Grade 3
Science
Unit: 05
Lesson: 01
Suggested Duration: 3 days
Science Grade 03 Unit 05 Exemplar Lesson 01: Looking At Landforms
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only
a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be
implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of
State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In this lesson, students identify and compare a variety of landforms and explore some ways that landforms can change.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required
by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or
subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
3.6
Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms.
The student is expected to:
3.6B Demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as
swings, balls, pulleys, and wagons.
Supporting Standard
3.7
Earth and space. The student knows that Earth consists of natural resources and its surface is constantly
changing. The student is expected to:
3.7C Identify and compare different landforms, including mountains, hills, valleys, and plains.
Scientific Process TEKS
3.1
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following
school and home safety procedures and environmentally appropriate practices. The student is expected to:
3.1A Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including
observing a schoolyard habitat.
3.1B Make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum
cans, and plastics.
3.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor
investigations. The student is expected to:
3.2A Plan and implement descriptive investigations, including asking and answering questions, making
inferences, and selecting and using equipment or technology needed, to solve a specific problem in the
natural world.
3.2B Collect data by observing and measuring using the metric system and recognize differences between observed and measured data.
3.2D Analyze and interpret patterns in data to construct reasonable explanations based on evidence from
investigations.
3.2F Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal
discussion.
3.3
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:
3.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence,
logical reasoning, and experimental and observational testing, including examining all sides of scientific
evidence of those scientific explanations, so as to encourage critical thinking by the student.
3.3C Represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including
size, properties, and materials.
3.3D Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.
3.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct
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Science
Unit: 05
Lesson: 01
Suggested Duration: 3 days
science inquiry. The student is expected to:
3.4A 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 materials to support observation of habitats of organisms such as terrariums and aquariums.
3.4B Use safety equipment as appropriate, including safety goggles and gloves.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 03 Science Unit 05 PI 01
Identify and explain similarities and differences in landforms using a sentence-completion task involving comparison. Provide illustrations of the selected
landforms.
Standard(s): 3.2F , 3.7C
ELPS ELPS.c.1C , ELPS.c.4J
Key Understandings
Landforms are uniquely identifiable by their characteristics.
— In what ways is the shape of the land different from place to place?
— What physical characteristics/attributes can be used to identify and compare landforms?
— What is the shape of the land in or near our community?
The surface of the Earth is constantly changing.
— What are some ways landforms can change?
— How can forces change the surface of the Earth?
Vocabulary of Instruction
earth materials
geology
geologist
model
physical
features/characteristics
landform
mountain
range
valley
hill
plain
canyon (optional)
plateau (optional)
barrier island
(optional)
cave (optional)
Materials
age-appropriate books and Internet resources (about landforms and their formation, per teacher)
aprons or art shirts (1 per student) – Optional
book (such as but not limited to, The Sun, the Wind and the Rain by Lisa Westberg Peters, 1 per teacher)
craft stick (1 per group)
globe (1 per class)
gloves (plastic, 1 pair per student) – Optional
magazines or clipart/pictures of landforms – Optional
maps (Texas and/or United States landform regions, political, and/or physical maps, 1 per group)
MSDS for the specific brand of shaving cream you are using (1 per school)
paperclips (4 per group)
safety goggles (1 pair per student)
shaving cream or other modeling material (1 can per group)
spoon (plastic, 1 per group)
trays (for managing supplies, 1 per group) – Optional
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are
not accessible on the public website.
Teacher Resource: PowerPoint Parts 1 and 2: Spaceship Earth and Geologists at Work
Teacher Resource: PowerPoint Script Parts 1 and 2: Spaceship Earth and Geologists at Work
Teacher Resource: PowerPoint: Landforms Part 1 and Part 2 (Part 2 optional)
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Science
Unit: 05
Lesson: 01
Suggested Duration: 3 days
Handout: Landform Picture Cards Part 1 and Part 2 (Part 2 optional)
Handout: Landform Identity Cards Part 1 and Part 2 (Part 2 optional)
Handout: Landform Characteristic Cards Part 1 and Part 2 (Part 2 optional)
Teacher Resource: Comparing Landforms PI (for projection)
Teacher Resource: Performance Indicator Instructions KEY
Resources
None Identified
Advance Preparation
1. Prior to Day 1, locate a short video clip of a geologist talking about his/her work. It might be helpful to use the key terms Real Scientists
Earth Science in your search.
2. Download the Teacher Resource: PowerPoint Parts 1 and 2: Spaceship Earth and Geologists at Work.
3. Download the Teacher Resource: PowerPoint: Landforms Part 1 and Part 2 (optional), or locate large landscape photos with the
identified landforms in calendars, magazines, posters, etc.
4. Run copies of the following Handouts or Teacher Resources.
PowerPoint Script Parts 1 and 2: Spaceship Earth and Geologists at Work (Teacher Resource)
Landform Identity Cards Part 1 and Part 2 (1 set per group; run on cardstock, laminate, cut apart, shuffle; Part 2 optional)
Landform Characteristic Cards Part 1 and Part 2 (1 set per group; run on cardstock, laminate, cut apart, shuffle; Part 2 optional)
Comparing Landforms PI (optional Handout or transparency)
5. Pre-select the location for the five minute outdoor field trip which will provide the most information about the physical features of the local
landscape. If observation is obstructed or limited due to location or weather, bookmark a link to a satellite, bird’s eye view, or 3D view of
the area.
6. Acquire the MSDS for the shaving cream you are using. These are easily obtained from the store (store brands) or Internet. If not using
shaving cream for the Elaboration, gather the ingredients for the modeling materials you will be using, as well as any additional tools or
equipment needed for that medium (gloves, goggles, smocks/aprons, etc.). Advantages to shaving cream: 1) can be used on
desks/tables, 2) fast distribution and clean up, 3) easily sculpted with tools (not hands), and 4) can be reused all day by multiple classes if
dispensed on trays instead of desk tops and covered with moist paper towels. Sand and soil can be recycled and reused.
7. Locate a children’s book about the building up and wearing down of landforms.
8. Optional: Provide magazines, clip art, or Internet access for students to find pictures of landforms for the Performance Indicator.
Otherwise, students can sketch the landforms they are comparing.
9. Prepare attachment(s) as necessary.
Background Information
This lesson addresses TEKS related to changes in the surface of the Earth.
Prior to this unit, students observed, described, compared, and sorted rocks by size, shape, color, and texture. Students also continued their explorations of earth
materials by observing, comparing, and describing natural resources and gathering evidence of their usefulness. During this lesson, students build upon previous
experiences with forces and properties of matter and apply those understandings to the study of the Earth as a system. Students learn about forces of nature that
shape the physical features of the Earth. They examine changes due to rapid processes, such as earthquakes, volcanic eruptions, and landslides. After this unit,
students will investigate the slow and rapid changes to the Earth and will be expected to recognize the types of changes that occurred to the Earth to create a variety of
landforms.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Unit Introduction: Spaceship Earth
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Share Part 1 of the Teacher Resource: PowerPoint: Spaceship Earth. Use the
Teacher Resource: PowerPoint Script Part 1: Spaceship Earth for
accompanying notes.
2. Upon completion of this first section of the presentation, reflect on previous
learning:
Say:
Attachments:
Teacher Resource: PowerPoint Parts 1 and 2:
Spaceship Earth and Geologists at Work
Teacher Resource: PowerPoint Script Parts 1
and 2: Spaceship Earth and Geologists at
Work
Throughout the year, you have used your senses, along with tools
and instruments, to observe, identify, and classify matter based on its
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Science
Unit: 05
Lesson: 01
Suggested Duration: 3 days
properties, and you have discovered how the properties of matter
make it useful for our needs.
In the last unit, you began to explore how energy changes matter and
how forces cause a change in the position and motion of objects.
In this unit, you will have an opportunity to use your skills as a
scientist to more closely examine the materials that surround us –
earth materials – and investigate the forces that shape them.
The study of the Earth is called geology, and Earth scientists are
called geologists or geoscientists. “Geo” means Earth.
Instructional Notes:
This Engage activity is an introduction to the unit. It serves as a
bridge from prior learning to new Earth science concepts.
The Real Scientists video clips feature short, informative
presentations by real scientists. For Step 4, try to present at
least the first clip to the entire class. Then, bookmark the site on
the classroom computer(s) for students to explore later.
3. Share Part 2 of the Teacher Resource: PowerPoint: Geologists at Work, and
discuss the various jobs of geoscientists. See the Teacher Resource:
PowerPoint Script Part 2: Geologists at Work for accompanying notes. Tell
students to listen and see which job(s) interests them most.
4. As time permits, share several of the Real Scientists (Earth scientists) video
clips.(see Advance Preparation)
Misconception:
Students may think that the Earth has always
been the same as it is today.
5. At the conclusion of the presentation,
Ask:
Which of these jobs interests you the most? Answers may vary.
EXPLORE/EXPLAIN – Landforms
Suggested Days 1 (continued) and 2
1. Present the globe as a model of the Earth.
Ask:
Materials:
What does this globe represent? It represents the Earth.
2. Explain to students that this is a model of the Earth and that we often use
models to represent objects in the real world that cannot be brought into the
classroom easily. Models can help us understand how the real thing looks or
works.
Ask:
globe (1 per class)
paperclips (4 per group)
maps (Texas and/or United States landform
regions, political, and/or physical maps, 1 per
group)
Attachments:
What can we learn about our planet, Earth, by observing this model?
Answers may vary, but might include: It is a sphere; it spins; it shows water
and land; etc.
What can we NOT tell about Earth from this model? Answers may vary,
but might include size, location in space, composition, etc.
3. As needed, review the major land (continents) and water (oceans) areas and the
location of the U.S. Discuss the fact that the model appears to be relatively
smooth but, in fact, the land on the surface of the Earth and beneath the oceans
comes in many shapes and forms.
4. Write the compound word landforms on the board. Help students define the
word by reversing the two parts; i.e., forms (shapes) on the surface of the land.
5. Explain to students that you will be their tour guide today and you have collected
several photographs/paintings of some of Earth’s interesting physical features.
Use Teacher Resource: PowerPoint: Landforms Part 1 or teacher prepared
photos. Present each landscape one at a time, allowing students time to silently
observe and then respond to open-ended questions about each image. If
needed, guide students to include observations related to the shape of the land.
Ask:
What do you notice or see in the picture? Accept all answers without
judgment, but have students back up their observations or defend their
interpretive statements by asking:
What do you see that makes you say that? Students should be able to
provide visual evidence or evidential reasoning.
What does this remind you of? What does the picture make you think
about? Students may relate personal experiences, memories, stories,
analogies/similes/metaphors, etc.
What does the picture make you wonder about? What questions does
Last Updated 05/03/13
Teacher Resource: PowerPoint: Landforms
Part 1 (or landscape photographs of mountains,
hills, valleys, plain)
Handout: Landform Picture Cards Part 1 (1 set
per group)
Handout: Landform Identity Cards Part 1 (1
set per group)
Handout: Landform Characteristic Cards Part
1 (1 set per group)
Teacher Resource: PowerPoint: Landforms
Part 2 (or landscape photographs of canyon,
plateau, barrier island, cave) – Optional
Handout: Landform Picture Cards Part 2 (1 set
per group) – Optional
Handout: Landform Identity Cards Part 2 (1
set per group) – Optional
Handout: Landform Characteristic Cards Part
2 (1 set per group) – Optional
Teacher Resource: Comparing Landforms PI
(for projection)
Safety Notes:
Follow outdoor safety procedures.
Wait for the teacher to give instructions.
Check For Understanding:
page 4 of 18 Grade 3
Science
Unit: 05
Lesson: 01
Suggested Duration: 3 days
it raise? Answers will vary.
What do you think the photographer/artist wants us to understand
from this image? Answers will vary.
When students are relatively sure they have sorted the
characteristics correctly, work with students to develop a set of
hand signals to represent each of the landforms (See the link in
6. Explain that scientists learn a lot about the Earth by studying its various
landforms. They classify landforms based on certain physical characteristics.
Students will examine those characteristics in the next activity.
the Resources section for an example.). Students can check the
placement of their cards by displaying the appropriate hand
signal as you randomly present each landform characteristic.
7. Distribute a set of Landform Picture Cards Part 1 and Landform Identity
Canyon, plateau, barrier island, and cave were included in this
Cards Part 1 cards and four paperclips to each group of students. As you
present each landscape photograph again, have students 1) select and describe abbreviated extension activity because they describe other
the illustration on a picture card that has similar characteristics and 2) label it with features of the land in Texas.
the correct landform identity card: mountain, hill, valley, or plain. Use the
paperclips to attach labels.
Place the cards in a learning center. Students can use the cards
8. Distribute Landform Characteristic Cards Part 1. Students are to work with
their group to sort and match the characteristics to each landform picture card.
to play a landforms version of “concentration”.
9. See the Notes for Teacher for the Check for Understanding.
10. (Optional) Additional landform photographs (canyon, plateau, barrier island, and
cave) with matching picture, identity, and characteristic cards are provided as an
extension to the preceding activity. See Teacher Resource: PowerPoint:
Landforms Part 2 and Handouts: Landform Picture Cards Part 2, Landform
Identity Cards Part 2, and Landform Characteristic Cards Part 2. Students
can match the photo, illustration, name, and identifying characteristic.
11. Debrief the Explore activity by summarizing the major points and elaborating on
the location (or a famous example) of landforms in Texas, the U.S. or the World.
(See the Resources section for the links to several Texas and United States
landform regions maps.) Some questions might include:
In what ways is the shape of the land different from place to place? In
some places, there are mountains and hills, and in other places, there are
plains, valleys, and other different landforms.
What physical characteristics/attributes can be used to identify and
compare landforms? The physical characteristics of size, shape, color, and
physical state (solid or liquid) can be used to identify and compare landforms.
Which of these landforms would be easy to live on? Difficult to live
on? What makes you say that? Answers will vary. Most of the people in the
world live on plains and in valleys due to climate, soil, access to transportation,
goods and services, etc.
What are some human uses or activities related to this type of place?
Answers will vary.
If you wanted to plan a trip/vacation to an area with mountains and
valleys (flat plains, canyons, etc.), where would you go? Answers may
vary.
Where might this landform be located? Answers will vary, but can be
located on a physical-political map.
Instructional Notes:
Abbreviate landform activities based on students’ prior learning
in Social Studies.
The open-ended questioning strategy in Step 5 is adapted from
Visual Thinking Strategies (Yenawine and Housen). VTS is a
learner-centeredmethod that combines observation skills,
evidential reasoning, speculative abilities, and problem solving
across the curriculum. It has also been shown to nurture verbal
language and writing skills.
If you are unable to observe local landforms, due to weather or
location, you can access a 3D map of your area on Map Machine
or Google Earth. See theResources section for the links. You
may want to identify the physical features of the alternate
location(s) that students are using for weather data collection.
Misconception:
Students may think that landforms of similar
appearance have a common origin.
12. (Optional) Discuss other landforms students may have seen or visited. Locate
those places on the map.
13. Take students on a five minute field trip to observe and identify the landform(s) in
the area.
Ask:
What is the shape of the land where we live? Answers will vary.
What is the shape of the land in or near our community? Answers will
vary.
How does the land where we live compare with the landforms you
have just described? Answers will vary.
14. This would be the best time in the lesson to administer the Performance
Indicator: Comparing Landforms. (See the Evaluation section for instructions.)
ELABORATE – Modeling Landforms
Suggested Days 2 (continued) and 3
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Science
Unit: 05
Lesson: 01
Suggested Duration: 3 days
1. In this activity, students will kinesthetically model the formation of four landforms.
This is critical to their understanding of the processes and forces that help to
build up and wear down the landforms on Earth.
2. Introduce the physical modeling of landforms.
Ask:
What causes the surface of the Earth to have so many different
unique shapes? Accept all answers.
Do you think the shape of the land stays the same? Accept all answers.
3. Provide each group with several piles of “land/earth materials” (shaving cream)
and a set of sculpting tools (tongue depressor, plastic spoon, etc.). Tell students
they will plan each landform as a group; however, they will take turns creating the
landform models. Present the following directions and questions.
Show me a row of mountains. When completed,
What word do scientists use to describe a group or row of
mountains? (Range)
Did making the mountain range require you to build up or wear down
the land? (Build up)
— Fast Fact: The highest mountain in the world is Mount Everest (8850
meters or 29,035 ft.). It is part of the Himalayan Mountain Range which formed
45 million years ago and is one of the youngest mountain ranges on the
surface of the Earth. Scientists say this range is growing at about 6 cm (2.5
inches) a year. (Extreme Science)
Make a valley in your mountain range. When students have completed
this task,
Did making a valley require you to build up or remove land? (Remove
land/earth materials)
— Fast Fact: The Grand Canyon is a very deep valley in Arizona (4000­6000
ft.). “The canyon landscape we see today, however, is relatively young,
having been sculpted in just the last 5–6 million years.” (NPS)
Make your mountains into hills. When students have completed this task,
Did making the mountains into hills require you to build up or wear
down the land? (Wear down the land)
Make your hills into a plain. When students have completed this task,
What did you need to do with your earth materials to make the plain?
Spread or even out the earth materials by wearing away the hills and filling in
the valleys. (Teacher Information: Plains are often layers of sediment
deposited by water or glaciers and may have once been underneath ancient
oceans/seas.)
— Fast Fact: The Great Plains in North America formed more than half a
billion years ago. Until about 70 million years ago, this area was covered by
shallow seas/oceans.
Materials:
shaving cream or other modeling material (1 can
per group)
MSDS for the specific brand of shaving cream
you are using (1 per school)
craft stick (1 per group)
spoon (plastic, 1 per group)
gloves (plastic, 1 pair per student) – Optional
safety goggles (1 pair per student)
aprons or art shirts (1 per student) – Optional
trays (for managing supplies, 1 per group) –
Optional
book on the creation of landforms (1 per
teacher)
age-appropriate books and Internet resources
(about landforms and their formation, several per
teacher) optional
Safety Notes:
Wait for the teacher to give instructions.
Do not put anything in your mouth or rub your eyes after handling
the materials.
Wear proper equipment (glove, aprons, or art shirts, etc.), and
use tools safely.
Dispose of modeling materials appropriately; recycle if
possible.
Instructional Notes:
Have students use modeling material such as shaving cream
(or a mixture of moist sand and soil, salt dough, etc.) to
construct the landforms. Match the sculpting tools and
equipment (gloves, goggles) to the medium you choose to use.
Advantages to shaving cream: 1) can be used on desks/tables,
2) fast distribution and clean up, 3) easily sculpted with tools
(not hands), and 4) can be reused all day by multiple classes if
dispensed on trays instead of desk tops and covered with moist
paper towels.
4. Discuss the models and their limitations.
Ask:
In your landform models, what does the shaving cream represent?
(The land or earth materials such as rocks and soil)
What is different about the shaving cream landforms and the real
landforms on the surface of the Earth? Answers may include size,
composition, shape, formation (time and process), etc.
What is needed to move earth materials (or anything else) from one
place to another? Forces – pushes and pulls. If necessary, remind students
of the Puff Cup Contest, toy cars, balls, etc.
What supplied the forces needed to build up and wear down the
shaving cream landforms? (The students used their tools and hands.)
What forces in nature might your hands represent? Answers may vary.
5. Share a book to summarize the lesson and support the Key Understandings.
Place it, along with other age-appropriate books and Internet resources about
various landforms and their formation, in a library/computer center.
6. Say:
These directions and questions are designed to focus students’
thinking on the notion that forces are at work which change the
shape of the Earth.
The Fast Facts are intended to show students that the changes
they made to their landforms in minutes take hundreds and
millions of years in the real world. The upcoming lessons will
examine forces of nature that cause rapid changes to the
surface of the Earth, as well as changes that happen slowly over
time.
Dispose of shaving cream in a trash bag, rather than washing it
down the sink. Hands or tools can be washed off in the sink.
Remind students that it is important to make informed choices
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Science
Unit: 05
Lesson: 01
Suggested Duration: 3 days
The Earth’s surface is constantly being changed by many different
forces.
7. Ask:
What are some ways landforms can change? They can be built up or
worn down.
How can forces change the surface of the Earth? Answers may vary.
8. Say:
These changes to the Earth’s surface can be rapid or very slow.
We will be investigating both rapid and very slow changes.
in the use and conservation of natural resources by recycling or
reusing materials.
Center Idea - ELAR tie-in:
Create two shape poems to illustrate, describe, and compare
the unique characteristics of a local landform with a different
one studied in class. (3.7C)
1. Students are asked to choose and compare two
landforms: 1) a landform found in the local area and
2) a different landform discussed in the previous
activities.
2. Tell students that a shape poem is a poem written in
the shape of the object it is describing. It is not
important that it rhymes. Clarify the task by sharing
a shape poem about a simple, unrelated object such
as an apple.
As always, be sure to share your assessment criteria prior to
the task.
Misconception:
Students may think that the Earth has always
been the same as it is today.
EVALUATE – Performance Indicator
Suggested Day 3 (continued)
Grade3 Science Unit05 PI01
Materials:
Identify and explain similarities and differences in landforms using a sentence-completion task
involving comparison. Provide illustrations of the selected landforms.
Standard(s): 3.2F , 3.7C
ELPS ELPS.c.1C , ELPS.c.4J
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for
information on administering the assessment.
magazines or clipart/pictures of landforms –
Optional
Attachments:
Optional Teacher Resource: Comparing
Landforms PI (for projection) (from previous
activity)
Teacher Resource: Performance Indicator
Instructions KEY
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page 7 of 18 Grade 3
Science
Unit: 05 Lesson: 01
PowerPoint Script Part 1: Spaceship Earth
Part 1: Spaceship Earth: Investigating Earth Materials (This script incorporates the
PowerPoint notes in the slide presentation. The script will help you navigate the presentation
in the correct order.)
Slide 1:
Slide 2:
Slide 3:
Slide 4:
Slide 5:
Slide 6:
Slide 7:
Slide 8:
Slide 9:
Slide 10:
Slide 11:
Title page
The title of this photograph is “The Blue Marble”.
What is this blue marble? Who do you think might have taken this photograph?
Why do you think they named it as they did? Answers will vary, but explain to
students that this is a picture of the Earth, inspired by photographs taken by the Apollo
17 astronauts. The astronauts thought that the Earth looked like a child’s blue marble
because it had the appearance of a small glassy sphere from the perspective of outer
space.
What can you tell about Earth from this photograph? Answers will vary, but
students should notice that the Earth is a sphere. It is surrounded by space. It has areas
of land and water, with air and clouds surrounding the surface. Ask: Which does it
appear to have more of, land or water? Water. Over two-thirds of the Earth’s surface
is covered by water.
The Earth has rocks and soil to help us make and grow the things we need. Ask:
Describe what you see in the pictures. What ways are rocks useful to us? What
kinds of crops or plants are grown in our area? Answers will vary.
And, that surface is constantly changing. Ask: Describe what you see in the pictures.
Do you think we have volcanoes in Texas? What do you think caused the sand to
look like this? Accept all answers.
Over two-thirds of the Earth’s surface is covered by water. Think about how many ways
we use water. Ask: Describe what you see in the pictures. Is there an ocean where
you live? Is there a lake in your area? What are some ways you use water?
Answers will vary.
And, that water is constantly moving. Ask: Describe what you see in the pictures. Do
you think moving water has much force? Explain. Accept all answers.
What do we call the blanket of gases that surround the surface of the Earth? The
atmosphere. The atmosphere rises above us and provides the air we breathe. What
does the sky above you look like right now? Answers will vary.
The Earth’s atmosphere is constantly changing, too. Ask: Describe what you see in
the pictures. What kind of scientist studies and reports changes in our weather?
Meteorologist or weather person
Man also changes the Earth. Ask: Describe what you see in the pictures. How has
man changed the land, water, and air? Answers will vary.
Your mission as an Earth scientist is to learn more about these earth materials. By
studying the Earth and how it works, we can use and protect these natural resources.
After all, it’s the only Earth that we have.
(Pause the PowerPoint presentation.)
©2012, TESCCC
05/02/13
page 1 of 2
Grade 3
Science
Unit: 05 Lesson: 01
PowerPoint Script Part 2: Geologists at Work
(This is a continuation of the PowerPoint Presentation.)
Part 2: Geologists at Work
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Most people think of geologists as scientists who study rocks. Some geologists do study
and test rocks. From studying rocks, geologists can learn more about how the Earth has
changed over the years and how a rock’s properties can make it useful to our needs.
Some geologists try to find oil, coal, and natural gas. These are the fuels that we use to
heat and cool our homes, power our cars, trains, and planes, and run our factories.
There are geologists who test our water to see if it is safe for us to drink and if we will
have enough to meet our needs. Other geoscientists test the soil to see if it will support
our roads, buildings, and/or the growth of plants.
Meteorologists are Earth scientists who study changes in the atmosphere.
Some geologists study volcanoes and other natural hazards. They want to learn how to
predict these events to keep us safe. Scientists try to understand more about what
causes these events and how they are changing the Earth’s surface.
This geologist collected rocks on the Moon. And, some geologists even study other
planets besides the Earth!
There are many more ways that scientists study the Earth. You can learn about some of
these interesting jobs from real scientists by reading a book or from a reliable internet
resource.
Check out Elizabeth Arrendondo – Mineralogist
“Mineralogist Elizabeth Arredondo loves adventure! When she's not skydiving, she's out
hunting for colorful gems and minerals.”
(PBS KIDS: Dragonfly TV)
Which of these jobs interests you the most? (Answers will vary.)
Other Real Earth Scientists of Interest at PBS Kids: Dragonfly TV
 Gary Takeuchi - Paleontologist
 Howie Bluestein - Meteorologist
 Jason Dunion - Hurricane Researcher
 Karen Block - Volcano Scientist
 Robbie Hood - Hurricane Huntress
 Carol Reiss - Marine Geologist
 Vidal Mendoza - Hydrologist
 Laura Triplett - Mud Scientist
 Ameri Gurley - Wind Research Assistant
 Marianne Takamiva - Galactic Astronomer
Slide 20: Credits
©2012, TESCCC
05/02/13
page 2 of 2
Grade 3
Science
Unit: 05 Lesson: 01
Landform Picture Cards - Part 1
©2012, TESCCC
05/02/13
page 1 of 2
Grade 3
Science
Unit: 05 Lesson: 01
Landform Picture Cards - Part 2
©2012, TESCCC
Venegas, A. (Artist) (2012). Landforms [Print].
05/02/13
page 2 of 2
Grade 3
Science
Unit: 05 Lesson: 01
Landform Identity Cards - Part 1
Mountain
Mountain
Valley
Valley
Hill
Hill
Plain
Plain
Mountain
Mountain
Valley
Valley
Hill
Hill
Plain
Plain
©2012, TESCCC
09/18/12
page 1 of 2
Grade 3
Science
Unit: 05 Lesson: 01
Landform Identity Cards - Part 2
Canyon
Canyon
Plateau
Plateau
Barrier Island
Barrier Island
Cave
Cave
Canyon
Canyon
Plateau
Plateau
Barrier Island
Barrier Island
Cave
Cave
©2012, TESCCC
09/18/12
page 2 of 2
Grade 3
Science
Unit: 05 Lesson: 01
Landform Characteristic Cards - Part 1
This high, rocky
landform usually
has steep sides
and narrow,
pointed tops.
The highest point
This landform rises on this landform is
at least 1,000 feet called a peak. The
above the
tallest peaks may
surrounding area
reach into the
and is taller than a
clouds and stay
hill.
covered with snow.
This raised area or This landform is
higher than the
mound of land on
the Earth’s surface land around it, but
has sloping sides. it is not as high as
a mountain.
©2012, TESCCC
When the wind
and rain wear a
mountain down,
the mound that is
left is this
landform.
05/02/13
This landform is
usually found in
groups or rows
called ranges.
This landform rises
less than 1,000
feet above its
surroundings, has
a rounded top, and
is less jagged than
a mountain.
page 1 of 3
Grade 3
Science
Unit: 05 Lesson: 01
Landform Characteristic Cards - Part 1 (cont.)
This type of
landform provides
This low area of
a good way to get
This
landform
may
land is surrounded
around mountains.
be
V-shaped
or
Uby higher
Therefore, people
shaped.
landforms such as
may build roads or
hills or mountains.
lay train tracks in
this landform.
Water from higher
areas often flows
down into this
landform creating
streams or rivers
along the bottom.
Most of the people
A large area of
This is a nearly flat
An area of flat,
on Earth live on
fairly flat grassland low-lying land next
area of land. It
this landform. The
with few trees runs to a seacoast is an
may have small,
shape of the land
through the middle
rolling hills, but
example of a
makes it easy to
of our country. It is
most areas of this
coastal
plant crops and
called the Great
landform are about
_________.
travel from place to
_______.
the same height.
place.
©2012, TESCCC
05/02/13
page 2 of 3
Grade 3
Science
Unit: 05 Lesson: 01
Landform Characteristic Cards - Part 2
This landform is a
deep, narrow
valley with steep
sides.
©2012, TESCCC
This is a natural
hole, tunnel, or
opening into or
under the ground.
This is an area of
high, flat land with
steep sides.
05/02/13
This long, narrow
strip of land is
surrounded by
water. It helps to
protect the
mainland from
damaging waves.
page 3 of 3
Grade 3
Science
Unit: 05 Lesson: 01
Comparing Landforms PI
Landform 1: ______________________
Landform 2: __________________________
(1) _______________________ and (2) _______________________ are similar because they both
______________________________________________________________________________,
and they both
______________________________________________________________________________.
(1)___________________________ and (2)___________________________ are different because
(1) _________________________________________________________________________, but
(2) ____________________________________________________________________________.
(1) _________________________________________________________________________, but
(2) ____________________________________________________________________________.
©2012, TESCCC
05/02/13
page 1 of 1
Grade 3
Science
Unit: 05 Lesson: 01
Performance Indicator Instructions KEY
Performance Indicator

Identify and explain similarities and differences in landforms using a sentence-completion task
involving comparison. Provide illustrations of the selected landforms.
(3.2F; 3.7C)
1C; 4J
Materials:

magazines or clipart/pictures of landforms – Optional
Attachments:

Optional Teacher Resource: Comparing Landforms PI (for projection)
Instructional Procedures:
1. Administer this performance task at the end of the Explore/Explain (Landforms) or at the
beginning of the Elaborate (Modeling Landforms).
2. Students are asked to choose and compare two landforms: 1) a landform found in the local area
and 2) a different landform discussed in the previous activities.
3. Optional Teacher Resource: Comparing Landforms PI provides sentence stems that may be
used to assist students in writing or verbalizing the similarities and differences.
4. Students can either sketch or locate pictures of the landforms they have chosen to compare.
Attach the sketches/pictures to the written comparison.
5. Share Performance Indicator rubric or expectations with students prior to students beginning the
assessment.
6. Answer any questions students may have regarding the assessment.
©2012, TESCCC
05/02/13
page 1 of 1