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?
Site Feedback
Utah Science
Curriculum Consortium
Tyson Grover
Annette Nielson
4.4 Strand
The Sun is a star that appears larger and brighter than other stars because it is closer to Earth. The rotation of Earth on its axis and orbit of Earth around the Sun cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the Sun and stars at different times of the day, month, and year.
Standard(s) 4.4.1: Construct an explanation that differences in the apparent brightness of the Sun compared to other stars is due to the relative distance (scale) of stars from Earth. Emphasize relative distance from Earth. (ESS1.A)
Practices
Constructing Explanations and Designing: 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
ESS1.A: The Universe and its Stars
The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth.
Cross Cutting Concepts
Scale, Proportion, and Quantity: Standard units are used to measure and describe physical quantities such as weight and volume.
Storyline Narrative
To begin our storyline, students are presented with a phenomena, what is a star? To obtain information, students engage by making observations from a short video and an image of the night sky and generate questions to make sense of what they are seeing in relation to scale and proportion of objects in the night sky. Through discussion and online research about what a star is and what a star is not, students compose a definition of what a star is. This leads them to question why does the sun appear to be so much brighter than other stars in the sky? Students explore this phenomenon by discussing and preparing an argument using evidence from real world examples and come to an understanding that the Sun is much closer than other stars. This understanding leads students to question how the sun compares to other stars and new phenomenon, why do larger stars seem brighter than others. Students develop models using real world examples to explain that the sun is average and that distance causes objects to appear larger or smaller than their actual size. Students elaborate on their understanding of the size of Earth in comparison to other celestial objects by constructing an argument from evidence. To evaluate their understanding, students are presented with a new phenomenon that two stars appear to be the same size in the night sky, but NASA states one is three times bigger. Students explain and argue from evidence why NASA’s statement is correct.
Standard(s) 4.4.2: Analyze and interpret data of observable patterns to show that Earth rotates on its axis and revolves around the Sun. Emphasize patterns that provide evidence of Earth’s rotation and orbits around the Sun. Examples of patterns could include day and night, daily changes in length and direction of shadows, and seasonal appearance of some stars in the night sky. Earth’s seasons and its connection to the tilt of Earth’s axis will be taught in Grades 6 through 8. (ESS1.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
ESS1.B: Earth and the Solar System
The orbits of Earth around the Sun and of the Moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the Sun, Moon, and stars at different times of the day, month, and year.
Cross Cutting Concepts
Patterns
Patterns can be used as evidence to support an explanation.
Storyline Narrative
To begin, students make observations about the cause of night and day. In a small team, students carry out an investigation by creating a model of the Earth’s movement. A large map is wrapped around one team member as they rotate in front of a lamp to show Earth’s rotation that creates the pattern of night and day. Students then gather evidence that constellations move across the sky as the night progresses by observing patterns in the video “Constellations in Motion.” Students plan and carry out an investigation using a camera to recreate the patterns observed in the video “Constellations in Motion.” They will present their recorded video and narrative of their constructed explanation. Students then analyze and interpret data provided to discover the daily and seasonal movement of constellations throughout the year. Using evidence from the prior episode, team members construct explanations about why some constellations can’t be seen throughout the year. Finally students use what they have learned about the sun-earth system to explain how Earth’s rotation makes a sundial work.