not simple machines). Thus, students must base their answers on their understanding of the text itself, rather than on background knowledge the class built together about simple machines. Question 6 will serve as the biweekly assessment.
Review the choice students have made about which simple machine they will write their editorial on. In this lesson, students will form their Simple Machine Expert Groups (of four students studying the same simple machine). They will collaborate to support one another as they prepare and plan for their writing in the next two lessons. (You may decide to strategically group students based on academic or behavioral needs or have students self-select their groups.) Students will identify the characteristics of an editorials to begin writing their own editorial about simple machines. Students will work their simple machine “expert” group to determine reasons to support opinions about their simple machine.
Instructional Protocol: Mix and Mingle
This lesson begins the writing portion of the performance task. It is recommended that you have a system for organizing students writing resources (graphic organizers, drafts, etc.). Students will review the Simple Machine Editorial rubric, start the planning through guided practice with wedges and begin their independent planning
Lesson 7: W.4.1, W.4.5, SL.4.1
Lesson 8: W.4.1, W.4.5, SL.4.1
Lesson 9: L.4.3, W.4.1, W.4.5
PARCC CLOSES (3/22)
ANet OPENS (3/17)
Please note that there are only three lessons listed this week due to consideration of PARCC administration. Although your school may not be administering PARCC this week, we wanted to provide flex days for you. Beginning with lesson 8, students will revise their work using different-colored pencils for each focus. See materials lists for colors used in Lessons 8–12.
Instructional Protocols: Peer Critique
Students write their first draft of their Simple Machine editorials. All drafts should be done with pencil and paper as the next few lessons will call for peer critique and feedback.
This lesson is very similar to the format in Module 2, Unit 3, Lesson 11. The students examine mentor texts for how authors write effectively. They will then apply what they learn to their own writing. In this lesson, the class will help the teacher to revise the introductions of the Model Wedge Editorial
Beginning with Lesson 8, students are revising their work using different-colored pencils for each focus. In this lesson, you use an orange-colored pencil as you work with scientifically accurate vocabulary during the modeling.
Lesson 11: W.4.1, W.4.5, SL.4.1
Lesson 12: Rl.4.2, W.4.1, W.4.5, SL.4.1
Lesson 14: W.4.1, L.4.1, L.4.2, W.4.6
Please note that there are only three lessons listed this week due to consideration of ANet administration. Although your school may not be administering ANet, this week, we wanted to provide flex days for you. Lesson 10 and 13 have been omitted due to time constraints. Either have students do a peer critique as homework or teacher performs the critiques and returns the work with feedback for these lessons.
This lesson’s format resembles that of Lesson 8, with a focus on conclusions rather than introductions. The students examine a mentor text (“Who Cares about Polar Bears?”) for how authors write a conclusion effectively in editorials. Students will then apply what they learn to their own writing. The purpose of writing two conclusions is to help students build flexibility as writers. This task may be difficult for students. They may need additional support with writing two catchy conclusions. Writing partners for this unit were established in Lesson 7.
Given the one-hour time constraint, language standards are not heavily emphasized in these modules. Students need additional instruction on language conventions during other parts of the school day. This lesson is intended to review and reinforce that additional instruction, and help students apply the conventions to their own authentic product.
This lesson is largely dependent on each student having access to a computer, online dictionary, and a printer. If students have already been able to type their second draft on the computer, the timing of this lesson will work well. If students have not yet started typing, consider giving them additional time to word-process their final copies. If your class lacks sufficient technology, consider modifying this lesson to use standard print dictionaries and focus students on using neat handwriting to create a polished final copy of their editorials.
Lesson 15: W.4.1, W.4.4
Lesson 16: W.4.1, W.4.4, SL.4.1
End of Unit Assessment
ANet CLOSES (4/4)
These lessons focus on publishing the editorial students have been writing up to this point. In the end of the unit assessment students will write a new editorial much like the one they created and published, but about a different simple machine.
Lesson 15: End of Unit Assessment, Part 1
In this lesson, students will complete Part I of the end of unit assessment: Planning and Drafting an Editorial. To complete this on-demand writing assessment, students will be asked to select another simple machine to write an editorial about. In this portion of the assessment, they will develop reasons and gather evidence to plan for this new editorial by revisiting the notes in their Simple Machines science journals and the text Simple Machines: Forces in Action by Buffy Silverman. They will then draft their editorials using the Simple Machines Editorial rubric to guide their work. In the next lesson (Lesson 16), students will complete Part II of the assessment, where they will revise their drafts with a focus on conventions to create a polished final copy. This two-part assessment centers on W4.1.
Lesson 16: End of Unit Assessment, Part 2
Instructional Protocols: Authors Chair
In the first half of this lesson, students will complete their End of Unit Assessment Part II by revising their drafts from Part I. They will use the Simple Machines Editorial rubric as a guide and will be asked to pay particular focus to conventions in order to create a polished final editorial for the assessment. In the last half of the lesson, students will celebrate their hard work writing editorials by sharing and reflecting in small groups.