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
4.2 Strand
Energy is present whenever there are moving objects, sound, light, or heat. The faster a given object is moving, the more energy it possesses. When objects collide, energy can be transferred from one object to another causing the objects’ motions to change. Energy can also be transferred from place to place by electrical currents, heat, sound, or light. Devices can be designed to convert energy from one form to another.
Standard 4.2.1: Construct an explanation to describe the cause and effect relationship between the speed of an object and the energy of that object. Emphasize using qualitative descriptions of the relationship between speed and energy like fast, slow, strong, or weak. An example could include a ball that is kicked hard has more energy and travels a greater distance than a ball that is kicked softly. (PS3.A)
Standard 4.2.2: Ask questions and make observations about the changes in energy that occur when objects collide. Emphasize that energy is transferred when objects collide and may be converted to different forms of energy. Examples could include changes in speed when one moving ball collides with another or the transfer of energy when a toy car hits a wall. (PS3.B, PS3.C)
Practices
Constructing Explanations and Designing Solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.
∙ Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
Asking Questions and Defining Problems in grades 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships.
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Ask questions that can be investigated based on patterns such as cause and effect relationships.
Disciplinary Core Ideas
PS3.A: Definitions of Energy
The faster a given object is moving, the more energy it possesses.
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PS3.B: Conservation of Energy and Energy Transfer
Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their
Cross Cutting Concepts
Cause and Effect
Cause and effect relationships are routinely identified, tested, and used to explain change.
Stability and Change
Small changes in one part of a system might cause large changes in another part.
Storyline Narrative
Students investigate the effects of the amount of energy a tennis ball has and the distance it rolls. To investigate, students take turns rolling tennis balls at different speeds to measure the distance traveled to observe that adding more energy to the tennis ball allows it to travel farther. Then students explore the concept of energy as it is related to speed by shooting a rubber band at a paper cube to move it. To explore, students play marbles to solidify the concept that the faster an object moves, the more energy is transferred into the object with which it has collided causing it to move farther away, students will understand how energy can be transformed into other forms like the sound the marbles make upon impact. Students elaborate by planning and carrying out an investigation to show how the amount of energy in a moving object causes another object to be knocked down when they collide. Students will gain an understanding that outside forces can impact energy transfer. Finally, students evaluate their thinking by using what they have learned to ask questions and develop models of collisions and how energy is transferred.
Standard(s) 4.2.3: Plan and carry out an investigation to gather evidence from observations that energy can be transferred from place to place by sound, light, heat, and electrical currents. Examples could include sound causing objects to vibrate and electric currents being used to produce motion or light. (PS3.A, PS3.B)
Standard 4.2.4: Design a device that converts energy from one form to another. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data from testing solutions, and propose modifications for optimizing a solution. Emphasize identifying the initial and final forms of energy. Examples could include solar ovens that convert light energy to heat energy or a simple alarm system that converts motion energy into sound energy. (PS3.B, PS3.D, ETS1.A, ETS1.B, ETS1.C)
Practices
Planning and Carrying Out Investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.
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Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon.
Constructing Explanations and Designing Solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.
Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
Disciplinary Core Ideas
PS3.A: Definitions of Energy
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Energy can be moved from place to place by moving objects or through sound, light, or electric currents.
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PS3.B: Conservation of Energy and Energy Transfer
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Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.
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Light also transfers energy from place to place.
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Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy.
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PS3.D: Energy in Chemical Processes and Everyday Life
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The expression “produce energy” typically refers to the conversion of stored energy into a desired form for practical use.
Cross Cutting Concepts
Energy and Matter
Energy can be transferred in various ways and between objects. Energy can be converted from one form to another.