South Dakota Science 3-ESS3-1
The Standard
Make an evidence-based claim about the validity of a design solution that reduces the impacts of a weather-related hazard. (SEP: 7; DCI: ESS3.B, ETS1.A; CCC: Cause/Effect) Alignment may include 3-5-ETS1-1
South Dakota Science Standards (2024) · Earth and Human Activity
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students examine a design meant to reduce damage from a weather hazard, such as a flood barrier. They use test results to decide whether it works and explain their claim.
What Mastery Looks Like
- A student compares damage with and without a barrier when the same amount of water is used. They cite the results and notice if the barrier sends water toward another building.
Common Misconceptions
- Some students think a barrier stops the flood itself, rather than limiting damage. Others pick the best-looking design without using test results or checking where the water goes.
How to Assess It
- After equal pours, 8 floor squares got wet without a clay wall and 2 got wet with it. Should a model town use the wall against floods, and which results support your claim?
Lesson moves
Ways to Teach It
Place two paper houses in separate trays, add a clay wall to one, pour equal amounts of water, and count wet floor squares.
Discuss: If a flood wall protects one house but floods another, is it a good solution? What evidence would help you decide?
Give pairs flood-test cards with wet-floor counts; have them choose the better design and defend their choice with numbers.
Show a photo of sandbags around a school door, then ask where the diverted water could go during heavy rain.
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Printable 3-ESS3-1 Worksheet

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