5.1 Strand
Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). Within these systems, the location of Earth’s land and water can be described. Also, these systems interact in multiple ways. Weathering and erosion are examples of interactions between Earth’s systems. Some interactions cause landslides, earthquakes, and volcanic eruptions that impact humans and other organisms. Humans cannot eliminate natural hazards, but solutions can be designed to reduce their impact.
Standard(s) 5.1.1: Analyze and interpret data to describe patterns of Earth’s features. Emphasize most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans while major mountain chains may be found inside continents or near their edges. Examples of data could include maps showing locations of mountains on continents and the ocean floor or the locations of volcanoes and earthquakes. (ESS2.B)
Practices
Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.
-
Analyze and interpret data to make sense of phenomena using logical reasoning.
Disciplinary Core Ideas
ESS2.B: Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.
Cross Cutting Concepts
Patterns
Patterns can be used as evidence to support an explanation.
Storyline Narrative
To begin this storyline students will investigate the phenomenon, a volcano rapidly formed in a field in Paricutin. Students will obtain information about a volcano that grew in a field in Paricutin, Mexico over the course of 9 years, destroying the village.
Then students will obtain information about other North American examples of volcano and earthquake activity and mountain ranges to analyze patterns in the data. They will look at volcanoes in the area of Paricutin to understand and reason that the occurrence of that volcano was part of a pattern rather than a random act. From there, students will look at examples and nonexamples of volcanoes, earthquakes, and mountain ranges to further analyze and interpret data to find patterns of Earth’s features. Finally, when given a map with known volcano and/or earthquake occurrences, students identify which location is more likely to have the next occurrence and support their answer using the data from their investigations?
Site Feedback
Utah Science
Curriculum Consortium
Tyson Grover
Annette Nielson
Strand 2.1
Earth has an ancient history of slow and gradual surface changes, punctuated with quick but powerful geologic events like volcanic eruptions, flooding, and earthquakes. Water and wind play a significant role in changing Earth’s surface. The effects of wind and water can cause both slow and quick changes to the surface of the Earth. Scientists and engineers design solutions to slow or prevent wind or water from changing the land.
Standard(s) 2.1.1: Develop and use models illustrating the patterns of landforms and water on Earth. Examples of models could include valleys, canyons, or floodplains and could depict water in the solid or liquid state. (ESS2.B)
Practices
Developing and Using Models: Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, storyboard) that represent concrete events or design solutions.
-
Use a model to represent relationships in the natural world.
Disciplinary Core Ideas
ESS2.A: Earth Materials and Systems
Wind and water can change the shape of the land
Cross Cutting Concepts
Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
Storyline Narrative
SEEd Standard 2.1.1 asks students to obtain information to identify patterns where water is found on Earth and that it can be liquid or solid, and identify patterns of landforms. Students will learn to identify the names of landforms and bodies of water by the patterns of the characteristics.
As we begin our storyline, we engage students by having them explore patterns by using a model raised map and compare that map to printed maps and the outside world.
In order to explore this question, students will compare and analyze the patterns they saw in the raised map, what they can see outside, and the printed map.
Students will explain information to obtain and communicate the patterns in vocabulary they found of the different water features and landforms on a worksheet. To elaborate, students will develop a model to represent the patterns of shapes and types of landforms and bodies of water found on Earth in a country that they will create.
To evaluate their understanding, Teachers will observe students learning, models, and willingness to revise when presented with new or missed information. Students will do an individual write up of what they learned.
Teacher will review writing, looking for mastery of patterns in vocabulary and description of water features and landforms.
Standard(s) 2.1.2: Construct an explanation about changes in Earth’s surface that happen quickly or slowly. Emphasize the contrast between fast and slow changes. Examples of fast changes could include volcanic eruptions, earthquakes, or landslides. Examples of slow changes could include the erosion of mountains or the shaping of canyons. (ESS1.C)
​
Standard(s) 2.1.3: Design solutions to slow or prevent wind or water from changing the shape of land. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. Examples of solutions could include retaining walls, dikes, windbreaks, shrubs, trees, and grass to hold back wind, water, and land. (ESS2.A, ESS2.C, ETS1.A, ETS1.B, ETS1.C)
Practices
Constructing Explanations and Designing Solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
-
Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.
​
Constructing Explanations and Designing Solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
-
Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.
Disciplinary Core Ideas
ESS1.C: The History of Planet Earth
Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe.
​
ESS2.B: Plate Tectonics and Large-Scale System Interactions
Maps show where things are located. One can map the shapes and kinds of land and water in any area.
Cross Cutting Concepts
Stability and Change: Things may change slowly or rapidly.
Storyline Narrative
SEEd Standard 2.1.1 asks students to obtain information to identify patterns where water is found on Earth and that it can be liquid or solid, and identify patterns of landforms. Students will learn to identify the names of landforms and bodies of water by the patterns of the characteristics.
As we begin our storyline, we engage students by having them explore patterns by using a model raised map and compare that map to printed maps and the outside world.
In order to explore this question, students will compare and analyze the patterns they saw in the raised map, what they can see outside, and the printed map.
Students will explain information to obtain and communicate the patterns in vocabulary they found of the different water features and landforms on a worksheet. To elaborate, students will develop a model to represent the patterns of shapes and types of landforms and bodies of water found on Earth in a country that they will create.
To evaluate their understanding, Teachers will observe students learning, models, and willingness to revise when presented with new or missed information. Students will do an individual write up of what they learned. Teacher will review writing, looking for mastery of patterns in vocabulary and description of water features and landforms.