Full Answer Section

• ELA (Common Core – Writing): W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Resource 1: Fiction Book – A River Ran Wild: An Environmental History by Lynne Cherry

This narrative non-fiction picture book tells the true story of the Nashua River in Massachusetts, from its pristine state to its severe pollution during the Industrial Revolution, and finally its remarkable cleanup through the efforts of a dedicated community.

Developmental Appropriateness and Meeting Student Needs: A River Ran Wild is developmentally appropriate for 3rd graders due to its engaging storytelling format and rich, detailed illustrations that support comprehension. The narrative arc, moving from problem to solution, is easy for young learners to follow. For students with exceptionalities, the visual support and clear cause-and-effect presentation make complex environmental concepts accessible. The story’s emotional resonance can help students with diverse learning styles connect with the material. Advanced learners can delve into discussions about historical context, environmental activism, and the long-term impact of human actions, fostering critical thinking beyond basic comprehension. The book’s length and vocabulary are manageable, preventing cognitive overload.

Supporting Selected Standards: This resource directly supports Science Standard 3-ESS2-2 by illustrating how human activity (pollution) drastically alters a local environment, implicitly linking to the concept of how human actions can impact “climates” or local conditions, making it unsuitable for certain organisms. The river’s restoration then shows how a healthy environment supports life. For ELA Standard RI.3.1, students can easily ask and answer explicit questions about the text, such as “What caused the river to become polluted?” or “Who led the effort to clean the river?” requiring them to refer directly to the book for answers. Students can also use the narrative as a model for explaining processes.

Increasing Student Engagement: The book’s compelling narrative and clear progression from a beautiful river to a polluted one and then its revival creates a strong emotional connection, fostering empathy and a sense of responsibility. The vibrant illustrations capture attention and help visualize the historical changes and environmental impact. Students become invested in the river’s “journey” and the community’s efforts. The story’s real-world basis makes the topic of environmental responsibility tangible and inspiring, prompting discussions about local environmental issues and empowering students to consider their own roles in protecting water resources.

Resource 2: Non-Fiction Book – Water Can Be… by Laura Purdie Salas

This poetic non-fiction book explores the many forms, uses, and impacts of water through lyrical text and evocative illustrations, showcasing water’s versatility in various environments and situations.

Developmental Appropriateness and Meeting Student Needs: Water Can Be… is highly appropriate for 3rd graders due to its accessible poetic structure and concrete examples of water’s roles. The repetitive phrasing and sensory language make it engaging and memorable for young learners. For students with exceptionalities, the strong visual imagery, combined with the rhythmic text, supports comprehension and vocabulary acquisition across different learning styles. The book’s conciseness and focus on single concepts per spread prevent cognitive overload. Advanced learners can analyze the poetic devices, explore the deeper meanings of water’s symbolism, and use the book as a mentor text for their own descriptive writing about natural phenomena.

Supporting Selected Standards: This resource supports Science Standard 3-ESS2-2 by implicitly describing how water manifests in different regions and climates (“Water can be… desert-dry,” “Water can be… jungle-wet,” “Water can be… mountain-steep”). It provides foundational knowledge about water’s diverse presence that influences local conditions. For ELA Standard RI.3.1, students can ask and answer questions like, “What are three different ways water can be described in this book?” or “What is water for a thirsty plant?” by directly referencing the text. The book also serves as an excellent mentor text for ELA Standard W.3.2, inspiring students to write their own informative texts about water’s various roles, using descriptive language and a similar poetic structure.

Increasing Student Engagement: The poetic and imaginative language makes learning about water enjoyable and thought-provoking, transforming a scientific topic into an artistic exploration. The book’s varied perspectives on water (e.g., “Water can be… a thirsty gulp,” “Water can be… a slippery slide”) spark curiosity and encourage students to think creatively about water’s presence in their daily lives and the natural world. The beautiful illustrations complement the text, making the abstract concept of water’s versatility concrete and visually appealing. This unique approach to non-fiction keeps students highly engaged and encourages a deeper appreciation for water.

Resource 3: Technology Resource – Interactive Water Cycle Simulation/Game (e.g., from PBS LearningMedia)

An interactive online simulation or game focusing on the water cycle allows students to manipulate variables and observe the effects on water’s states and movement, providing a dynamic learning experience.

Developmental Appropriateness and Meeting Student Needs: This type of interactive simulation is developmentally appropriate for 3rd graders as it caters to their need for hands-on exploration and visual learning. The interactive elements allow students to actively participate in the learning process, which is crucial for kinesthetic learners. For students with exceptionalities, the visual and auditory components support multiple learning styles, and the ability to manipulate variables at their own pace can be highly beneficial. Many platforms offer clear labels, step-by-step guidance, and sometimes even adjustable difficulty levels or captions to support diverse learners. Advanced learners can be challenged to predict outcomes or explain the scientific principles behind the observed phenomena.

Supporting Selected Standards: This resource directly supports Science Standard 3-ESS2-2 by allowing students to observe and manipulate factors like temperature or precipitation, seeing how these influence the water cycle and, by extension, climates in different regions. They can visualize how water moves through various environments (e.g., evaporation from oceans, condensation in clouds, precipitation over land), directly illustrating the components of climate. For ELA Standard W.3.2, after interacting with the simulation, students can write informative texts explaining the water cycle, using precise scientific vocabulary learned from the simulation’s labels and descriptions. The simulation provides the factual basis and visual understanding necessary for clear and accurate explanations.

Increasing Student Engagement: The interactive nature of the simulation significantly increases student engagement. Students are not passive recipients of information; they are active participants who can experiment, make choices, and immediately see the consequences of their actions. This hands-on manipulation makes learning dynamic and memorable. Many simulations incorporate game-like elements, such as challenges or quizzes, which further boost motivation and create a sense of accomplishment. The visual animations and clear, simplified representations of complex scientific processes make the abstract concept of the water cycle concrete and highly engaging for young learners.