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Utah Science

Curriculum Consortium

Tyson Grover 

tgrover@dsdmail.net

Annette Nielson

afonnesbeck@dsdmail.net

2.1 Strand

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.
STORYLINE: 2.1.1 Earth's Surface
 

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.

Phenomena Statement

This map is different than other maps I have seen. It has bumps and textures I can feel.

STORYLINE: 2.1.2-2.2.3 Land Changes Over Time
 

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.

Phenomena Statement

This map is different than other maps I have seen. It has bumps and textures I can feel.

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.