Download Grade 3 Earth Science - AIMS Store

Our Star, the Sun ............................. 169
The Biggest Loser ............................ 171
Solar Water Collector ....................... 177
As the Earth Turns .......................... 185
Observing Orbits ............................. 199
Our Solar System ............................ 205
Planetary Arrangements .................. 207
The Spaces in Our System .............. 217
Standards Alignment ................................ 5
Safe Science............................................. 9
Scientific Inquiry ..................................... 11
Assembling Rubber Band Books ............. 15
Earth and Space
Soil Samplers .................................... 17
Soil 1, 2, 3 ......................................... 21
Soil Takes Shape ............................... 29
Sandpile ............................................ 31
Hand of Sand..................................... 37
Radishes Rock ................................... 41
Volcanic Views ................................... 47
Shakes and Quakes ........................... 57
A Look at Landslides ......................... 67
Feature Focus ................................... 73
Looking at Landforms........................ 83
Resource Relatives ............................ 91
The Earth Has What We Need!........... 97
Rocks and Minerals as Resources .... 109
All About Earth Day ........................ 117
Conservation Corps ......................... 127
Can Counts ..................................... 133
Assessment .......................................... 225
Meter Tape ........................................... 229
Family Letter ........................................ 231
Materials List ........................................ 233
The AIMS Program ............................... 235
Model of Learning ................................. 237
Chinese Proverb ................................... 239
Air Temperature .............................. 143
Which Way?..................................... 149
Weather Watchers ........................ 155
Weather Here, Weather There ...... 163
Core Curriculum/Texas
3
© 2011 AIMS Education Foundation
TM
Texas Essential Knowledge
and Skills
Earth Science
Third Grade
(3) Scientific investigation and reasoning. The
student knows that information, critical
thinking, scientific problem solving, and the
contributions of scientists are used in making decisions. The student is expected to:
(C) represent the natural world using
models such as volcanoes or Sun,
Earth, and Moon system and identify
their limitations, including size,
properties, and materials
Volcanic Views
Shakes and Quakes
A Look at Landslides
Feature Focus
Looking at Landforms
Observing Orbits
The Spaces in Our System
§112.15. Science, Grade 3.
(b) Knowledge and skills.
(1) Scientific investigation and reasoning. The
student conducts classroom and outdoor
investigations following school and home
safety procedures and environmentally
appropriate and ethical practices. The
student is expected to:
(A) demonstrate safe practices as
described in the Texas Safety
Standards during classroom and
outdoor investigations, including
observing a schoolyard habitat
Safe Science
(B) make informed choices in the use and
conservation of natural resources by
recycling or reusing materials such as
paper, aluminum cans, and plastics
All About Earth Day
Conservation Corps
Can Counts
(4) Scientific investigation and reasoning. The
student knows how to use a variety of tools
and methods to conduct science inquiry.
The student is expected to:
(A) collect, record, and analyze
information using tools, including
microscopes, cameras, computers,
hand lenses, metric rulers, Celsius
thermometers, wind vanes, rain
gauges, pan balances, graduated
cylinders, beakers, spring scales,
hot plates, meter sticks, compasses,
magnets, collecting nets, notebooks,
sound recorders, and Sun, Earth, and
Moon system models; timing devices,
including clocks and stopwatches;
and materials to support observation
of habitats of organisms such as
terrariums and aquariums
Soil 1, 2, 3
Volcanic Views
Air Temperature
Which Way?
Weather Watchers
Weather Here, Weather There
The Biggest Loser
The Spaces in Our System
(2) Scientific investigation and reasoning.
The student uses scientific inquiry
methods during laboratory and outdoor
investigations. The student is expected to:
(B) collect data by observing and
measuring using the metric system
and recognize differences between
observed and measured data
The Biggest Loser
(D) analyze and interpret patterns
in data to construct reasonable
explanations based on evidence from
investigations
The Biggest Loser
Core Curriculum/Texas
5
© 2011 AIMS Education Foundation
(7) Earth and space. The student knows that
Earth consists of natural resources and
its surface is constantly changing. The
student is expected to:
(A) explore and record how soils are
formed by weathering of rock and the
decomposition of plant and animal
remains
Soil Samplers
Soil 1, 2, 3
Soil Takes Shape
Sandpile
Hand of Sand
Radishes Rock
(B) describe and illustrate the Sun as a
star composed of gases that provides
light and heat energy for the water
cycle
Our Star, the Sun
The Biggest Loser
Solar Water Collector
(C) construct models that demonstrate
the relationship of the Sun, Earth, and
Moon, including orbits and positions
As the Earth Turns
Observing Orbits
(D) identify the planets in Earth’s solar
system and their position in relation
to the Sun
Our Solar System
Planetary Arrangements
The Spaces in Our System
(B) investigate rapid changes in Earth’s
surface such as volcanic eruptions,
earthquakes, and landslides
Volcanic Views
Shakes and Quakes
A Look at Landslides
(C) identify and compare different
landforms, including mountains, hills,
valleys, and plains
Feature Focus
Looking at Landforms
(D) explore the characteristics of natural
resources that make them useful
in products and materials such
as clothing and furniture and how
resources may be conserved
Resource Relatives
The Earth Has What We Need!
Rocks and Minerals as
Resources
All About Earth Day
Conservation Corps
Can Counts
(8) Earth and space. The student knows there
are recognizable patterns in the natural
world and among objects in the sky. The
student is expected to:
(A) observe, measure, record, and
compare day-to-day weather changes
in different locations at the same time
that include air temperature, wind
direction, and precipitation
Air Temperature
Which Way?
Weather Watchers
Weather Here, Weather There
Core Curriculum/Texas
6
© 2011 AIMS Education Foundation
At a Glance: TEKS Alignment
Texas Essential Knowledge and Skills for Science, Grade 3
1
AIMS Activity
A
Safe Science
•
2
B
B
D
3
4
C
A
7
A
B
8
C
D
A
C
D
•
Soil Samplers
•
Soil 1, 2, 3
•
Soil Takes Shape
•
Sandpile
•
Hand of Sand
•
Radishes Rock
•
Volcanic Views
•
Shakes and Quakes
•
•
A Look at Landslides
•
•
Feature Focus
•
•
Looking at Landforms
•
•
•
•
Resource Relatives
•
The Earth Has What We Need!
•
Rocks and Minerals as Resources
•
All About Earth Day
•
•
Conservation Corps
•
•
Can Counts
•
•
Air Temperature
•
•
Which Way?
•
•
Weather Watchers
•
•
Weather Here, Weather There
•
•
•
Our Star, the Sun
The Biggest Loser
B
•
•
•
•
•
Solar Water Collector
•
As the Earth Turns
•
Observing Orbits
•
Our Solar System
•
Planetary Arrangements
•
•
The Spaces in Our System
Core Curriculum/Texas
7
•
•
© 2011 AIMS Education Foundation
This activity will focus on biological weathering.
Biological weathering describes the action of living
things on the solid surface of the Earth. Roots of
plants prying into the rock can cause them to break
apart. Lichen is often found breaking down the surface of the rocks to which it is attached. In this activity,
plaster of Paris is used as a model for rocks. The radish
seeds will push through and break the plaster of Paris.
Topic
Weathering
Key Question
What are some ways that plants can change rocks?
Learning Goals
Students will:
• model how plants can break down rocks, and
• identify how plants are breaking down rocks in the
real world.
Management
1. Begin this activity on a Monday.
2. Prepare enough plaster of Paris so that you will
be able to pour a thin layer in the plastic cup for
each group.
3. Part Two needs to be completed after the radish
plants have broken through the plaster of Paris.
4. Find some evidence of how plants are changing
rocks before you take the students on the field trip.
Look for tree roots breaking through sidewalks.
Texas Essential Knowledge and Skills for Science
3.7A Explore and record how soils are formed by
weathering of rock and the decomposition of
plant and animal remains
Science
Earth science
weathering
For the class:
digital camera, optional
Procedure
Part One
1. Ask the Key Question and state the first Learning Goal.
2. Distribute the radish seeds, potting soil, and 9-oz
cups to each student group.
3. Direct the students to plant the radish seeds. Have
students slightly dampen the soil.
4. Tell the students that you will be pouring a layer of
plaster of Paris on the surface of the soil of one of
the cups that each group just planted.
5. Have them predict what will happen.
6. Direct the students to place the cups in a sunny,
warm place.
7. Have them observe the cups throughout the
week and record observations on the first student page.
Background Information
The Earth’s surface is subject to change by
weathering. Weathering is a general term that is used to
describe processes that operate at or near the surface.
There are generally three types of weathering:
biological, mechanical (physical), and chemical.
These processes cause the solid surface of the
Earth to dissolve, decompose, and break into
smaller pieces. Erosion moves these changed pieces
from place to place.
Part Two
1. Ask the Key Question and state the second
Learning Goal.
2. Initiate a discussion on what the students observed
about the radish plants and the plaster of Paris.
3. Tell the students that they will be taking a field trip
around the school ground to find evidence of plants
changing rocks. Have them record the evidence
they find on the second student page using words
and/or pictures. If a digital camera is available,
Integrated Processes
Observing
Comparing and contrasting
Recording
Analyzing
Materials
For each student group:
plaster of Paris (see Management 2)
radish seeds
potting soil
2 plastic cups, 9 oz
Core Curriculum/Texas
41
© 2011 AIMS Education Foundation
take photos that can be projected for class review
and reinforcement.
4. If appropriate, send the page home with students
so they can look for evidence of plants changing
rocks there.
Connecting Learning
1. What are some ways the surface of the Earth can
change?
2. Why was it important to make observations?
3. Why did you need to observe two containers?
4. What did the plaster of Paris represent?
5. What real-world examples of weathering were you
able to find?
6. What did you learn about weathering? [It breaks
rocks into smaller pieces.]
7. What are you wondering now?
Core Curriculum/Texas
42
© 2011 AIMS Education Foundation
Key Question
What are some
ways that plants
can change rocks?
Learning Goals
Students will:
•
•
model how plants can break down
rocks, and
identify how plants
are breaking down
rocks in the
real world.
Core Curriculum/Texas
43
© 2011 AIMS Education Foundation
Core Curriculum/Texas
44
© 2011 AIMS Education Foundation
Day
With plaster of Paris
Day
Without plaster of Paris
Day
Day
Day
Day
Draw what you observe.
Day
Day
Day
Day
Evidence of plants changing rocks.
Core Curriculum/Texas
45
© 2011 AIMS Education Foundation
CO
N
NE
C T I NG
Connecting Learning
LEA
RN
I NG
1. What are some ways the
surface of the Earth can
change?
2. Why was it important to make
observations?
3. Why did you need to observe two
containers?
4. What did the plaster of Paris
represent?
5. What real-world examples of
weathering were you able to find?
6. What did you learn about weathering?
7. What are you wondering now?
Core Curriculum/Texas
46
© 2011 AIMS Education Foundation