Grade 4, Module 3A
Considering Perspectives and Supporting Opinions: Simple Machines
In this module, students engage in reading, writing, listening, and speaking to build knowledge of simple machines and how they impact force, effort, and work. Students begin by reading some basic informational text. They then read out loud and perform a short ReadersTheater (written for classroom use) about simple machines in order to continue building background knowledge about simple machines while also learning the structural elements of drama and practicing reading
fluently. In Unit 2, students then examine an extended science text, Simple Machines: Forces in Action (870L), which gives them a chance to examine the structure, text features, and analyze concepts in scientific writing. Several sections of this science text will be structured as close reading experiences. Students also will write routinely in order to explain how various simple
machines work. They then will develop deeper expertise by working in small groups to read more about specific simple machines (inclined plane, levers, pulleys, etc.) as well as reading and conducting a series of science experiments using simple machines. They will synthesize their findings from the experiments by writing scientific conclusion statements. To appreciate just how prevalent simple machines are in daily life, students will conduct a simple machine “inventory” at home and school. In Unit 3, students will continue to learn about simple machines and will write
an editorial to an engineering magazine expressing an opinion about which simple machine benefits people most in their everyday lives. This performance task centers on NYSP12 ELA Standards RI.4.1, RI.4.3,W.4.1, W.4.4, W.4.5, W.4.7, W.4.9, and L.4.3.
fluently. In Unit 2, students then examine an extended science text, Simple Machines: Forces in Action (870L), which gives them a chance to examine the structure, text features, and analyze concepts in scientific writing. Several sections of this science text will be structured as close reading experiences. Students also will write routinely in order to explain how various simple
machines work. They then will develop deeper expertise by working in small groups to read more about specific simple machines (inclined plane, levers, pulleys, etc.) as well as reading and conducting a series of science experiments using simple machines. They will synthesize their findings from the experiments by writing scientific conclusion statements. To appreciate just how prevalent simple machines are in daily life, students will conduct a simple machine “inventory” at home and school. In Unit 3, students will continue to learn about simple machines and will write
an editorial to an engineering magazine expressing an opinion about which simple machine benefits people most in their everyday lives. This performance task centers on NYSP12 ELA Standards RI.4.1, RI.4.3,W.4.1, W.4.4, W.4.5, W.4.7, W.4.9, and L.4.3.