Some time ago we received feedback about the specificity in the Grade 3 TEKS Clarification Document (TCD) for 3.3A. This brought to our attention the problematic nature of this particular student expectation(SE). Here is 3.3A – describe similarities and differences in the physical environment, including climate, landforms, natural resources, and natural hazards. As written the SE appears to indicate that students are supposed to compare four features of the physical environment. Is the real intent of the SE to have students describe what is similar about climate, landforms, natural resources, and natural hazards? Hmmm? Similarities – they are all features of the physical environment, you can observe landforms, some natural resources, and in real time natural hazards from space. Differences – basically the definition of each one. This does not seem to be the intent of the SE, especially for third graders.
A vertical look at what students should already know in preparation for Grade 3 and 3.3A in particular is also problematic. Here is the vertical progression to 3.3A.
K.4A identify the physical characteristics of place such as landforms, bodies of water, Earth’s resources, and weather
1.5 identify and describe the physical characteristics of place such as landforms, bodies of water, Earth’s resources, and weather
2.4A identify major landforms and bodies of water, including each of the seven continents and each of the oceans, on maps and globes
3.3A describe similarities and differences in the physical environment, including climate, landforms, natural resources, and natural hazards
In Kindergarten students identify landforms, bodies of water, Earth’s resources, and weather. In Grade 1 students describe landforms, bodies of water, resources, and weather. It seems the difference between these two SEs is very nuanced. Doesn’t identifying these features entail some understanding of how they are described? At the very least students by grade 2 should know that the physical environment is characterized by landforms, bodies of water, natural resources, and weather (or better climate). In Grade 2 the SE is less about the characteristics of the physical environment and instead about location of continents and oceans. In Grade 3 the concept of climate and natural hazards are introduced as features of the physical environment, Earth’s resources is changed to natural resources, and bodies of water are omitted as a feature of the physical environment. Hopefully, in the future review of the social studies TEKS this inconsistent alignment can be addressed.
Instruction and 3.3A
In the meantime instruction for 3.3A is going to happen. We contend that the intent of 3.3A is for students to describe similarities and differences in the physical environment of various places and that climate, landforms, natural resources, and natural hazards are given as aspects of the physical environment that can be compared. This presents a challenge, because no places to compare have been specified in the SE. We recommend approaching 3.3A in this way – describe similarities and differences in climate, landforms, natural resources, and natural hazards that characterize the physical environment of regions in the United States. A first step in teaching 3.3A would be focused on the surface learning about the physical features that characterize the physical environment. See this hyperdoc for a resource to do this. Moving students to a deeper level would involve students applying the surface learning to compare physical environments in various places. Consider that in the instruction for third graders, the various places may need to be limited. See this hypedoc for a resource to facilitate this deeper learning, culminating in the students completing the second performance assessment in the Unit 3 Instructional Focus Document (IFD).
Looking for resources appropriate for Grade 3 to compare climate within the scope of the United States is challenging. This resulted in a decision to change the Performance Assessment, so third graders would not need to have a depth of knowledge about all the sub climate zones in the United States. Please take note of the change in Unit 3, PA2 to eliminate the textboxes about climate and instead to write three general questions that can be answered using the map created by the student.
Happy planning and as always reach out to us if you have questions.