3^rd Grade Earth Changes Unit Blueprint

What is the nature of science and who "does" science?

1C(3-5)#1: Science is an adventure that people everywhere can take part in, as they have for many centuries.

General class discussion about the introduction to Lesson 1 and the idea that science can be an "adventure" or "mystery" and that all people can be involved in science (Reading on pages 19 & 20 in Student Guide)

Note: This is not specifically noted in the Teacher's Edition. Teachers need to be deliberate in making the Lesson 1 introduction address the benchmark.

• Do students understand that science is about asking questions and seeking answers questions? (Thus, it is an adventure.)

• Do students realize that all people, not just "scientists" can be involved in science?

How does nature cause the surface of the earth to change?

4C(3-5)#1: Waves, wind, water and ice shape and reshape the earth's land surface by eroding rock and soil in some areas and depositing them in other areas, sometimes in seasonal layers.

• Student journal entry and class discussion of Temporary Tombstone Step 3, bullet 4 on page 26 of Student Guide (See Sharing Ideas on page 51 in Teacher's Edition.)

• Checking Understanding Questions 2, 4, & 5 on pages 27 and 28 in Student Guide (See pages 52-53 in Teacher's Edition.)

Do students know that water can weather or wear away rock and other materials?

Note: Students might focus on the sugar cubes dissolving. If necessary, help them understand that this simulation is about wearing away pieces of the sugar cubes, just like water weathers rock over a long period of time.

12D(3-5)#2: Make sketches to aid in [describing observations and] explaining procedures or ideas.

12C(3-5)#3: Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations about what was observed, and is understandable weeks or months later.

• Students draw a series of pictures showing the changes to the sugar cubes.

Click to view a sample of student work.

These initial drawings provide rich data about how students organize their drawings, to what extent the drawings are understandable, and how students approach the drawing task. Following this first set of drawings, the teacher will most likely need to share strategies for making clear sketches and organizing drawings. (See Helpful Tips under Teacher Resources for additional support.)

Related to 1B(3-5)#4: Scientists do not pay much attention to claims about how something they know about works unless the claims are backed up with evidence that can be confirmed and with a logical argument.

Class discussion of Sharing Ideas on page 27 in Student Guide (See Step 7 on page 51 in Teacher's Edition.)

Note: Benchmark not directly addressed in lesson. When teachers request students to use evidence to support their ideas, they need to emphasize that this is what scientists do.

Do students understand that scientists do not accept random ideas/claims that are not backed up with evidence and logic?

How does the model show how the real thing works?

11B(3-5)#1: Seeing how a model works after changes are made to it may suggest how the real thing would work if the same were done to it.

Checking Understanding Question 3 on page 27 of Student Guide (See pages 52-53 in Teacher's Edition.)

• Can students identify the similarities and differences between the model and real tombstones?
• Do they understand how the model simulates weathering of rocks?