Quarter 3

ELA Module 3 :The Secret World of Pollination

Unit 1: Building Background Knowledge: Learning about Plants

Unit 1 launches the research focus for Module 3 as students are introduced to the unit

guiding question, “How do plants grow and survive?” Students begin the unit by

engaging in activities that provoke wonder and curiosity about how we get the

flowers, fruits, and vegetables that we enjoy. This leads students to learn more about plants, and

the connection between seeds, plants, flowers, and fruits.

In the first part of the unit, students engage in a focused read of Seed to Plant (National

Geographic) by Kristin Baird Rattini and a focused read-aloud of Plant Secrets by Emily

Goodman. Through these reading experiences—coupled with hands-on activities and writing

tasks—students develop an understanding of seeds and plants.


Guiding Question and Big Idea

How do we get the fruits, flowers, and vegetables that we enjoy?

Plants have various stages of development, including seed, plant, flower, and fruit.

How do plants grow and survive?

Plants need light and water to grow.

Scientists use models to explain an idea or describe relationships.

Readers use multiple strategies to learn more about a topic from informational texts.


Unit 2: Building Research Skills: Researching Pollinators

In Unit 2, after students have gained sufficient background knowledge about plants, they are once again invited to wonder how we get the fruits, vegetables, and flowers we enjoy. This provocation invites students to learn about pollinators’ role in pollination. Students engage in a variety of experiences as they answer the unit guiding question, “How do pollinators help plants grow and survive?” They learn about the different ways plants get pollinated, with a specific focus on how animal pollinators help pollinate plants. In the first part of the unit, students continue to build their research skills by conducting whole group and small group

researching using the text What Is Pollination?


Guiding Question and Big Idea

How do pollinators help plants grow and survive?

Plants and animals depend on each other.

Scientists use models to explain an idea or describe relationships.


Unit 3: Speaking and Listening: Sharing Our Research about

the Secret Life of Pollinators

In Unit 3, students revisit the module guiding question, “How do we get the fruits, flowers, and vegetables we enjoy?” to apply their understanding of plants and pollinators to their performance task. The performance task includes a board with illustrations and captions showing the pollination process of a specific plant and pollinator as well as a written reflection on how revision helped them. Their informational writing from Unit 2 (about the pollinator they researched in small groups) serves as the main resource of information used to create illustrations and captions about that same pollinator, supplemented by a text focused on specific fruits, flowers, and vegetables.


Guiding Question and Big Idea

How do we get the fruits, flowers, and vegetables that we enjoy?

Plants have various stages of development, including seed, plant, flower, and fruit, and this development largely depends on pollinators.

How do we become researchers and share our learning?

Plants and animals depend on each other.

Scientists use models to explain an idea or describe relationships.


Letterland

Unit 26: Prefixes un-, re-, pre-, and dis-

Unit 27: Variant Plurals: -ves and vowel changes

Unit 28: Best Friends to the Rescue! Consonant doubling with -ing

Unit 29: More with Best Friends Consonant Doubling with -ed

Unit 30: Comparatives Consonant Doubling with -er and -est

Unit 31: Contractions and Exploding Letters

Unit 17: ew, ue, oo

Unit 18: ea as a short sound

Unit 20: ou, ow


Math

Continuing with Unit 5- Adding and Subtracting within 1,000

This unit focuses on addition and subtraction within 1,000, serves as a platform for students to apply their developing place value knowledge to perform operations. In this unit, teachers begin with mental math and reasoning strategies for addition and subtraction, and move toward applying their place value knowledge to a variety of visual representations of addition and subtraction, such as drawings, number lines, and hundreds boards. Additionally, they should apply what they know about properties of operations and the relationship between addition and subtraction to develop flexibility when choosing a strategy. The standard algorithm for addition and subtraction is not taught until 4th Grade.


NC.2.OA.1 Represent and solve addition and subtraction word problems, within 100, with unknowns in all positions, by using representations and equations with a symbol for the unknown number to represent the problem, when solving:

  • One-Step problems

  • Add to/Take from

  • Start Unknown Compare

  • Bigger Unknown Compare

  • Smaller Unknown


NC.2.NBT.6 Add up to three two-digit numbers using strategies based on place value and properties of operations.

NC.2.NBT.7 Add and subtract, within 1,000, relating the strategy to a written method, using:

● Concrete models or drawings

● Strategies based on place value

● Properties of operations

● Relationship between addition and subtraction


NC.2.NBT.8 Mentally add 10 or 100 to a given number [within]100–900, and mentally subtract 10 or 100 from a given number 100-900.


Unit 6: Working with Linear Measurement

In this Unit, students will recognize the need for standard units of measure as they draw a connection between the use of physical objects as measurement tools and standard measurement tools. They develop an understanding that linear measurement involves the iteration of units, acquire specific skills to measure accurately, and learn the relationship between the size of a unit and number of units needed to measure a length. In addition, students engage in rich tasks and problem types involving measurement.


  1. Use tools in order to precisely measure objects. (NC.2.MD.1)

  2. Compare the measured lengths of an object after using two different units to measure. (NC.2.MD.2)

  3. Describe how two measurements of one object relate to the size of the unit used to measure. (NC.2.MD.2)

  4. Estimate lengths using appropriate standard units of measure. (NC.2.MD.3)

  5. Find and determine the difference between length in a given unit. (NC.2.MD.4)

  6. Use addition and subtraction to solve 1 step word problems involving measurement within 100. (NC.2.MD.5)

Use addition and subtraction to solve 2-step word problems involving single digits within the context of measurement. (NC.2.OA.1)


Unit 7 starts in quarter 3 and continues into quarter 4: Data and Two Step Problem Solving

This Unit, which focuses on data, serves as a platform to solve one and two-step word problems. Students work with the process of data collection as they pose relevant questions, collect data to answer their questions, organize data, and interpret the results. This includes both measurement and categorical data. Measurement data should be based on standard units of linear measure, while categorical data should be sorted into non-numeric categories.


  1. Collect and represent data, with up to four categories. (NC.2.MD.10)

  2. Interpret results of picture and bar graphs with up to four categories. (NC.2.MD.10)

  3. Solve put-together, take-from and comparison problems using data. (NC.2.MD.10)

  4. Solve one-step problems relating to data within 100. (NC.2.OA.1)

  5. Solve two-step problems relating to data involving only single-digits. (NC.2.OA.1)



Science: Earth Systems, Structures, and Processes


2.E.1:Understand patterns of weather and factors that affect weather.

2.E.1.1: Summarize how energy from the sun serves as a source of light that warms the land, air, and water.

2.E.1.2: Summarize weather conditions using qualitative and quantitative measures to describe:

  • Temperature

  • Wind direction

  • Wind speed

  • Precipitation

2.E.1.3: Compare weather patterns that occur over time and relate observable patterns to time of day and time of year.

2.E.1.4: Recognize the tools that scientists use for observing, recording, and predicting weather changes from day to day and during the seasons.


Social Studies: The Development of the American Government


2.C&G.1 Understand how freedom, equality, and democracy contribute to the government of America.

2.C&G.1.1 Explain how principles of democracy have shaped the government of America.

2.C&G.1.2 Summarize the role of the government in protecting freedom and equality of individuals in America.

2.C&G.1.3 Compare the structure and function of the three branches of government at the national level.

2.C&G.1.4 Explain how various indigenous, religious, gender, and racial groups advocate for freedom and equality.

2.H.1.1 Summarize contributions of various women, indigenous, religious, racial, and other minority groups that have impacted American history.

2.H.1.2 Explain ways in which various historical events have shaped American history