Standard 2: Civic and Political Participation

SS.4.C.2.1

Discuss public issues in Florida that impact the daily lives of its citizens.

What are some issues that affect the daily lives of

the citizens of Florida?

SS.4.C.2.1 Page 2

Common Core State Standards

Grade 4 English Language Arts, Reading: Literature

Key Ideas and Details

RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing

inferences from the text.

RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text

(e.g., a character’s thoughts, words, or actions).

Craft and Structure

RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to

significant characters found in mythology (e.g., Herculean).

RL.4.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems

(e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions)

when writing or speaking about a text.

RL.4.6. Compare and contrast the point of view from which different stories are narrated, including the difference

between first- and third-person narrations.

Integration of Knowledge and Ideas

RL.4.7. Make connections between the text of a story or drama and a visual or oral presentation of the text,

identifying where each version reflects specific descriptions and directions in the text.

RL.4.8. (Not applicable to literature)

RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and

patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Range of Reading and Complexity of Text

RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades

4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SS.4.C.2.1 Page 3

Common Core State Standards

Grade 4 English Language Arts, Reading: Informational Text

Key Ideas and Details

RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing

inferences from the text.

RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what

happened and why, based on specific information in the text.

Craft and Structure

RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a

grade 4 topic or subject area.

RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,

concepts, or information in a text or part of a text.

RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the

differences in focus and the information provided.

Integration of Knowledge and Ideas

RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines,

animations, or interactive elements on Web pages) and explain how the information contributes to an understanding

of the text in which it appears.

RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.

RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject

knowledgeably.

Range of Reading and Level of Text Complexity

RI.4.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and

technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the

range.

SS.4.C.2.1 Page 4

Common Core State Standards

Grade 4 English Language Arts, Reading: Language

Vocabulary Acquisition and Use

L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4

reading and content, choosing flexibly from a range of strategies.

Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or

phrase.

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g.,

telegraph, photograph, autograph).

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

pronunciation and determine or clarify the precise meaning of key words and phrases.

L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Recognize and explain the meaning of common idioms, adages, and proverbs.

Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with

similar but not identical meanings (synonyms).

L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases,

including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that

are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

SS.4.C.2.1 Page 5

Common Core State Standards

Grade 4 English Language Arts, Reading: Writing

Text Types and Purposes

W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related

ideas are grouped to support the writer’s purpose.

Provide reasons that are supported by facts and details.

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

Provide a concluding statement or section related to the opinion presented.

W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g.,

headings), illustrations, and multimedia when useful to aiding comprehension.

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples

related to the topic.

Link ideas within categories of information using words and phrases (e.g., another, for example, also,

because).

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Provide a concluding statement or section related to the information or explanation presented.

W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive

details, and clear event sequences.

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event

sequence that unfolds naturally.

Use dialogue and description to develop experiences and events or show the responses of characters to

situations.

Use a variety of transitional words and phrases to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Provide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing

W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task,

purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SS.4.C.2.1 Page 6

W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning,

revising, and editing.

W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish

writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to

type a minimum of one page in a single sitting.

Research to Build and Present Knowledge

W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources;

take notes and categorize information, and provide a list of sources.

W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 4 Reading standards to literature (e.g., ―Describe in depth a character, setting, or event in a

story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].‖).

Apply grade 4 Reading standards to informational texts (e.g., ―Explain how an author uses reasons and

evidence to support particular points in a text‖).

Range of Writing

W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SS.4.C.2.1 Page 7

Civics Content Vocabulary

None for this module

SS.4.C.2.1 Page 8

Instructions for conducting a Read Aloud

Preparing for a Read Aloud:

1. Select a read aloud text that will provide a springboard for teaching the

civics benchmark (See suggested books within this module, but not limited

to).

2. Along with the content civics vocabulary for this module, identify additional

vocabulary terms within the selection necessary for text comprehension and

understanding the civics benchmark.

3. Generate questions of varying complexity related to the text that support

deeper understanding of the civics benchmark.

4. Plan opportunities for authentic student engagement with the text during the

Read Aloud (text discussion, turn & talk, think-pair-share).

Conducting a Read Aloud:

1. Introduce the book.

2. Briefly introduce the predetermined vocabulary words.

3. During the Read Aloud, conduct think alouds so students are provided a

model of thinking that is applied while reading. Use the generated questions

to ask students about the text to allow opportunities for authentic student

engagement (text discussion, turn & talk, think-pair-share) and to clarify

understanding.

4. After the Read Aloud, provide opportunities for students to discuss and write

about civics concepts learned.

SS.4.C.2.1 Page 9

Suggested Books

All Around Florida: Regions and Resources (State Studies: Florida/ 2nd Edition) by Bob Knotts

How much citrus fruit does Florida grow each year? What does Florida's topography look

like? How many tourists visit the state of Florida annually? You can find the answers to

these questions in this book, which contains all kinds of fun and fascinating facts.

Felina's New Home: A Florida Panther Story by Loran Wlodarski and Lew Clayton

Felina the Florida panther loved growing up in her forest home, until the forest starts to

shrink! Trees begin to disappear, and Felina doesn’t understand the new busy highway in

the neighborhood. Other animals are in danger, too. Will Felina find a way to survive as

humans threaten to ruin her home? Environmental science writer Loran Wlodarski gives

children a look into deforestation and endangered animals in Felina's New Home: A

Florida Panther Story, complemented by the detailed, emotive illustrations of Lew

Clayton. Learn whether the animals in Felina s forest adapt to the new human presence

and what children can do to keep wild animals safe, happy, and healthy. The For Creative

Minds educational section includes: Florida Panther Fun Facts; Florida Panther Life

Cycle; Endangered and Threatened Animals; and Match the Animal Information.

Iguana Invasion!: Exotic Pets Gone Wild in Florida by Virginia Aronson and Allyn Szejko

Burmese Pythons are crawling across Florida from Lake Okeechobee to Key Largo.

Hundreds of thousands of Green Iguanas relax along canals and on pool decks around the

southern part of the state. And other non-native animals like seven-foot Nile Monitor

Lizards and poop-tossing Rhesus Monkeys are scaring Florida residents. How did all

these animals get into our public parks, canals and lakes, undeveloped areas and suburban

yards? This book provides identification information for the most common exotic species

and has the answers to these questions:

• What are these animals and how did they get here?

• What is a humane way to get rid of them?

• When should a trapper be called?

• Can I feed them?

• Are they dangerous?

• What is the effect of all these exotics on the environment?

• What can we do to help with the problem?

Readers learn how to stay safe, be humane, and appreciate nature—and are encouraged

NOT to purchase exotic animals as pets.

SS.4.C.2.1 Page 10

The Florida Water Story: From Raindrops to the Sea by Peggy Sias Lantz, Wendy A Hale, and

Jean Barnes

Surrounded by salt seas, dimpled by shining lakes, and streaked by crooked rivers,

Florida is a land of water. Many of Florida's plants and animals have adapted to living in

its wet places. Divided into four sections--Oceans, Coral Reefs, Coastlines, and

Wetlands--this book shows you who lives on ponds and wet prairies, in swamps and

sinkholes, and in the vast Everglades. Discover who lives around the edges of Florida

where the land meets the sea. Find out who lives in the oceans around Florida and on the

only coral reef in North America.

SS.4.C.2.1 Page 11

Guided Practice Activity

Module Objectives:

1. The student will locate issues that impact Floridians.

2. The student will discuss the issues that impact the lives of Floridians

Activities:

1. Write the definition of issue on the board.

―A matter that has special or public importance or concern‖

2. Pass out a piece of paper to the students.

3. Have them fold the paper into fourths.

4. In each box have the students write: school, neighborhood, city/county,

state.

5. Have the students list the issues that they think are important.

6. Allow students to share/discuss.

SS.4.C.2.1 Page 12

Application Activity

Activities:

Activity 1-

1. Ask the students if they know what issues are.

2. Ask the students if they know why we have newspapers and the evening

news.

3. Pass out a newspaper to the students. Make sure to have different days.

Have the students read the headlines and the main paragraph of several

articles about local and state issues.

4. Discuss with the students why those stories are in the paper.

5. Ask the students to find stories that are related (from different days).

6. Categorize (by local- city/county and state) the issues on the board.

7. Using posters or a bulletin board, organize the issues in a place where the

students can have access. Title the visual ―Our State in the News‖.

Activity 2-

1. Pick a day of the week that the students can bring in state or local news

articles to share with the class.

2. Have them file the articles in the correct category on display.

Optional Math Extension Activity: Have the students chart to see which issue

seems to have the most coverage.

SS.4.C.2.1 Page 13

NAME________________________________ DATE__________

Independent Practice Activity

Writing Prompt: Select an important issue facing the state of Florida. This issue

can affect the local or state community. Explain what you know about this issue

and what you think ought to be done.

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SS.4.C.2.1 Page 14

Supplemental Resources and Activities

Websites Web Address Description

1. http://www.myflorida.com/

Information about the State of

Florida

SS.4.C.2.1 Page 15

NAME________________________________ DATE__________

Suffixes –ing and –ed

Extension Suggestion: Find an article about a local or state issue and have students search for ind

and ed words and use those words to determine if the issue was happening now or in the past.

Directions: Add –ing and –ed to the following root words. Write the new words in the lines

provided.

Root word Present tense Past Tense

1. visit _____________________ _____________________

2. impact _____________________ _____________________

3. volunteer _____________________ _____________________

4. educate _____________________ _____________________

5. fish _____________________ _____________________

6. farm _____________________ _____________________

7. drill _____________________ _____________________

8. tax _____________________ _____________________

9. vote _____________________ _____________________

10. recycle _____________________ _____________________

A suffix is a group of letters that are added to the end of a word.

Adding –ing to a word means that the action is happening right now. (Present tense)

Adding –ed to a word means the action has happened. (Past tense)

SS.4.C.2.1 Page 16

NAME________________________________ DATE__________

Synonyms

Directions: Write a synonym for each of the following words.

1. discuss ______________________________

2. energy ______________________________

3. educate ______________________________

4. issue ______________________________

5. public ______________________________

6. citizen ______________________________

7. impact ______________________________

8. volunteer ______________________________

9. beach ______________________________

10. agriculture ______________________________

Synonyms are words or phrases that have similar meanings

Examples of synonyms:

near and close pull and tug look and glance

SS.4.C.2.1 Page 17

Answer Key

Suffixes 1. visiting, visited

2. impacting, impacted

3. volunteering, volunteered

4. educating, educated

5. fishing, fished

6. farming, farmed

7. drilling, drilled

8. taxing, taxed

9. voting, voted

10. recycling, recycled

Synonyms Answers may vary