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CURRICULUM
DESIGN
BEVERLY YARKON
Group 3B
Grade 3, Science
This
unit will enable students to understand the forces that change the Earth.
The students will be encouraged to problem solve, think critically, to
be able to work in cooperative groups, and to use materials to simulate
erosion, volcanoes, icebergs and earthquakes.
Commencement
Content Standard from MST
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Standard #4
— Students will understand and apply scientific concepts,
principles, and theories pertaining to the physical setting and
living environment and recognize the historical development of
ideas in science.
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Benchmark
Standards
| Elementary
Many of the
phenomena that we observe on Earth involve interactions among
components of air, water, and land.
Performance
standards (how you will know that they know — how good is
good enough)
To be able
to describe the relationships among air, water and land on Earth.
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Content Standards or Outcomes
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To define weathering and to describe four ways in which weathering
can occur.
• To
infer that soil is the end result of all weathering.
• To
be able to write the sequential stages of acid rain formation.
• To
describe three ways in which erosion can change the shape of the
land.
• To
construct a three dimensional model of a glacier and to reognize
how glaciers change the
land.
• To
explain ways to minimize a landslide.
• To
describe a volcano; distinguish between magma and lava and describe
the cause of an
earthquake.
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Performance Measures for this Unit:
Power
Point Presentation Rubric
Each
student will present a slide on: Volcanoes
Earthquakes
Weathering
Icebergs
RATING
BASED ON STUDENTS ABILITY TO
DEMONSTRATE
KNOWLEDGE OF FORCES ON THEIR SLIDES
| Forces |
4 |
3 |
2 |
1 |
| Weathering |
Knows
5 facts,
1 consequence,
can cite an
example
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Knows
4 facts,
1 consequence,
can cite an
example
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Knows
3 facts,
1 consequence,
or can cite
an example
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Less
than 3 facts,
1 consequence,
or can cite
an example
|
| |
|
|
|
|
| Volcanoes |
Knows
5 facts,
1 consequence,
can cite an
example
|
Knows
4 facts,
1 consequence,
can cite an
example
|
Knows
3 facts,
1 consequence,
or can cite
an example
|
Less
than 3 facts,
1 consequence,
or can cite
an example
|
| |
|
|
|
|
| Earthquakes |
Knows
5 facts,
1 consequence,
can cite an
example
|
Knows
4 facts,
1 consequence,
can cite an
example
|
Knows
3 facts,
1 consequence,
or can cite
an example
|
Less
than 3 facts,
1 consequence,
or can cite
an example
|
| |
|
|
|
|
| Icebergs |
Knows
5 facts,
1 consequence,
can cite an
example
|
Knows
4 facts,
1 consequence,
can cite an
example
|
Knows
3 facts,
1 consequence,
or can cite
an example
|
Less
than 3 facts,
1 consequence,
or can cite
an example
|
| |
|
|
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Enabling Activities:
Day
1– Weathering. Show pictures of mountains, some jagged and some rounded.
Have students describe and compare the pictures. To describe one way that
weathering can occur. Student will work in small groups to list ways you
can break a rock. Fill a small jar with water, place in a bag and then
in the freezer. Observe. Discuss.
How does
this apply to the earth?
Why in
winter do drivers replace the water in their car radiators with antifreeze,
an alcohol-water mixture that has a lower freezing point than water?
Students
will place several sugar cubes in a small container and cover tightly.
After shaking the container vigorously for a few minutes remove the lid
and display the sugar cubes on a table next to a few sugar cubes that
were not shaken. Allow the students to observe and compare the cubes.
Day 2–
Weathering (continued) [Art/Science Connection]
Make
plaster of Paris blocks in small milk cartons. Give each student one of
the plaster blocks to make into a sculpture. Use sandpaper to smooth and
shape rocks.
How do
wind and sand work together to weather rocks?
Day 3-
Weathering (continued)
Give
each pair of students a few pieces of limestone rock. One student will
lightly rub the rocks with sandpaper, and the other student drops some
vinegar onto the rocks with an eye dropper.
Ask students
to compare this reaction to weathering caused by acid rain.
Day 4-
Glaciers
To construct
a model of a glacier and observe the effects of their ice block on bare
soil.
Have
students work in small groups to construct a three-dimensional model of
a glacier.
Place
sand and pebbles in the bottom of a pie pan. Add water and place in the
freezer overnight. The following day, flatten clay into a sheet on desks.
Remove the ice block from the pie plate. Observe the bottom of the ice
block and feel it. With the sand and stone side down, scrape the ice block
over the clay.
How did
the clay look after the ice block was moved across it?
Days
5-6 Volcanoes
To watch
a video of an erupting volcano.
Kilauea,
in Hawaii, is the most active US volcano. Students use maps and Encarta
to research information about Hawaii and how the islands were formed.
Students,
working in groups of 4, will follow directions to make a model of a volcano
using modeling clay. They will make it erupt using 1/4 cup water, 1 tablespoon
baking soda, a few drops of red food coloring, a few drops of liquid dishwashing
detergent and 1/4 cup vinegar.
Day 7-
Landslides
How can
you prevent a landslide? Students will use one cup of sand, one cup stones,
and one cup of soil to make a hill that will not wash away when one cup
of water is poured over it.
Students
will brainstorm plans for constructing hills. Have them sketch several
plans that they have discussed the advantages of. Plans could include
the use of terraces; ditches to guide water runoff; and covering the hill
with grass.
Have
groups display their sketches and discuss how they would alter their hills
based on the results of their tests.
Day 8-
Earthquakes
Have
students imagine they live in a town that is threatened by frequent earthquakes.
Instruct them to write a plan to protect their families during an earthquake.
Design a brochure to distribute to family and friends to teach earthquake
safety. If available, use Microsoft Publisher to make the brochure.
Day 9-
Icebergs
Have
students imagine they are serving on a United Nations committee that must
decide whether icebergs should be used as sources of fresh water. Elicit
questions that they would need to ask in order to obtain enough information
in order to make a sound decision. Divide the class into small groups.
Assign each a desert region. Have each group calculate the shortest distance
icebergs would have to travel to reach their assigned region.
Homework
Assignment— Bring to class materials (i.e. Styrofoam, foil, bubble
wrap) to be used to devise a plan to slow the melting of ice.
Day 10-
Icebergs (continued)
Students
work with a partner to make a "freezer" to protect an ice cube
distributed by the teacher. Students will conduct experiments, timing
the melting process that occurs with different protective wraps. Graph
their findings using Excel. Students will draw conclusions regarding methods
that might be used to insulate icebergs during towing.
Suggested
Resources
Earthquakes
http://nyelabs.kcts.org/nyeverse/episode/e64.html
http://quake.wr.usgs.gov/textindex.html
CD–Explorapedia—
Earthquakes
Volcanoes
http://volcano.und.edu
http://www.inmind.com/schools/lessons/volcanoes.html
eridley@earthlink.net
CD–Explorapedia—
Volcanoes
Video–
3-2-1 Contact "Too Hot to Handle"
Text–
Magic Schoolbus Blows Its Top
Weathering
http://www.epa.gov/docs/acidrain/ardhome.html
Reference
Tools
National
Geographic– http://www.nationalgeographic.com/contents/
Ontario
Science Centre– Home Page http://www.osc.on.ca/
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