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Grade 3 Module 1 PhD SCIENCE TM Grade 3 Module 1 DRAFT This document is confidential. Please do not share. Copyright © 2018 Great Minds® Teacher Edition Draft 1 PhD Science™ G3 ► M1 ► Module Overview Grade 3 Module 1 Weather and Climate Contents Concept 1: Weather Conditions ...........................................................................................................................3 Concept 2: Climate ............................................................................................................................................ 86 Appendix A: Module Resources for Concepts 1 and 2 .................................................................................... 128 Draft 2 PhD Science™ G3 ► M1 ► Lesson 1–3 Lessons 1–3 Galveston Hurricane of 1900 Concept 1: Weather Conditions Focus Question Prepare How do we describe weather? Lessons 1 through 3 build on prior knowledge from Kindergarten about severe weather as students learn Phenomenon Question more about weather hazards that result from natural processes (ESS3.B). In Lesson 1, students investigate What happened in Galveston, Texas in 1900? weather hazards by exploring the story of the 1900 Galveston hurricane to make observations and ask questions (SEP.1) about how a hurricane can destroy an entire city. These observations and questions lead students to think about the cause and effect relationship (CC.2) between severe weather and resulting hazards as they create an initial model of weather conditions caused by the 1900 Galveston hurricane in Lesson 2. As students learn more about weather conditions and hazards throughout the module, they will update a class anchor model (SEP.2) to demonstrate an understanding of what caused the destruction in Galveston in 1900. In Lesson 3, students build a driving question board based on their observations and questions from previous lessons. The questions that students develop will help guide their learning throughout the rest of the module. Draft 3 PhD Science™ G3 ► M1 ► Lesson 1–3 Student Learning Knowledge Statement Severe weather can cause weather hazards that pose a threat to life and property. Objectives • Lesson 1: Make observations about Galveston, Texas, before and after the 1900 hurricane. • Lesson 2: Develop a class anchor model to explain what happened in Galveston, Texas, during the 1900 hurricane. • Lesson 3: Ask questions about how a hurricane can cause a disaster like the one in Galveston, Texas. Standards Addressed 3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (Developing) 3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. (Developing) Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts SEP.1: Asking Questions and Defining Problems ESS2.D: Weather and Climate CC.2: Cause and Effect • Ask questions that can be investigated and • Scientists record patterns of the weather • Events that occur together with regularity predict reasonable outcomes based on across different times and areas so that might or might not be a cause and effect patterns such as cause and effect relationships. they can make predictions about what kind relationship. SEP.2: Developing and Using Models of weather might happen next. CC.4: Systems and System Models • Develop a model using an analogy, example, or ESS3.B: Natural Hazards • A system can be described in terms of its abstract representation to describe a scientific • A variety of natural hazards result from components and their interactions. principle or design solution. natural processes. Humans cannot • Develop and/or use models to describe and/or eliminate natural hazards but can take predict phenomena. steps to reduce their impacts. Draft 4 PhD Science™ G3 ► M1 ► Lesson 1–3 Materials Lesson 1 Lesson 2 Lesson 3 Student Science Logbook (Lesson 1 Activity Guide) ● Science Logbook (Module Question Log) ● ● Science Logbook (Lesson 2 Activity Guide) ● Teacher St. John’s Church Photographs (Lesson 1 Resource A) ● Map of the United States ● National Public Radio Excerpt (Burnett 2017) (Lesson 1 Resource B) ● ● Galveston after the Storm Photographs (Lesson 1 Resource C) ● ● Wooden board or brick ● Preparation None Draft 5 PhD Science™ G3 ► M1 ► Lesson 1 Agenda Launch (5 minutes) Learn (35 minutes) • Observe Photographs of St. John’s Church Lesson 1 (10 minutes) • Explore the Galveston, Texas, Hurricane of Objective: Make observations about Galveston, Texas, before and after the 1900 hurricane. 1900 (25 minutes) Land (5 minutes) Launch 5 minutes Teacher Note In this module, students investigate several instances of severe weather and the resulting hazards. Be aware of students’ social and emotional needs as students may have traumatic personal experiences related to topics discussed throughout the module (e.g., hurricanes, tornadoes). To begin, ask students to think about a time they experienced dangerous weather. Invite several students to share their experience with the class. Sample student responses: § There was a big thunderstorm that blew down a few trees in my yard. § One time during the winter, the roads got so icy that cars were sliding on the road. § My family had to get in the basement when there was a tornado. § The basement in my house flooded because it rained so much during a storm. § We lost electricity in our apartment during a strong storm. ► Can you describe a time when you were surprised by dangerous weather? § I was playing at the pool and had to get out quickly because it started to thunder and lightning. § One time my mom told me that it was going to snow a little bit, but we got so much snow that school was canceled the next day. Draft 6 PhD Science™ G3 ► M1 ► Lesson 1 § The wind was blowing so hard once that a big tree branch cracked and fell to the ground. Use student responses to explain that in this lesson they will explore what happened when an entire city was surprised by dangerous weather. English Language Development The word weather is used repeatedly in this module. Take this opportunity to introduce the term explicitly, using a process such as this: • Pronounce weather, and have students repeat. Say wea-ther in syllables, then repeat the full word. • Share a student-friendly explanation. For example, “You might describe the weather as how hot or cold it is outside or whether it is rainy or sunny.” • Discuss examples using weather in different contexts. For example, “A student checked the weather outside to see if they needed a raincoat to walk to school.” Note that weather does not have word parts or a Spanish cognate. In Spanish, the noun clima is used when speaking about weather. Be aware, however, that this word is a cognate for climate, which is discussed in later lessons. After introducing this and other important words, provide scaffolds for English learners as they use the words in speaking, writing, and investigating. For more information, see the English Language Development section of the Implementation Guide. Learn 35 minutes Teacher Note These photographs show the same building, Observe Photographs of St. John’s Church (10 minutes) but they were taken from different perspectives and at different times. If Display the photographs of St. John’s church in Galveston, Texas (Lesson 1 Resource A). Have students students need additional support in examine the photographs and record what they notice and wonder in their Science Logbooks (Lesson 1 recognizing the building, consider asking questions such as these: What is similar Activity Guide). Explain that students should list their observations about the photographs in the about these buildings? Do you notice Notice column and any questions they have after viewing the photographs in the Wonder column. features in common? Work with students to conclude that these two photographs show the same building from different angles. Draft 7 PhD Science™ G3 ► M1 ► Lesson 1 [SCI-183] [SCI-184] Sample student responses: I Notice I Wonder § In one picture the building looks fine, but in § Why is only one part of the building still the other picture the building looks destroyed. standing in the second picture? § Both photos look very old. § When were these photographs taken? § The power lines in the second picture look like § What happened to the building? they got bent and broken. § Did this happen to other buildings nearby? § There are broken pieces of the building laying § What happened to the trees in front of the on the ground in the second picture. building? Invite students to share what they notice and wonder about the photographs. While students listen to their peers, they can use nonverbal signals to indicate whether they recorded a similar thought. As students share, record their observations and questions on a class notice and wonder chart. Draft 8 PhD Science™ G3 ► M1 ► Lesson 1 Explore the Galveston, Texas Hurricane of 1900 (25 minutes) Teacher Note Tell students that the church photographs were taken in Galveston, Texas. Display a map of the United Students may ask what a Category 4 hurricane is. If needed, explain to students States and point to the location of Galveston on the map. Draw student attention to the body of water that hurricanes are categorized by strength located next to Galveston and explain that this body of water is called the Gulf of Mexico. from 1 to 5. Category 4 means that this was a very strong storm. Additionally, this article Next tell students the first photograph was taken before a storm passed
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