3rd Grade Earth Changes Unit Blueprint
Day 1 - Session 1
Day 2 - Water Destinations experiment
Day 3 - Sharing Ideas, the Great River Bed reading, and The High-Low Game
Day 4 - Make model for the Modeling the Mississippi
Day 5- Test models & Sharing Ideas
Day 5 - Checking Understanding
| Teacher Resources: | ||
 Tips
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 Student Lab Directions(Microsoft® PowerPoint®) |
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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.
Class discussion of models in general and models used in previous lessons (See Introducing the Lesson on page 84 in Teacher's Edition.)
Sharing Ideas on page 56 in Student Guide (See page 87 in Teacher's Edition.)
Checking Understanding Question 1 on page 61 in the Student Guide (See page 92 in Teacher's Edition.)
Class Discussion about Models
• Do students understand the value of models?
• Do students understand the strengths and limitations of models?
Sharing Ideas (Page 60 in Student Guide)
• See page 87 in Teacher's Guide.
Checking Understanding
• Do students understand that models are used to study how the real thing works?
1C(3-5)#2: Clear communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.
Students share their models with their classmates in Sharing Ideas on page 60 in Student Guide. As part of the discussion, students should be encouraged to practice good science by asking questions about others' models and communicating what they learned as a result of sharing.
(Note: To meet the intent of the benchmark, the teacher needs to help students understand why it's valuable to share their work and establish a classroom climate that supports students critiquing/questioning others' work.)
Sharing Ideas (Page 60 in Student Guide)
• Do students understand the value of sharing/communicating their work and ideas?
• Do students understand that exposing their ideas to others is part of the scientific process?
2. Bolded sections indicate portion of benchmark addressed
3. Unless noted as a Summative Assessment, the assessments are formative and should be used to guide teaching and learning.