OpenSciEd Grade 3 Unit 2: Weather & Hazards Teacher Edition

The OpenSciEd elementary science program aligns with all NGSS standards for elementary education. This comprehensive curriculum encourages students to explore, design, investigate, and solve problems in the world around them. 

• Phenomenon Based - Centered around exploring phenomena or solving problems
• Driven by Student Questions - Storyline based on students’ questions and ideas 
• Grounded in Evidence - Incremental building and revision of ideas based on evidence 
• Collaborative - class and teacher figure out ideas together
• Equitable - Builds a classroom culture that values ideas and learning of all

The materials invite students to explore science through a phenomenon-based, three-dimensional approach that promotes curiosity, understanding, and equitable learning. Crafted with insights from teachers and students across the country, each unit features thoughtfully selected phenomena and engaging storylines that draw students in. Along the journey, students develop essential skills like problem-solving, asking meaningful questions, and building arguments supported by evidence. With an interdisciplinary design, these units also seamlessly integrate literacy and math, nurturing critical thinking, communication, and problem-solving skills.

Unit 3.2: Weather & Hazards - Why do plants only grow well in certain places, and how can we protect them?

Do you have a favorite fruit or vegetable you enjoy year-round? Have you noticed that common fruits like apples, oranges, and bananas are always available, even in winter? At the start of the unit, students reflect on their favorite fruits and examine school menus to explore how these fruits are available year-round. They ask, How can we get these fruits all year at our school? Through investigations, students analyze precipitation and temperature data to determine where and when fruits grow best. Using weather patterns and climate data, they predict where other fruits and vegetables might thrive. They gather evidence to support an argument for how apples, bananas, and oranges remain available throughout the year. Later, students shift focus to how storms can damage fruit plants. They research weather-related hazards and explore engineering solutions to protect crops. By designing, building, and testing windbreaks, they collect data on effectiveness. Finally, they evaluate multiple designs and use evidence to argue for the best windbreak solutions, applying their findings to help address real-world weather challenges.