3^rd Grade Earth Changes Unit Blueprint

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.

Optional assessment strategy provided on page 128 in Teacher's Edition.

Class discussion about The Changing Surface of the Earth, Niagara Falls, and What are Waterfalls? readings in Student Guide on pages 88-92 (See the discussion question suggested on page 129 in the Teacher's Edition.)

Checking Understanding On Your Own section (See Checking Understanding directions on pages 132 & 133 in Teacher's Guide.)

• Are students able to identify some slow occurring changes to Earth's surface? (Ex: changes in rivers)
• Are students able to explain how erosion is involved in changing rivers and waterfalls?
• Are students able to explain why waterfalls are temporary?

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

Summative Assessment: Student sketches of stream table with labels in Student Journal—Steps 1 & 6 of Fast or Slow Water activity on page 82 in Student Guide.

• Detailed pictures of "Level" and "Steeper" stream tables
• Clear labels
• Logical sequence (Before and After pictures for each scenario)
• Adequate space and size
• All parts of the system are included in the drawing

3A(3-5)#3: Measuring instruments can be used to gather accurate information for making scientific comparisons of objects and events and for designing and constructing things that will work properly.

12D(3-5)#3: Use numerical data in describing and comparing objects and events.

Class discussion about measuring the speed of the water in the Fast or Slow activity (See Step 3, bullet point 4 on page 81 in Student Guide and page 124 in Teacher's Guide.)

Collection of time data using stopwatch. Recording of data in Student Stream Speed and Stream Load Data Tables.

• During class discussion about measuring the speed of water, do students suggest using equipment, such as a stopwatch?
• Do students recognize that quantitative data (speed of water) provides accurate information and is better for making comparisons than describing water speed as fast or slow?

1B(3-5)#2: Results of similar scientific investigations are seldom exactly the same, but if the differences are large, it is important to try to figure out why. One reason for following directions carefully and for keeping records of one's work is to provide information on what might have caused the differences.

Class discussion of Step 5 on page 82 in Student Guide (See page 125 in Teacher's Edition.)

• Do students recognize that the results will not be exactly the same for every trial?
• Do students know they should try to determine the reason for large differences in results?
• Do students recognize that following directions minimizes the chances of large differences in results occurring?

12E(3-5)#2: Recognize when comparisons might not be fair because some conditions are not kept the same.

Class Discussion about requirements for fair test (See Determining Stream Load, second arrow on page 125 in Teacher's Edition.) and general class discussion about results in Stream Load Data Table.

• Are students able to identify what needs to stay the same between the two experiments so that it is a "fair" comparison?

1C(3-5)#3: Doing science involves many different kinds of work and engages men and women of all ages and backgrounds.

Class discussion about Ms. Del Toro, a stream scientist, and comparisons between her work and student investigation in this unit.