

This unit starts with a look at space as students learn about the night sky and how to identify several constellations. Then time is spent learning about each of the planets and comparing them to each other. The focus comes back to Earth as students learn about our air and water, animals around today and those long extinct, and how our planet keeps changing quickly and over time.
Lesson 1: Stars
Lesson 1 - Stars
OBJECTIVE
Students will learn the shapes of and observe several constellations.
AAAS BENCHMARKS COVERED*
The patterns of stars in the sky stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons. Stars are like the sun, some being smaller and some larger, but so far away that they look like points of light.
NGSS STANDARDSCOVERED:1-ESS1-1; 5-ESS1-1
COMMON CORE ELA STANDARDS COVERED:
Stars 1 & 2 worksheets (Introduce the unit on stars and star patterns and invite students to participate and share any patterns that may be familiar. Use star charts to help students identify the Big Dipper, Little Dipper, Cassiopeia, Cepheus, Draco and Bootes. Have students trace the constellations and asterism on the black/white background half of the Student booklet worksheet; encourage them to try to see the different shapes; explain how to find the North Star using the big dipper etc. – 3.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly; 3.SL.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion; 3.SL.1b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion); 3.SL.1c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others; 3.SL.1d: Explain their own ideas and understanding in light of the discussion; 3.SL.5: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
Constellation Concentration Cards (Two sets of cards; one containing names of constellations and the other pictures of the constellations; students are instructed to engage in discussions and then match them correctly) – 3.SL.1 ; 3.SL.1a ; 3.SL.1b ; 3.SL.1c ; 3.SL.1d ; 3.SL.5: (see above).
Window Star Viewers (Display and discuss the Polaris poster explaining how the time lapse photograph was made. Introduce the Big Dipper poster. Hand out materials for the Window Star Viewers and create them in the classroom explaining the clock feature allows them to visualize what the stars will look like at certain time during the month. Have students use the Window star viewer to predict where the big dipper will be tonight)– 3.W.7: Conduct short research projects that build knowledge about a topic; 3.W.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evi-dence into provided categories.
Constellation Viewers (Show students how to use the Constellation Viewers to predict certain star groups – 3.W.7, 3.W.8: (see above).
“Pictures in the Sky” text and questions – 3.RI.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers; 3.RI.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect; 3.RI.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently; 3.L.4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content,choosing flexibly from a range of strategies; 3.L.4a: Use sentence-level context as a clue to the meaning of a word or phrase.

COMMON CORE MATH STANDARDS COVERED:
Stars 1 & 2 worksheets – Mathematical Practices: 5, 6, 7, 8: (see above).
Constellation Concentration Cards– Mathematical practices: 4, 5, 6, 7, 8: (see above).
Window Star Viewers– Mathematical Practices: 2, 4, 5, 6, 7, 8: (see above).
Telling Time worksheet – 3.MD. 1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Lesson Outline
Introduce the unit. Explain that humans have always looked at the sky. Over the years, certain star patterns have been given names.
Discuss any star patterns that the students are familiar with.
Use the correct (fall/winter or spring/summer) overhead star charts to help students identify the Big Dipper, the Little Dipper, and either Cassiopeia and Cepheus or Draco and Bootes.
Have students trace the constellations (and asterism) on the black stars/white background half of Student Booklet inside cover and page 1. Encourage them to try to see the shapes of the constellations on the white stars/black background half of the page.
Have students look at the overhead star chart (stars only) again. Show them how to use the Big Dipper to find the North Star (Polaris). Explain that the North Star is above the North Pole. During the night and throughout the year, it looks like the stars move around the North Star although it is really the Earth that is moving.
Explain that different constellations appear in the sky throughout the year. Use the other star charts and star circles to introduce two more constellations. Both sets of constellations are visible throughout the year although not always in the evening or high above the horizon.Hand out Constellation Concentration cards. Teach them the game and allow time to play.
If doing this lesson over two days, break here.
Display the Polaris Poster. Explain how the photograph was taken.
Instruct students to go out tonight and observe the night sky, particularly the Big Dipper. Ask students to report whether the Big Dipper is flat, upside down, pouring water out, or standing on its handle.
Make Window Star Viewers.
Demonstrate how to view the Big Dipper using the Constellation Viewers: put the lid down on the table upside down (the top of the lid should be on the table), set the star circle on the lid (writing side down),
Lesson 2: Planets
Lesson 2 - Planets
OBJECTIVE
Students will learn the characteristics of the objects in our solar system.
AAAS BENCHMARKS COVERED*
Planets change their positions against the background of stars. The earth is one of several planets that orbit the sun, and the moon orbits around the earth. Like all planets and stars, the earth is approximately spherical in shape. The rotation of the earth on its axis every 24 hours produces the night-and-day cycle. To people on earth, this turning of the planet makes it seem as though the sun, moon, planets, and stars are orbiting the earth once a day. Technology enables scientists and others to observe things that are too small or too far away to be seen without them and to study the motion of objects that are moving very rapidly or are hardly moving at all. Telescopes magnify the appearance of some distant objects in the sky, including the moon and the planets. The number of stars that can be seen through telescopes is dramatically greater than can be seen by the unaided eye.
NGSS STANDARDS COVERED: 1- ESS1-1
COMMON CORE ELA STANDARDS COVERED:
Planets 1 thru 7 worksheets (Start with a discussion of the planets asking students what planets they can name and what facts they may know about the solar system. Explain that they are going to gather information about the planets and the sun and take notes in Lesson 2 Planets worksheets 1 thru 7 in their student booklets. Divide the class into groups and assign each group to the poster of one of the planets or the sun which will be their starting point. Students should take notes and then be signaled to the next station where the process continues. Allow students to share similarities and differences they have noted. Record their observations on a large chart. Discuss the decision to make Pluto a dwarf planet. Use data to support opin-ions. Differentiate between data and opinion. Hand out Solar system Concentration cards and allow time to play) – 3.SL.1, 3.SL.1a, 3.SL.1b, 3.SL.1c, 3.SL.1d: (see above); 3.SL.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace; 3.SL.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification; 3.W.7, 3.W.8: (see above); 3.RF.4: Read with sufficient accuracy and fluency to support comprehension; 3.RF.4a: Read on-level text with purpose and understanding; 3.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.
“Pluto” text and questions – 3.L.4, 3.L.4a: (see above); 3.RL.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers; 3.RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. (If challenge question is assigned to students - Do you think astronomers will find any more planets? –Standards met – 3.W.2: Write informative/explanatory textsto examine a topic and convey ideas and information clearly; 3.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.Vocabulary – 3.L.4, 3.L.4a: (see above).
COMMON CORE MATH STANDARDS COVERED:
Planets 1 thru 7 worksheets – Mathematical Practices: 2 thru 8: (see above). Rounding Rocket Ships worksheet – 3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or 100.

Lesson Outline
Ask students if they know the names of any other planets.
Discuss that they can be remembered by knowing the sentence, "My Very Educated Mother Just Served Us Nachos."
Explain that they are going to gather information about the planets and the Sun and take notes in their Student Booklet.
Review each of the boxes on Student Booklet page 8. Discuss where the information should be recorded. Remind students to draw a picture and record something interesting on each planet and the Sun.
Divide the class into 10 groups.
Assign each group to one of the planets or the Sun.
Explain that you will signal them to move to the next station. Until they hear the signal, they should remain seated.
Allow time for all students to take notes at each card. This will probably take two days.
Fold the Student Booklet pages according to the instructions below.
Allow students to share similarities and differences among the planets.
Record their observations on a large chart.Discuss the decision to make Pluto a dwarf planet. Use data to support opinions. Differentiate between data and opinion.
Hand out Solar System Concentration cards and allow time to play.
Lesson 3: Why is it so Nice on Earth?
Lesson 3 -Why Is It So Nice On Earth?
OBJECTIVE
Students will design experiments to learn how the greenhouse effect increases the temperature on the surface of Venus.
AAAS BENCHMARKS COVERED*
Results of similar scientific investigations seldom turn out exactly the same. Sometimes this is because of unexpected differences in the things being investigated, sometimes because of unrealized differences in the methods used or in the circumstances in which the investigation is carried out, and sometimes just because of uncertainties in observations. It is not always easy to tell which. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. Investigations can focus on physical, biological, and social questions. Results of 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. 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.When liquid water disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when cooled, oras a solid if cooled below the freezing point of water. Clouds and fog are made of tiny droplets of water.Air is a substance that surrounds us, takes up space, and whose movement we feel as wind.Use numerical data in describing and comparing objects and events.
NGSS STANDARDS COVERED: 2-ESS1-1
COMMON CORE ELA STANDARDS COVERED:
Why is it so nice on Earth? worksheet (Students review what they learned about the planets and share some of their data on temperatures on other planets. Explain that the Earth is the only one with conditions perfect for life and one of the reasons is the existence of water. Water keeps the Earth from getting too hot or too cold. Introduce the experiment. They will find out how the temperature of water, sand and air changes when they are in sunlight and when they aren’t. They will collect data, graph their findings and interpret them) –3.SL.1, 3.SL.1a, 3.SL.1b, 3.SL.1c, 3.SL.1d, 3.W.7, 3.W.8, 3.W.10: (see above).
“Earth” text and questions – 3.RI.1, 3.RI.3, 3.RI.10, 3.L.4, 3.L.4a: (see above). If the challenge question is assigned (found at bottom of sheet) – 3.W.3: (see above); 3.W.3b: Use dialogue and descriptions of actions,thoughts, and feelings to develop experiences and events or show the response of characters to situations.
Vocabulary – 3.L.4, 3.L.4a: (see above).
COMMON CORE MATH STANDARDS COVERED:
Why is it so nice on Earth? worksheet – Mathematical Practices: 1 thru 8: (see above); 3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Temperature Line Graph – 3.MD.3: (see above).

Lesson Outline
Review the notes the students took on the planets.
Share some of the temperatures found on other planets.
Explain that Earth is the only one that has conditions perfect for human life and that one of the important reasons is the existence of water.
Explain that water keeps the Earth from getting too hot or too cold.
Introduce experiment. They will find out how the temperature of water, sand, and air changes when they are in sunlight and when they aren't.
Remind students how to read a thermometer if needed (use thermometer transparency).
Conduct experiment. Gather, graph, and interpret data.
You may want to gather data on one day then analyze and graph the data on another day.
Lesson 4: Our Planet a Long Time Ago
Lesson 4 - Our Planet a Long Time Ago
OBJECTIVE
Students will learn the role of fossils in providing evidence of past plant and animal life.
AAAS BENCHMARKS COVERED*
Fossils can be compared to one another and to living organisms according to their similarities and differences. Some organisms that lived long ago are similar to existing organisms, but some are quite different.
NGSS STANDARDS COVERED: 2-ESS1-1; 3-LS4-1; 4-ESS1-1
COMMON CORE ELA STANDARDS COVERED:
Making A Fossil (Show the picture of the dinosaur skull and then lead the students in a discussion of dinosaurs asking them to share what they know or think about dinosaurs. Students will then be given detailed instructions (found in your Teacher’s Guide) on how to make their fossils) – 3.SL.1, 3.SL.1a, 3.SL.1b, 3.SL.1c,3.SL.1d, 3.SL.5: (see above).
“How does a leaf turn into a fossil?” text and questions (Text is from page 71 in your Teacher’s guide, also included in student booklet) – 3.RI.1, 3.RI.3, 3.RI.10, 3.RF.4, 3.RF.4a: (see above).
Vocabulary – 3.L.4: (see above); 3.L.5: Demonstrate understanding of word relationships and nuances in word meanings; 3.L.5b: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful); 3.L.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g.,After dinner that night we went looking for them).
COMMON CORE MATH STANDARDS COVERED:
Making a Fossil – Mathematical Practices: 1 thru 8: (see above).
Measuring Capacity worksheet – 3.MD.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).6 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
Lesson Outline
Prepare foam cups - put 5 tablespoons of plaster (a heaping quarter cup) in each cup. Show the picture of the dinosaur skull.
Have a brief discussion of dinosaurs (or as brief as your students will let you have).
Discuss how we know about dinosaurs.Show the picture of the dinosaur skull embedded in rock.
Explain that sometimes dinosaur bones turn into rock. Show students the picture of the scientist preparing a fossil. Discuss how the different rock around a fossil has to be chipped away.
**MAKE THE CONNECTION: Examining the teeth to learn what the dinosaurs ate relates to the activities done in the Structure and Function unit.
Explain that we can also find fossils of leaves, insects, and fish from the time of dinosaurs.
Show students the real fossil.Give the following instructions:Cover the bottom of the container with about 3/4" of sand.
Choose a shell from the kit, a rock or shell from their collection, a leaf with prominent veins, or a part of a fern with many smaller leaves.
Have students smooth the top of the sand and press their object into the sand.Spray the surface of each cup with kitchen spray. If you don't, the object will stick to the plaster.
Right before making the fossils, add 5 teaspoons (3 teaspoons make a tablespoon so you could use 2 tablespoons of water that don't go all the way to the top) water to each cup with 5 tablespoons of plaster and have students stir until all plaster is moistened. The mixture should be the consistency of pancake batter.
Have students pour the plaster over their object in the cup.
**MAKE THE CONNECTION: The water mixing with the plaster makes a chemical reaction that creates heat. Make sure you point out that just like they can mix baking soda and vinegar and it fizzes, they can mix water and plaster and it makes heat. This relates to the Scientific Thinking unit which covers mixtures and chemical reactions.
Allow "fossils" to get hard (usually about 2 hours, overnight is best). Flip the cup over, remove the object, and brush off the sand.
Collect the sand for use in Lesson 8.
Lesson 5: Dinosaurs
Lesson 5: Dinosaurs
OBJECTIVE
Students will compare and contrast extinct animals with ones that are alive today.

AAAS BENCHMARKS COVERED*
Scientists’ explanations about what happens in the world come partly from what they observe, partly from what they think. Sometimes scientists have different explanations for the same set of observations.That usually leads to their making more observations to resolve the differences.Fossils can be compared to one another and to living organisms according to their similarities and differences. Some organisms that lived long ago are similar to existing organisms, but some are quite different.
NGSS STANDARDSCOVERED: 3-LS4-1; 4-ESS1-1
COMMON CORE ELA STANDARDS COVERED:
“Dinosaurs” text; Dinosaurs Mini-book (Background information students will use to answer questions regarding the dinosaur pictures that will be handed out) – 3.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words; 3.RF.3a: Identify and know the meaning of the most common prefixes and derivational suffixes; 3.RF.3c: Decode multisyllable words; 3.RF.3d: Read grade-appropriate irregularly spelled words; 3.RF.4, 3.RF.4a,3.RI.4c, 3.RI.10: (see above).
“Triceratops” text and questions – 3.RI.1, 3.RI.10, 3.RF.4, 3.RF.4a, 3.RF.4c: (see above).
Extinct Animals 1 & 2 worksheets (Students are given pictures and asked to place them in the boxes next to the description that matches them) – 3.RF.4, 3.RF.4a, 3.RF.4c, 3.RF.3d: (see above); 3.RI.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g.,where, when, why, and how key events occur); 3.RI.10: (see above).
COMMON CORE MATH STANDARDS COVERED:
Dinosaur Math Mystery Puzzle (Students must solve the addition equations; then cut out the picture squares and match the number printed on the squares to their answers to unscramble the mystery picture) – 3.NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Lesson Outline
Review the discussion from the last lesson about dinosaurs and fossils.
Explain that another way we can learn about dinosaurs is to compare them to animals that are alive today.
Discuss how to tell if an animal is a dinosaur. (See Background at the end of this lesson.)
Explain that they will have to read the clues in their Student Booklet to know where to put each picture.
Spend quite a bit of time comparing and contrasting the extinct animals and the present-day animals. The process of finding similarities and differences is an important third grade skill.
Lesson 6: Our Planet's Air
Lesson 6: Our Planet's Air
OBJECTIVE
Students will demonstrate that air takes up space and exerts a force.
AAAS BENCHMARKS COVERED*
Things on or near the earth are pulled toward it by the earth’s gravity. Air is a substance that surrounds us, takes up space, and whose movement we feel as wind.
COMMON CORE ELA STANDARDS COVERED:
“What’s in the air ?” text and questions – 3.RI.1, 3.RI.10, 3.RF.4, 3.RF.4a, 3.L.4: (see above). Air Takes Up Space experiment (Students are given containers and cups and told to fill the containers ¾ full with water; they are then to crumple up a piece of paper towel, put it in the cup, and put the cup underwater without getting the paper wet; discuss what happened and why (air takes up space/towel stays dry); explain that air pushes on everything, students participate given examples) – 3.SL.1, 3.SL.1, 3.SL.1a, 3.SL.1b, 3.SL.1c, 3.SL.1d: (see above).
“Wild Whirling Water” text and questions – 3.RI.1, 3.RI.10, 3.RF.4, 3.RF.4a: (see above).
Air Copter Challenges worksheet (Students are challenged to build air copters from cut and fold papers and paperclips; they are then challenged to make their air-copters spin faster, slower, in the opposite direction etc.; describe how they accomplish this and draw a picture of their copters on the worksheet) – 3.W.7, 3.W.8, 3.W.10: (see above). Vocabulary – 3.L.4, 3.L.4a, 3.L.5, 3.L.5b: (see above).
COMMON CORE MATH STANDARDS COVERED:
Air Takes Up Space – Mathematical Practices: 1 thru 8: (see above). Air Copter Challenges – Mathematical Practices: 1 thru 8: (see above).

Fractions of a Group worksheet – 3.NF.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Lesson Outline
Distribute containers and cups. Fill the containers 3/4 full with water. Challenge the students to crumple up a piece of paper towel, put it in the cup, and put the cup underwater without getting the paper wet.
Discuss the solution when all students have had an opportunity to complete the task successfully.
Discuss that even though it can't be seen, air is there. Explain that it was the air in the cup that kept the water out and the paper dry.
Explain that air takes up space.
Have students move their Student Booklets through the air in different ways.
Demonstrate how to "pour" air back and forth between two cups underwater.
Allow students to "pour" air.
Explain that air pushes on everything.
Demonstrate how air can hold a card onto the top of a cup of water when the cup is turned upside down. Allow students to try.
Emphasize that air takes up space and exerts a force.
Demonstrate how you can stop and start the flow of water from a bottle by covering and uncovering another hole.
Distribute Air-Copter copies and paper clips.
Cut and fold Air-Copters.
Challenge students to complete the Air-Copter Challenges on Student Booklet page 12.
Lesson 7: Our Planet's Water
Lesson 7 - Our Planet’s Water
OBJECTIVE
Students will identify water in different forms and the process of changing from one form to another.
AAAS BENCHMARKS COVERED*
When liquid water disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when cooled, or as a solid if cooled below the freezing point of water. Clouds and fog are made of tiny droplets of water.Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations about what was observed, and is understandable weeks or months later.
COMMON CORE ELA STANDARDS COVERED:
“The Water Cycle” text and questions – 3.RI.1, 3.RI.3, 3.RI.10, 3.L.4, 3.L.4a: (see above). The Water Cycle Chart (Students are asked to color the water cycle chart and then define the terms on the next page in their own words) – 3.L.4, 3.L.5, 3.L.6: (see above).
Our Planet’s Water worksheet (Lead students in a discussion of evaporation and point out examples that they are familiar with to get the discussion started (damp footprints on sidewalk, drying your hair etc.); now instruct students that they will be performing an experiment to find out what things effect the speed of evaporation; the materials they will use; what they intend to do; and the results are all documented on this worksheet) – 3.SL.1, 3.SL.1a,3.SL.1b, 3.SL.1c, 3.SL.1d, 3.W.7, 3.W.8: (see above).
“Rainy Day Fun” short story, questions, vocabulary and short essay – 3.RL 1, 3.RI.10, 3.RF.4, 3.RF.4a, 3.L.4: (see above).
Vocabulary – 3.L.4: (see above).
COMMON CORE MATH STANDARDS COVERED:
Our Planet’s Water worksheet – Mathematical Practices: 1 thru 8: (see above).
Going to the Movies worksheet (Like the experiment on water evaporation this worksheet involves lapsed time and the students will love the silly movie titles) – 3.MD.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
NGSS STANDARDS COVERED: 2-ESS2-3
Lesson Outline
Show students a cup of water, an ice cube, and a damp paper towel. Discuss each of the states of matter using each of the items. Leave the items out so that the ice can melt and the towel can dry out.
Show the demonstration water cycle.
Explain that they are going to do an experiment to find out what affects the evaporation of water.
Discuss what the students already know about evaporation. Relate it to damp footprints on the sidewalk or bathroom floor, wet hair getting dry, swimsuits drying out, and washing the classroom chalkboard.
Discuss the possible factors that might affect how fast water evaporates.
Allow each group of students to choose one factor to study.Distribute two cups with lids to each group. Explain that they are to design a test that will examine the factor they have chosen. Resealable bags are provided for those students who wish to use them. Wooden sticks, which can be used to measure water level, are also included.
Instruct students to write down what materials they will use and what they will do on Student Booklet page 13.
Allow students to work on experiment and gather data throughout the day.Go over the water cycle again using the Water Cycle Puzzle pieces. The puzzle is designed so that there is no beginning and no end. Students may enjoy putting together many of the puzzles end to end so the cyclic nature of the water cycle is emphasized.At the end of the day, check on results of experiment.
Have each group share their experiment and their findings with the class. Graph the results if appropriate.
Lesson 8: Our Planet Changes
Lesson 8 - Our Planet Changes
OBJECTIVE
Students will classify geological changes as rapid or slow processes.
AAAS BENCHMARKS COVERED*
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.Rock is composed of different combinations of minerals. Smaller rocks come from the breakage and weathering ofbedrock and larger rocks. Soil is made partly from weathered rock, partly from plant remains—and also containsmany living organisms.
NGSS STANDARDS COVERED: 4-ESS1-1; 4-ESS2-1; 4-ESS2-2; 2-ESS1-1;
COMMON CORE ELA STANDARDS COVERED:
“Changes on Earth” text and questions – 3.RI.1, 3.RI.10, 3.RF.4, 3.RF.4a, 3.L.4, 3.L.4a: (see above). Our Planet Changes worksheet (Discuss how the surface of the Earth changes over time; sometimes those changes are rapid and sometimes they are slow; students have to classify as either rapid or slow the types of changes they are observing in the photos they are shown and record those observations on the worksheet applying their stickers in the appropriate columns; students will also conduct a weathering experiment with rocks, sand, water and sandpaper) – 3.SL.1, 3.SL.1a, 3.SL.1b, 3.SL.1c, 3.SL.1.d, 3.W.7, 3.W.8: (see above).
“Two Great Vacation Ideas” (A compare and contrast text - beach & mountains) with questions – 3.RI.1, 3.RI.10,3.RF.4, 3.RF.4a, 3.L.4, 3.L.4a: (see above).
Vocabulary – 3.L.4: (see above).
COMMON CORE MATH STANDARDS COVERED:
Our Planet Changes worksheet – Mathematical Practices: 2,3, 7, 8: (see above). Numerators and Denominators worksheet – 3.NF.1: (see above).

NM Science Performance Standards Covered:
Relate the properties of rocks to the possible environmental conditions during their formation.
Make observations about objects, organisms and the environment to understand a new situation.
Lesson Outline
Discuss that the surface of the Earth changes over time.
Discuss each of the Earth Changes photographs all at once or before doing a related activity.
Classify each one as a slow or rapid change.Have students contrast the effect of water on sand and rocks by pouring water on containers of sand and on rocks.Have students physically weather a rock with sandpaper.
Distribute color stickers to students and instruct them to classify them as "Slow Change" and "Rapid Change"in their Student Booklet page 14.
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