3rd Grade Science
How does weather change the earth?
Lesson Overviews
Georgia Standard of Excellence: Make observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time.
Lesson 1: Erosion & Weathering Part I
Task 1: Introduction to guiding question, vocabulary, and resources.
Task 2: Students explore the school yard to find evidence of changes caused by weather. They take pictures, take notes, discuss their findings with teachers and peers, and are encouraged to find evidence at their own homes.
Task 3: Students share their pictures on a collaborative Padlet and discuss their findings in an online discussion board. Students use a self-assessment to evaluate their own work.
Task 1: Introduction to guiding question, vocabulary, and resources.
Task 2: Students explore the school yard to find evidence of changes caused by weather. They take pictures, take notes, discuss their findings with teachers and peers, and are encouraged to find evidence at their own homes.
Task 3: Students share their pictures on a collaborative Padlet and discuss their findings in an online discussion board. Students use a self-assessment to evaluate their own work.
Principles of DIF
Locating Information Curiosity Engagement |
Principles of PBL
Authenticity Technology Student Success |
Lesson 2: Erosion & Weathering Part 2
Task 1: Students act as scientists and review search results of weathering and erosion from the web (via Twitter). Students choose a resource that shows evidence of weathering/erosion and must defend their decision.
Task 2: Students watch a timelapse of local Jekyll Island which shows the north end eroding and the south end adding land. The teacher engages students with how this process occurs. The student must choose a question to ask the expert (in the following task), and also, come up with their own question to ask the expert.
Task 3: A local expert from the Department of Natural Resources Skypes with the class. Students create a presentation showing what they have learned about erosion and weathering. Students use a self-assessment to evaluate their own work.
Task 1: Students act as scientists and review search results of weathering and erosion from the web (via Twitter). Students choose a resource that shows evidence of weathering/erosion and must defend their decision.
Task 2: Students watch a timelapse of local Jekyll Island which shows the north end eroding and the south end adding land. The teacher engages students with how this process occurs. The student must choose a question to ask the expert (in the following task), and also, come up with their own question to ask the expert.
Task 3: A local expert from the Department of Natural Resources Skypes with the class. Students create a presentation showing what they have learned about erosion and weathering. Students use a self-assessment to evaluate their own work.
Principles of DIF
Evaluating Information Using Information Engagement |
Principles of PBL
Performance of Learning Expert Connection Authenticity |
Lesson 3: Ethical Use of Information
Task 1: Students listen to and read an overview of citing sources.
Task 2: Students review a curated list of resources about plagiarism, citing, and fair use.
Task 3: Students reflect on how they want their own creative works cited.
Task 1: Students listen to and read an overview of citing sources.
Task 2: Students review a curated list of resources about plagiarism, citing, and fair use.
Task 3: Students reflect on how they want their own creative works cited.
Principles of DIF
Ethical Use of Information Open-mindedness Confidence |
Principles of PBL
Ethical Citizenship Deep Understanding Technology |
AASL Standards (all lessons)
1. Inquire, think critically, and gain knowledge.
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
1.3.4 Contribute to the exchange of ideas within the learning community.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
2.2.4 Demonstrate personal productivity by completing products to express learning.
2.3.1 Connect understanding to the real world.
3. Share knowledge and participate ethically and productively as members of our democratic society.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.6 Use information and technology ethically and responsibly.
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
4. Pursue personal and aesthetic growth.
4.1.8 Use creative and artistic formats to express personal learning.
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.
1. Inquire, think critically, and gain knowledge.
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
1.3.4 Contribute to the exchange of ideas within the learning community.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
2.2.4 Demonstrate personal productivity by completing products to express learning.
2.3.1 Connect understanding to the real world.
3. Share knowledge and participate ethically and productively as members of our democratic society.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.6 Use information and technology ethically and responsibly.
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
4. Pursue personal and aesthetic growth.
4.1.8 Use creative and artistic formats to express personal learning.
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.