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.
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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?
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Utah Science
Curriculum Consortium
Tyson Grover
Annette Nielson
2.3 Strand
All things are made of matter which exists with different forms and properties. Matter can be described and classified by its observable properties. Materials with certain properties are well-suited for specific uses. Heating or cooling some types of matter may or may not irreversibly change their properties.
Standard 2.3.1: Plan and carry out an investigation to classify different kinds of materials based on patterns in their observable properties. Examples could include sorting materials based on similar properties such as strength, color, flexibility, hardness, texture, or whether the materials are solids or liquids. (PS1.A)
Standard 2:3:2: Construct an explanation showing how the properties of materials influence their intended use and function. Examples could include using wood as a building material because it is lightweight and strong or the use of concrete, steel, or cotton due to their unique properties. (PS1.A)
Practices
Planning and Carrying Out Investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
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Make observations (firsthand or from media) to collect data that can be used to make comparisons.
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties.
Storyline Narrative
Students will begin this storyline by recognizing that they can describe materials by observable properties. They will engage by identifying items in “mystery boxes” through verbal descriptions. They will then explore materials, and discover they can be described and classified by the properties of color, texture, hardness, and flexibility. They will explain the patterns that different materials share. Students will elaborate by designing and conducting an investigation to describe and classify materials. They will then evaluate by constructing an explanation to show that properties of materials influence their intended use and function by creating a small house that can hold an eraser on top and describing their decision making process in building the house.
Cross Cutting Concepts
Patterns
Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
Standard(s) 2.3.3: Develop and use a model to describe how an object, made of a small set of pieces, can be disassembled and reshaped into a new object with a different function. Emphasize that a great variety of objects can be built from a small set of pieces. Examples of pieces could include wooden blocks or building bricks. (PS1.A)
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.
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Use a model to represent relationships in the natural world.​
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter Different properties are suited to different purposes.
A great variety of objects can be built up from a small set of pieces.
Cross Cutting Concepts
Structure and Function
The shape and stability of structures of natural and designed objects are related to their function(s).
Storyline Narrative
Students will engage by examining a broken small electronic appliance. They will investigate the structure and function of small appliances such as CD players, calculators, modems, headphones, computer keyboards, etc. They will explore as they disassemble an appliance and explain by using a model to describe how the larger object is made of a small set of pieces. They will elaborate by planning and carrying out an investigation to reassemble the small pieces into a new object with a new structure and function. They will evaluate as they use a model to describe the new object made from the small pieces.
Standard(s) 2.3.4: Obtain, evaluate, and communicate information about changes in matter caused by heating or cooling. Emphasize that some changes can be reversed and some cannot. Examples of reversible changes could include freezing water or melting crayons. Examples of irreversible changes could include cooking an egg or burning wood. (PS1.B)
Practices
Obtain, evaluate, and communicate information in K–2 builds on prior experiences and uses observations and texts to communicate new information.
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Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world.
Disciplinary Core Ideas
PS1.B: Chemical Reactions
Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not.
Cross Cutting Concepts
Cause and Effect
Events have causes that generate observable patterns.
Storyline Narrative
Students will engage by obtaining information about the changes in matter caused by heating or cooling by examining a chocolate bar left in a hot car. Students will construct an explanation describing that heating the chocolate bar has caused changes that can be reversed. They will then obtain information by exploring several demonstrations such as cooking an egg and melting an ice cube. Students will evaluate the changes as being reversible or irreversible. Students will explain by communicating information about reversible and irreversible changes as they analyze matter being heated or cooled in several video examples. Students will then elaborate as they plan and carry out an investigation to show that changes in matter are caused by heating or cooling matter. They will then communicate information about their investigation. Student will evaluate through an assessment that will include analyzing reversible and irreversible changes in cookie dough that has been caused by heating or cooling.