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Institute for Learning

Mysteries of the Deep (Grades 3-4)

Mysteries of the Deep (Grades 3-4)

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Learn about mysterious creatures and the scientists that hunt them in this 2-text unit. Students also learn about the characteristics of effective explanations as they write about assembling a team to hunt Bigfoot.

  • Two informational texts
  • 2-3 weeks instruction
  • Explanation writing

What is this unit about?

In this unit, students will read two texts: “The Beast of Loch Ness” and “Monster of the Sea” both by Lauren Tarshis. Each text explores the search for a mysterious creature, using factual information and narrative stories from eyewitnesses. In “The Beast of Loch Ness,” students read about the illusive Loch Ness Monster and gain an introduction to cryptozoology—the study of mysterious creatures. The second text, “Monster of the Sea,” discusses the discovery of the giant squid, which sailors and fishermen first thought to be a creature called the kraken. Through the study of these two articles, students build their knowledge of these mysterious creatures as well as what counts as proof when working to show that these creatures exist. Additionally, students are supported to draw evidence from texts in order to construct written and oral explanations, analyses, and conclusions.

What content and concepts will students learn?

Students will learn about:

  • the evidence that supports and negates the existence of the Loch Ness Monster.
  • the evidence that supported the discovery of the giant squid.
  • what evidence counts as proof when trying to prove that mysterious creatures exist.
  • how authors use descriptive language to help readers see and understand mysterious creatures.
  • characteristics of explanations.

What practices will students use? 

Students are supported to develop practices and habits such as how to:

  • comprehend and analyze informational texts with assistance and independently.
  • work from moments in one text and across two texts to develop text-based explanations, analyses, and conclusions.
  • read, reread, annotate, and take notes on sections of texts and texts in their entirety as a means to enhance their understanding within and across texts.
  • write like the authors of the unit texts to practice using language to help readers understand a creature of their own creation.
  • draft effective explanations that include clearly stated ideas, textual evidence to support their ideas, and explanations that state how the evidence supports or links to their ideas.
  • participate in routines such as maintaining a Reader/Writer Notebook, completing quick writes, sharing in pairs/trios, and participating in whole group discussions.

How long will it take to engage students in the unit?

This unit spans approximately 13-15 instructional days, assuming 45- to 60-minute classes. The tasks in the unit are designed to be implemented sequentially in order to support students to achieve the instructional goals. As such, the pacing of the lessons will depend on the time students need to achieve these goals.

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