ALEX Classroom Resource

  

Environmental Watchdog Group Monitors Pollution in China | PBS NewsHour

  Classroom Resource Information  

Title:

 Environmental Watchdog Group Monitors Pollution in China | PBS NewsHour

URL:

 https://aptv.pbslearningmedia.org/resource/3e8b8878-d484-402a-b5f7-35d662d16d43/environmental-watchdog-group-monitors-pollution-in-china/

Content Source:

 PBS
Type: Audio/Video

Overview:

Students watch how a Chinese watchdog group is protecting the environment with this video and educational resources from PBS NewsHour from December 7, 2015. After, students read an informational text related to the video and respond to open-ended questions. This resource provides students with the opportunity to make inferences, summarize, and cite what the text says explicitly. The resource also includes domain-specific vocabulary. 

Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 6
2. Make inferences and draw logical conclusions from the content and structures of informational texts, including comparison and contrast, problem and solution, claims and evidence, cause and effect, description, and sequencing.
Unpacked Content
Teacher Vocabulary:
2.
  • Inferences
  • Logical conclusions
  • Content
  • Structures
  • Informational text
  • Comparison and contrast
  • Problem and solution
  • Claims and evidence
  • Cause and effect
  • Description
  • Sequencing
Knowledge:
2. Students know:
  • Explicit information in a text, like its content and structure, can be used to draw conclusions and support inferences.
  • Text can be structured in different ways, depending on the type of information that is being communicated.
  • A text that follows a comparison and contrast structure will describe how two or more things are alike or different.
  • Problem and solution text structure describes a problem and how the problem was solved or could be solved.
  • Claim and evidence structure proposes a particular claim, then provides evidence to support the claim.
  • Cause and effect text structure describes an event (the cause) and the consequence or result of the event (the effect).
  • A description text structure describes a topic by listing characteristics, features, attributes, and examples.
  • Sequencing text structure presents ideas or events in the order in which they happen.
Skills:
2. Students are able to:
  • Identify the structure of informational texts, including comparison and contrast, problem and solution, claims and evidence, cause and effect, description, and sequencing.
  • Make inferences and draw conclusions from the content and structure of informational texts.
Understanding:
2. Students understand that:
  • Informational text provides explicit information in its content and structure that can be used to draw conclusions and support inferences.
  • Informational text generally follows a particular structure, and identifying this structure can help them better comprehend and analyze the text.
English Language Arts
ELA2021 (2021)
Grade: 6
23. Use an audio or audio-visual source of information to obtain the answer to a question.
Unpacked Content
Teacher Vocabulary:
23.
  • Audio source
  • Audio-visual source
Knowledge:
23. Students know:
  • Audio sources include only auditory information, while audio-visual sources include sounds and images.
  • Active listening skills.
Skills:
23. Students are able to:
  • Use audio or audio-visual information sources to answer a question.
Understanding:
23. Students understand that:
  • Audio and audio-visual sources can provide information to answer a variety of questions.
English Language Arts
ELA2021 (2021)
Grade: 7
30. Read and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.
Unpacked Content
Teacher Vocabulary:
30.
  • Academic disciplines
  • Domain-specific vocabulary
  • Content organization
Knowledge:
30. Students know:
  • Strategies to read and evaluate texts from various academic disciplines.
  • Content-specific text will often include a particular structure and domain-specific vocabulary.
Skills:
30. Students are able to:
  • Read texts from subjects other than English language arts and assess the use of domain-specific vocabulary.
  • Read texts from subjects other than English language arts and evaluate how the academic discipline organizes content.
Understanding:
30. Students understand that:
  • Different academic disciplines may utilize different vocabulary.
  • Different academic disciplines may arrange content in particular organizational styles.
English Language Arts
ELA2021 (2021)
Grade: 8
29. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.
Unpacked Content
Teacher Vocabulary:
29.
  • Academic disciplines
  • Domain-specific vocabulary
  • Content organization
Knowledge:
29. Students know:
  • Strategies to read, analyze, and evaluate texts from various academic disciplines.
  • Content-specific text will often include a particular structure and domain-specific vocabulary.
Skills:
29. Students are able to:
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine the use of domain-specific vocabulary.
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine how the academic discipline organizes content.
Understanding:
29. Students understand that:
  • Different academic disciplines may utilize different vocabulary.
  • Different academic disciplines may arrange content in particular organizational styles.
English Language Arts
ELA2021 (2021)
Grade: 9
7. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.
Unpacked Content
Teacher Vocabulary:
7.
  • Academic disciplines
  • Domain-specific vocabulary
  • Content organization
Knowledge:
7. Students know:
  • Strategies to read, analyze, and evaluate texts from various academic disciplines.
  • Content-specific text will often include a particular structure and domain-specific vocabulary.
Skills:
7. Students are able to:
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine the use of domain-specific vocabulary.
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine how the academic discipline organizes content.
Understanding:
7. Students understand that:
  • Different academic disciplines may utilize different vocabulary.
  • Different academic disciplines may arrange content in particular organizational styles.
English Language Arts
ELA2021 (2021)
Grade: 10
7. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.
Unpacked Content
Teacher Vocabulary:
7.
  • Academic disciplines
  • Domain-specific vocabulary
  • Content organization
Knowledge:
7. Students know:
  • Strategies to read, analyze, and evaluate texts from various academic disciplines.
  • Content-specific text will often include a particular structure and domain-specific vocabulary.
Skills:
7. Students are able to:
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine the use of domain-specific vocabulary.
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine how the academic discipline organizes content.
Understanding:
7. Students understand that:
  • Different academic disciplines may utilize different vocabulary.
  • Different academic disciplines may arrange content in particular organizational styles.
English Language Arts
ELA2021 (2021)
Grade: 11
8. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines and explain how those disciplines treat domain-specific vocabulary and content and organize information.
Unpacked Content
Teacher Vocabulary:
8.
  • Academic disciplines
  • Domain-specific vocabulary
  • Content organization
Knowledge:
8. Students know:
  • Strategies to read, analyze, and evaluate texts from various academic disciplines.
  • Content-specific text will often include a particular structure and domain-specific vocabulary.
Skills:
8. Students are able to:
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine the use of domain-specific vocabulary.
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine how the academic discipline organizes content.
Understanding:
8. Students understand that:
  • Different academic disciplines may utilize different vocabulary.
  • Different academic disciplines may arrange content in particular organizational styles.
English Language Arts
ELA2021 (2021)
Grade: 12
8. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines and explain how those disciplines treat domain-specific vocabulary and content and organize information.
Unpacked Content
Teacher Vocabulary:
8.
  • Academic disciplines
  • Domain-specific vocabulary
  • Content organization
Knowledge:
8. Students know:
  • Strategies to read, analyze, and evaluate texts from various academic disciplines.
  • Content-specific text will often include a particular structure and domain-specific vocabulary.
Skills:
8. Students are able to:
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine the use of domain-specific vocabulary.
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine how the academic discipline organizes content.
Understanding:
8. Students understand that:
  • Different academic disciplines may utilize different vocabulary.
  • Different academic disciplines may arrange content in particular organizational styles.
Tags: Audio visual Sources, Cite Text Evidence, Domain specific Vocabulary, Inferences, Informational Texts
License Type: Custom Permission Type
See Terms: https://aptv.pbslearningmedia.org/help/terms-of-use/#restrictions
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityText Resources: Content is organized under headings and subheadings
Comments

Students should watch the video, read the attached text, and complete the handout. The text and handout are attached under the heading, "Support Materials for Use with Students".

  This resource provided by:  
Author: Jessica Byrd
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