Grade 3 TCI’s Grade 3 program includes four units. Each unit has a Science Journal, complete with hands-on investigations, text with notes, and checks for understanding.
Unit 3
Unit 1 Environments and Living Things 1 Where Do Organisms Live? 2 How Does Living in a Group Help Some Animals Survive? Performance Assessment: Building an Exhibit on Columbian Mammoths 3 How Do Environments Change?
Grade 3
4 What Happens to Organisms in Changing Environments? 5 How Do People Learn About Extinct Organisms? 6 What Do Fossils Show About Environments of
Weather and Climate Science Journal
Long Ago? Performance Assessment: Researching How Columbian Mammoths Went Extinct
Unit 2 Forces and Motion 1 What Do Forces Do?
4 What Can Magnetic Forces Do?
2 What Happens When Forces Are Balanced
5 What Can Electric Forces Do?
or Unbalanced? 3 How Can You Predict Patterns of Motion?
Performance Assessment: Designing the Plenty-O-Fish Game
Performance Assessment: Testing Carnival Games
Unit 3 Weather and Climate 1 What Makes Weather?
6 How Are Weather and Climate Related?
2 How Is Temperature Measured?
7 How Does Extreme Weather Affect People?
3 How Is Wind Measured?
8 How Can People Reduce Extreme Weather
4 How Are Rain and Snow Measured? 5 How Is Weather Predicted?
Damage? Performance Assessment: Evaluating Roof Designs
Performance Assessment: Graphing Weather Data
Unit 4 Life Cycles and Traits 1 Why Do Offspring Look Similar to Their Parents?
5 What Are the Life Cycles of Plants?
2 How Does the Environment Affect Traits?
6 What Are the Life Cycles of Animals with Backbones?
3 How Are Traits Affected by Both Inheritance and
7 What Are the Life Cycles of Animals Without
the Environment? 4 Why Do Some Members of a Species Survive and Not Others?
Backbones? Performance Assessment: Creating Infographics on Life Cycles
Performance Assessment: Writing for Science Monthly
Engineering
Name:
Grade 3 Bring Science Alive!
Unit 3
Weather and Climate Learn about weather and climate in different places. Then you’ll design a house that can withstand a snowstorm.
1 What Makes Weather?.................................................................6 2 How Is Temperature Measured?.................................................22 3 How Is Wind Measured?............................................................38 4 How Are Rain and Snow Measured?..........................................54 5 How Is Weather Predicted?........................................................72 Performance Assessment: Graphing Weather Data........................92 6 How Are Weather and Climate Related?.....................................98 7 How Does Extreme Weather Affect People?............................ 116 8 How Can People Reduce Extreme Weather Damage?
....... 138
Performance Assessment: Evaluating Roof Designs.................... 156 Engineering
2
Anchoring Phenomenon Think about this unit’s Anchoring Phenomenon: Buildings in different places have different designs. Complete the chart. • List what you know about this unit’s phenomenon. • Write questions you wonder about this phenomenon. Know
Wonder
3
Unit Checkpoints As you complete each lesson, look for this icon learned in the lesson. Lesson
and return to record what you’ve
What I Learned
1 What Makes Weather?
2 How Is Temperature Measured?
3 How Is Wind Measured?
4 How Are Rain and Snow Measured?
5 How Is Weather Predicted?
6 How Are Weather and Climate Related?
7 How Does Extreme Weather Affect People?
8 How Can People Reduce Extreme Weather Damage?
4
Unit 3 Weather and Climate
© Teachers’ Curriculum Institute
Using what you learned in this unit, explain the unit’s Anchoring Phenomenon: Buildings in different places have different designs.
Claim
Evidence
Reasoning
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Unit 3 Weather and Climate
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Lesson 3
How Is Wind Measured?
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Lesson 3 How Is Wind Measured?
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INVESTIGATION
Observing Phenomena Discuss: Do you ever notice that it is windier during certain times in the day? When is it usually windier?
Observe this phenomenon: Some days are windy, and some days are not.
See It!
Think about a place you have been that was very windy. Where were you? How often was it windy?
Think of what you already know about wind and what time of the day is windiest. Write questions you have.
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Lesson 3 How Is Wind Measured?
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INVESTIGATION
Building and Testing Anemometers 1. Use the ruler to find the middle of each of your strips of cardboard. Mark the middle. 2. Bring your cardboard to your teacher. Your teacher will cut holes in the cardboard for you. 3. Align the two holes in the cardboard strips, make a plus sign with the strips. Glue the strips in this position, then staple them together. 4. Thread a piece of yarn through both holes. 5. Tie a knot underneath so the yarn does not slip out. 6. Make sure the cardboard spins freely around the yarn. 7. Color the outside of one of your paper cups with the marker. 8. Staple a cup to the end of each cardboard arm. Make sure the cups are all pointing in the same direction around the circle. 9. Test your anemometer by holding it by the string and blowing into the cups. If it does not spin freely, ask your teacher to widen the hole around the string. Now, let’s test your anemometers. Your teacher will turn on the fan. • Hold your anemometer in front of the fan. • Count the number of full circles the colored cup makes in 30 seconds. • Then, multiply this number by 2. That will tell you how many circles the cup makes in 1 minute. Who wants to go first? Let’s start the timer! 40
Lesson 3 How Is Wind Measured?
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INVESTIGATION
Measuring Wind Speed for Five Days In this investigation, you will use your anemometer to measure the wind for five days. Record the wind speed at the same place for five days. Record the time at which you made the observation.
Day
Time
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Wind Speed (Circles per 30 seconds)
Wind Speed (Circles per minute)
Lesson 3 How Is Wind Measured?
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INVESTIGATION
Make a bar graph that shows your data from measuring wind speed for five days. Give your graph a title. Title: _____________________________________
Tit
25
25
24
24
23
23
22
22
21
21
20
20
19
19
Wind Speed (Circles per minute)
Speed per minute) Wind Speed Wind (Circles per(Circles minute)
Title:
18 17 16 15 14 13 12 11 10 9 8
17 16 15 14 13 12 11 10 9 8
7
7
6
6
5
5
4
4
3
3
2
2
1
1
0
0
Day Day 42
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INVESTIGATION
Vocabulary Match the term to the correct definition. Word Bank
anemometer
wind vane 1. A tool that measures wind speed. 2. A tool that measures the direction wind comes from.
My Science Concepts Reflect on your understanding. Draw an X along each line. Anemometers measure wind speed by spinning when wind blows into them. They spin faster when the wind blows faster and harder. Wind vanes measure wind direction. They point in the direction the wind is blowing. Windsocks measure both direction and strength.
still learning
know it
The sun heats Earth’s surface unevenly. Warm air tends to float and rise. Cool air sinks or stays low. Cool air moves in to replace the rising warm air. This movement creates wind.
still learning
know it
Looking for patterns that are specific to a location can help make predictions about wind around the world. For example, near a body of water, the direction of the wind depends on whether it is day or night. The strength will likely vary over the course of the day, too. In areas of the United States, the wind may blow west to east most often because of the prevailing winds (Westerlies). Other geographic features, such as mountain ranges, play a significant role as well.
still learning © Teachers’ Curriculum Institute
know it Lesson 3 How Is Wind Measured?
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TEXT WITH
NOTES
1. The Sun and Wind You have probably felt a breeze blowing across your skin or seen tree branches bending during a storm. What The air is constantly heating up causes wind? and cooling down, which means Recall that the sun’s energy heats that air is always on the move. Earth’s surface. But it does not heat the This motion of the air is called ground evenly. Some places are sunnier wind. than others. Shadows from clouds can cool an How Wind Forms area. Warm air is lighter than cool air. So, it rises. Cooler air sinks or stays low. When warm air rises, cooler air moves in from the sides to take its place. The air in different places is always heating up or cooling down, which means it is always moving. This movement of air is the wind. The force of the wind pushes on and moves objects. You see this when leaves blow or flags flap. You can feel the force of wind on your skin on a breezy day.
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Lesson 3 How Is Wind Measured?
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NOTES
Use colored pens. Draw arrows on the image to show how wind forms. Use blue arrows to show cold air and red arrows to show warm air.
Describe what is happening in the image above. Use these terms: warm air, cold air, wind, sun, and Earth’s surface.
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TEXT WITH
NOTES
2. Measuring Wind Speed A storm can bring fast, strong winds. How do you know how fast the winds move? Wind can be described by its speed, or how fast it is moving. An anemometer is a tool that measures wind speed. Some use cups attached to rods. Wind pushes the cups, and the rods turn. They turn faster if the wind is stronger. In the United States, wind speed is measured in miles per hour (mph). In other places around the world, speed is measured in kilometers per hour (km/h). The speed is the same, but the numbers are different. Winds with different speeds are called different things. If the wind speed is slow, you feel a gentle breeze. If the wind is fast, large tree branches start bending. Winds that blow during hurricanes are very fast and strong. They can damage buildings or uproot trees. The faster the wind, the stronger it is.
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Lesson 3 How Is Wind Measured?
This tool is called an anemometer. It uses spinning cups to measure the speed of the wind.
The faster winds blow, the stronger the effects they have. Strong winds affect people and objects.
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TEXT WITH
NOTES
In each box, draw a picture of a tree affected by the wind labeled below. Calm (No Wind)
Gentle Wind
Strong Wind
Hurricane Force
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TEXT WITH
NOTES
3. Measuring Wind Direction If you see a storm in the distance, will it come your way? Knowing how the wind is blowing might help. A wind vane is a weather tool that shows the direction the wind is blowing from. On a wind vane, a pointer is attached to a pole. The pointer moves with the wind. The arrow points in the direction the wind is coming from. Winds are described by the direction they come from, not the direction they are headed. If the arrow points to the west, the wind is a west wind, or a wind coming from the west. Windsocks show wind direction, too. A windsock is a cloth tube attached to a pole. When the wind blows, the narrow end of the sock goes downwind. So, the windsock points in the direction that wind is blowing. The pole stays on the side the wind is coming from. Windsocks also give an idea of how fast, or strong, the wind is.
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Lesson 3 How Is Wind Measured?
A windsock shows the direction the wind is blowing and how strong it is. Windsocks can be seen from far away. The arrow of a wind vane points in the direction the wind is coming from. This is the opposite of the way a windsock points.
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TEXT WITH
NOTES
Draw an arrow on each of these wind vanes. Each arrow should correctly show the direction the wind is blowing from.
S
E
S
E
W
N
W
N
The wind is blowing from the north.
The wind is blowing from the south.
S
E
W
N
The wind is blowing from the west.
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TEXT WITH
NOTES
4. Wind Patterns Wind patterns depend on changes in the air temperature. Winds often blow from cool areas to warm areas. Near the ocean, land is warm during the day. Cool breezes blow from the cool ocean onto land. At night, the land cools and the ocean is warmer. Cool breezes blow from During the day, cool winds blow land to the ocean. from the water onto land. At night, Some wind patterns happen during cool winds blow from the land out over the ocean. certain times of the year. The Santa Anas are dry, dusty winds How Sea Breezes Form that blow in southern California. They blow from east to west, from the deserts to the ocean. The Santa Anas blow each year from fall to spring. Different places on Earth have different wind patterns. Some winds blow across large areas of Earth’s surface. Westerlies are winds that move from west to east. Westerlies blow across much of the United States. Easterlies, or Trade Winds, are winds that blow from east to west in warm, tropical areas. 50
Lesson 3 How Is Wind Measured?
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NOTES
Look at this satellite photograph of North America taken from space. Draw the direction of the Westerlies and Easterlies. Use a different color for each wind pattern.
How do you think these wind patterns got their name?
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CHECK
FOR
UNDERSTANDING
Show What You Know Look at the table. Use this data to answer the questions. Average Wind Speed (kilometers per hour) Month
Honolulu, Hawaii
Denver, Colorado
Los Angeles, California
Phoenix, Arizona
January
14
16
11
8
February
15
16
13
9
March
16
17
13
10
April
19
19
15
12
May
17
18
14
12
June
19
17
14
12
July
20
17
13
12
August
19
16
13
12
September
17
16
12
10
October
16
16
11
9
November
15
15
10
8
December
15
16
11
7
• Which city has the fastest wind? In which month? • Which city has the slowest wind? In which month? • Think about all the cities. Which two cities are the windiest? • Which two months are the least windy?
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Lesson 3 How Is Wind Measured?
© Teachers’ Curriculum Institute
CHECK
FOR
UNDERSTANDING
Making Sense of the Phenomenon Let’s revisit the phenomenon: Some days are windy, and some days are not. Think about: • What evidence of wind do you see? • What might be causing this wind?
Use your findings from the investigation to answer this question: How can you measure how windy it is? Claim Evidence
Reasoning
Go back to page 4 and fill out the unit checkpoint for this lesson. © Teachers’ Curriculum Institute
Lesson 3 How Is Wind Measured?
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Performance Assessment:
Graphing Weather Data Why do you see different types of buildings in different places around the country? Graph weather data. See how weather patterns are related to home designs. You will: • find and graph data for where you live. • use the data to predict weather.
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Performance Assessment: Graphing Weather Data
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PERFORMANCE ASSESSMENT
Graphing Local Data Find data for your own area. Find the average high temperature for each month for the past two years. Use trustworthy web sites such as NOAA. Average High Temperature (°F) Jan.
Feb.
Mar.
Apr.
May
June
July
Aug.
Sep.
Oct.
Nov.
Dec.
Year 1
Year 2
Year 1
Year 2
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Performance Assessment: Graphing Weather Data
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PERFORMANCE ASSESSMENT
Precipitation (cm) Jan.
Feb.
Mar.
Apr.
May
June
July
Aug.
Sep.
Oct.
Nov.
Dec.
Year 1
Year 2
Year 1
Year 2
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Performance Assessment: Graphing Weather Data
© Teachers’ Curriculum Institute
PERFORMANCE ASSESSMENT
Graph data for your local area below. Graph the Year 1 average high temperature data by month. Year 1: Average High Temperature (°F) 100 80 60 40 20 0
Jan
Feb
Mar
Apr
May
June
July
Aug
Sep
Oct
Nov
Dec
Oct
Nov
Dec
Graph the Year 1 precipitation data by month. Year 1: Precipitation (cm) 30 25 20 15 10 5 0
Jan
Feb
© Teachers’ Curriculum Institute
Mar
Apr
May
June
July
Aug
Sep
Performance Assessment: Graphing Weather Data
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PERFORMANCE ASSESSMENT
Graph the Year 2 average high temperature data by month. Year 2: Average High Temperature (°F) 100 80 60 40 20 0
Jan
Feb
Mar
Apr
May
June
July
Aug
Sep
Oct
Nov
Dec
Oct
Nov
Dec
Graph the Year 2 precipitation data by month. Year 2: Precipitation (cm) 30 25 20 15 10 5 0
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Jan
Feb
Mar
Apr
May
Performance Assessment: Graphing Weather Data
June
July
Aug
Sep
© Teachers’ Curriculum Institute
PERFORMANCE ASSESSMENT
Predicting Local Weather Find patterns in weather for your area. What is the weather like each season? Winter
Spring
Summer
Fall
Use the patterns to make predictions. When is it most likely to rain? How do you know?
When is it going to be hottest? How do you know?
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Performance Assessment: Graphing Weather Data
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Lesson 8
How Can People Reduce Extreme Weather Damage?
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Lesson 8 How Can People Reduce Extreme Weather Damage?
© Teachers’ Curriculum Institute
INVESTIGATION
Observing Phenomena Discuss: Have you ever seen a rod at the top of a building? What do you think the purpose of the rod is?
Observe this phenomenon: Lightning rods can prevent fires.
See It!
Think about what could happen if lightning strikes a tree or building. Why might it be dangerous?
Think of what you already know about lightning and how people protect themselves from it. Write questions you have.
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INVESTIGATION
Gulf Coast City Lightning Rods Read Handout: Gulf Coast City Bulletin: Lightning Rods. Make a list of the criteria and constraints. Criteria:
Constraints:
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Lesson 8 How Can People Reduce Extreme Weather Damage?
© Teachers’ Curriculum Institute
INVESTIGATION
Evaluating Designs Get a copy of Handout: Lightning Rod Design Solutions. Read about each design. In your group, discuss the lightning rod designs. Examine and rank the criteria from most important to least important.
Criteria 1 (most important)
Criteria 2
Criteria 3
Criteria 4 (least important)
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INVESTIGATION
Rank which design meets each criteria best, middle, and least. Give the best design 3 points, the middle design 2 points, and the third design 1 point. Add the points up for each design. The design with the most points is the best. Design A
Design B
Design C
Criteria 1 (most important)
Criteria 2
Criteria 3
Criteria 4 (least important)
Point Total
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INVESTIGATION
Which lightning rod design best meets the criteria and constraints? Explain.
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INVESTIGATION
Vocabulary Complete the sentence with the appropriate words. Word Bank
ground
prevent
Lightning rod: A the
metal rod
connected by wire to that helps
lightning from striking houses or buildings.
My Science Concepts Reflect on your understanding. Draw an X along each line. Extreme weather cannot be prevented, but using science can keep you safe in many ways. For example, weather data can track tornadoes, hurricanes, and other types of extreme weather and alert us when a storm is approaching. still learning
know it
Engineers have designed many things to reduce damage from lightning, hurricanes, tornadoes, and other types of extreme weather. For example, lightning rods prevent lightning from striking and damaging buildings, and levees prevent floods from hurricanes. still learning
know it
In order to decide on the best design solution, the criteria and constraints of the problem were defined. Then, the designs were examined and evaluated to determine which criteria were most important and which designs best fulfilled them. still learning 144
Lesson 8 How Can People Reduce Extreme Weather Damage?
know it
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TEXT WITH
NOTES
1. Scientists Investigate Storms You have learned about many kinds of storms. Some are dangerous. Storms will not stop coming. But people can learn more about them. Scientists study storms to help keep people safe. For example, scientists study tornadoes. They use radar. They observe thunderstorm clouds. Scientists study wind speed and direction. By studying weather, scientists have found patterns. There are certain wind patterns that tend to form tornadoes. In the spring of 2013, meteorologists predicted a tornado would hit near Oklahoma City. They put out a warning. People had 16 minutes to get to safety. Warnings like these save people’s lives. Scientists keep studying tornadoes. They hope to find ways to warn people sooner. Tornado Risk Map
KEY
Scientists have studied the patterns of when and where tornadoes have occurred. They are learning to predict when tornadoes are about to form.
KEY
Highest
Highest
High
High
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TEXT WITH
NOTES
Explain in your own words why scientists carefully study weather patterns.
What have scientists learned by studying tornadoes? What is a tornado warning, and why is it useful?
Tornadoes in the United States
N W
E S
KEY
Reported Tornadoes High Medium Low Very low
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TEXT WITH
NOTES
2. Engineers Help Reduce Storm Damage You have learned about thunderstorms. You know that lightning strikes can damage trees, buildings, and other objects. Lightning usually strikes the tallest or highest object in an area. Lightning Rods
Engineers design new things and improve old ones. Some engineers Lightning rods can protect a home design lightning rods. Lightning rods or other buildings. Lightning moves are structures that protect objects from down the rod to the ground and lightning. A lightning rod is always taller does not go through the building. than the objects around it. That How a Lightning Rod Works way, lightning will strike the rod and not the other objects. A lightning rod can protect a house. The metal lightning rod stands up on the top of a roof. The rod is connected to a wire that goes into the ground. When lightning strikes the rod, electricity moves safely to the ground through the wire. Electricity moves through the rod and wire instead of going through the house.
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TEXT WITH
NOTES
Testing Lightning Rods
Engineers design different kinds of lightning rods. For large buildings, engineers might use many rods together with wires connecting them. When lightning strikes anywhere on the building, it moves along the rods and wires to the ground. Engineers make models of their designs. The model rod and buildings are smaller than the real ones. But they are made of the same materials and are in the same shapes. The engineers test their models to see if they work. Where do they get the lightning? Engineers build artificial lightning machines to create the electricity. This can be dangerous, but engineers know how to do it safely. They test the model to find out if the rod works as it should. If electricity is not carried to the ground safely, then the design failed. New materials or a new design are needed.
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Lesson 8 How Can People Reduce Extreme Weather Damage?
Engineers build artificial lightning machines to create electricity and test their designs. Engineers use lightning machines to test how well their design and materials work. Here, they are testing a lightning rod.
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TEXT WITH
NOTES
What do engineers do to keep tall buildings safe during extreme thunderstorms?
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TEXT WITH
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3. Communities Help Reduce Storm Danger Suppose a hurricane is predicted to hit your town. What are some ways you can stay safe? Hurricanes and other storms can affect many people. But people in a community can work together. They can plan ways to keep safe during storms. Some communities set up shelters at schools, hotels, or other places. Shelters are safe places to stay during a storm. Shelters store food and water. They have a place for people to sleep. People stay in shelters until the storm is over. Sometimes it is unsafe to return home right after a storm. In 2005, when Hurricane Katrina hit New Orleans, Louisiana, many residents had to leave their homes. Because the flooding was so bad, many could not go home right away. Some had to stay in shelters for months. Extreme weather is dangerous, but people can help each other through the problems.
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Lesson 8 How Can People Reduce Extreme Weather Damage?
When a storm hits, many communities set up shelters for people whose homes are no longer safe. The shelters are often set up in large buildings like schools.
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TEXT WITH
NOTES
Suppose you are the mayor of a large city on the coast of the Gulf of Mexico. List three steps you would take before a hurricane hits to keep people safe. List three steps you would take during a hurricane to keep people safe.
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CHECK
FOR
UNDERSTANDING
Show What You Know Read the information below. Underline Jodi’s criteria for the tornado shelter. Circle her constraints. Jodi lives in an area that gets a lot of tornadoes. Her family wants to build a tornado shelter. The shelter should be big enough to fit all five of her family members. It should also be strong enough to withstand many tornadoes. Jodi’s family has a budget. She would also like to build soon.
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Lesson 8 How Can People Reduce Extreme Weather Damage?
© Teachers’ Curriculum Institute
CHECK
FOR
UNDERSTANDING
Recommend a design to Jodi’s family based on the criteria and constraints. Use evidence for support. Design A
Design B
Design A is a shelter that is underground. It is meant to be built outside the house. The shelter comes with benches and storage for food and emergency supplies. Multiple families can share the shelter. It can also be used for shelter from other types of storms.
Design B is a shelter that is above ground. It is meant to be built in the corner of a garage so you can access it without going outside. The shelter is small, so there is no room for supplies. The people in the shelter will also have to stand.
Size: fits 8-10 people Cost: $2,800 Construction time: 1 month Engineer test results: This shelter is made of concrete. Concrete is a very heavy material that will not get blown away.
Size: fits 3-5 people Cost: $1,500 Construction time: 2 weeks Engineer test results: Steel is a strong material. But it is not too heavy. Because the shelter is indoors, the garage can also protect the shelter from wind.
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CHECK
FOR
UNDERSTANDING
Making Sense of the Phenomenon Let’s revisit the phenomenon: Lightning rods can prevent fires. Think about: • How is the building being protected from the lightning strike? • What factors might engineers have thought about when building the lightning rod?
Use your findings from the investigation to answer this question: How can you prepare and stay safe from extreme weather?
Claim Evidence
Reasoning
Go back to page 4 and fill out the unit checkpoint for this lesson. 154
Lesson 8 How Can People Reduce Extreme Weather Damage?
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NOTES
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Lesson 8 How Can People Reduce Extreme Weather Damage?
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Grade 3 TCI’s Grade 3 program includes four units. Each unit has a Science Journal, complete with hands-on investigations, text with notes, and checks for understanding.
Unit 3
Unit 1 Environments and Living Things 1 Where Do Organisms Live? 2 How Does Living in a Group Help Some Animals Survive? Performance Assessment: Building an Exhibit on Columbian Mammoths 3 How Do Environments Change?
Grade 3
4 What Happens to Organisms in Changing Environments? 5 How Do People Learn About Extinct Organisms? 6 What Do Fossils Show About Environments of
Weather and Climate Science Journal
Long Ago? Performance Assessment: Researching How Columbian Mammoths Went Extinct
Unit 2 Forces and Motion 1 What Do Forces Do?
4 What Can Magnetic Forces Do?
2 What Happens When Forces Are Balanced
5 What Can Electric Forces Do?
or Unbalanced? 3 How Can You Predict Patterns of Motion?
Performance Assessment: Designing the Plenty-O-Fish Game
Performance Assessment: Testing Carnival Games
Unit 3 Weather and Climate 1 What Makes Weather?
6 How Are Weather and Climate Related?
2 How Is Temperature Measured?
7 How Does Extreme Weather Affect People?
3 How Is Wind Measured?
8 How Can People Reduce Extreme Weather
4 How Are Rain and Snow Measured? 5 How Is Weather Predicted?
Damage? Performance Assessment: Evaluating Roof Designs
Performance Assessment: Graphing Weather Data
Unit 4 Life Cycles and Traits 1 Why Do Offspring Look Similar to Their Parents?
5 What Are the Life Cycles of Plants?
2 How Does the Environment Affect Traits?
6 What Are the Life Cycles of Animals with Backbones?
3 How Are Traits Affected by Both Inheritance and
7 What Are the Life Cycles of Animals Without
the Environment? 4 Why Do Some Members of a Species Survive and Not Others?
Backbones? Performance Assessment: Creating Infographics on Life Cycles
Performance Assessment: Writing for Science Monthly
Engineering
Name: