Grade 3 Communication and Collaboration Stage 1 (In Development)

Grade 3

Creative Communicator/Global Collaborator

Unit Overview

In the Creative Communicator/Global Collaborator unit students will develop the skills and attitudes necessary to become responsible communicators in a digital community. They will identify the benefits of collaboration. Students will understand that technology can help us interact and learn from different cultures. Students will understand teams work together to find the best solution. Throughout the unit, students will access the Internet through different online collaborative tools and resources to complete lesson activities.

Content Standards

2016 ISTE Standards for Students Links to an external site.

Reading

RI7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Math

MP1 Make sense of problems and persevere in solving them.
MP3 Construct viable arguments and critique the reasoning of others.
MP5 Use appropriate tools strategically.
MP6 Attend to precision.

Transfer

T6 Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

T7Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

Enduring Understandings and Essential Questions

Enduring Understandings go beyond discrete facts or skills to focus on larger concepts, principles, or processes. They are transferable–applicable to new situations within or beyond the subject. For Enduring Understandings, answer, "What specifically do you want students to understand?"

A good essential question is open-ended, thought-provoking, intellectually engaging and calls for higher-order thinking, such as analysis, inference, evaluation, prediction. It cannot be effectively answered by recall alone. For Essential Questions, answer, "What thought-provoking questions will foster inquiry, meaning making, and transfer?"

Enduring Understandings	Essential Questions
U6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.	Why would I need to use different digital media to communicate? What should we learn about our audience when selecting an effective communication tool?
U6b. Students create original works or responsibly re-purpose or remix digital resources into new creations.	How do you work in a collaborative team to find the best solution?
U6d. Students publish or present content that customizes the message and medium for their intended audiences.	Why would I need to use different digital media to collaborate?
U7a. Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.	How can technology help us interact with people from other communities or cultures?
U7b. Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.	Why do I need to collaborate? Why would I need to use different digital media to collaborate? How would you generate a plan to collaborate effectively? How do you work in a collaborative team to find the best solution?
U7c. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.	Why do I need to collaborate? How would you generate a plan to collaborate effectively? How do you work in a collaborative team to find the best solution?
U7d. Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.	How do you work in a collaborative team to find the best solution?

Acquisition

The identified knowledge and skill are needed to address the established goals, achieve the targeted understanding(s), and support effective transfer. Answer, "What facts and basic concepts should students know and be able to do?" and "What discrete skills and processes should students be able to use?"

NOTE: It is important to understand that simply acquiring these discrete skills does not guarantee transfer (or understanding). We are teaching for transfer and these skills support the transfer but are not sufficient alone.

Students will know...	Students will be skilled at...
K1. the benefits of collaboration.	S1. identifying when collaboration is helpful.
K2. different ways that we communicate online.	S2. selection of communication tools depend on audience.
K3. that we can learn from different cultures.	S3. communicating with others that may come from different cultures.
K4. that teams work together to find the best solution.	S4. contributing to a team.

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