3^rd Grade Earth Changes Unit Blueprint

How can flowing water change the surface of the earth?

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.

Use of stream models to answer questions about streams and erosion of earth materials (See questions related to Events 1, 2, and 5 on pages 70-71 in Student Guide and page 105 in Teacher's Edition.)

Sharing Ideas (bullet point 5) on page 72 in Student Guide

Checking Understanding (bullet points 2 and 4) on page 78 in the Student Guide)

Events 1, 2, & 4

• Do students understand that flowing water can break down the surface of the earth?

• Do students understand that water moves earth materials from one place to another?

Sharing Ideas

• Do students describe the wearing away and movement of sand?

Checking Understanding

• Do students state that flowing water breaks down the surface of the earth and deposits materials in other areas?

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.

Sharing Ideas discussion about strengths and weaknesses of stream models (See page 106 in Teacher's Edition.)

Checking Understanding (specifically the last bullet point) on page 78 in Student Guide

Sharing Ideas

• Do students recognize that the stream model represents parts of a true stream (source, ending, banks, sand, water, etc.)?

• Do students recognize the limitations of the stream model (it did not contain various earth materials to help it retain its shape, it was shallow, the sand becomes too saturated, etc.)?

Checking Understanding

• Do students recognize that the stream model represents parts of a true stream (source, ending, banks, sand, water, etc.)?

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 make written observations and draw before and after pictures of Events 1, 2, and 5 (This is not specifically noted in the Teacher's Guide.)

Click to view a sample of student work

Do students drawings include the following:

• Detailed pictures

• Clear labels

• Logical sequence

• Adequate space and size

• All parts of the system are included in the drawing