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
5.2 Strand
All substances are composed of matter. Matter is made of particles that are too small to be seen but still exist and can be detected by other means. Substances have specific properties by which they can be identified. When two or more different substances are combined, a new substance with different properties may be formed. Whether a change results in a new substance or not, the total amount of matter is always conserved.
Standard(s) 5.2.1 Develop and use a model to describe that matter is made of particles on a scale that is too small to be seen. Emphasize making observations of changes supported by a particle model of matter. Examples could include adding air to expand a balloon, compressing air in a syringe, adding food coloring to water, or dissolving salt in water and evaporating the water. The use of the terms atoms and molecules will be taught in Grades 6 through 8. (PS1.A)
Practices
Develop and use a model
Obtain, evaluate, and communicate information
Disciplinary Core Ideas
Cross Cutting Concepts
Scale, proportion, quantity
Matter and energy
Structure and function
Cause and effect
Storyline Narrative
In this storyline, students investigate matter that cannot always be seen. Students develop and use models while exploring what happens when air is blown through a straw into water. By observing bubbles and moving water, students identify cause-and-effect relationships and use scale, proportion, and quantity to understand that some matter is too small to see but can be detected by its effects. Students begin developing the idea that matter exists even when it is not visible.
Next, students investigate solids, liquids, and gases through hands-on experiences and informational texts. Students obtain, evaluate, and communicate information to explain how different forms of matter behave. Through the lens of structure and function, students learn that matter is made of tiny particles and that the arrangement and movement of those particles determine the properties of solids, liquids, and gases. Students use evidence from observations to support their explanations.
Finally, students investigate why a balloon expands and stays inflated after it is tied. Students develop and use models to explain how air, a gas, takes up space inside the balloon. Using evidence and the crosscutting concepts of scale, proportion, and quantity, matter and energy, structure and function, and cause and effect, students explain how particles too small to be seen account for observable changes. By the end of the storyline, students understand the disciplinary core idea that all matter is made of tiny particles and that matter is conserved even when it changes form or seems to disappear. Students use models and evidence to explain how the structure of particles in solids, liquids, and gases helps account for the behavior of matter.
Standard 5.2.2: Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances. Examples of properties could include color, hardness, conductivity, solubility, or a response to magnetic forces. Examples of substances could include powders, metals, minerals, or liquids. (PS1.A)
Practices
Ask questions
Plan and carry out investigations
Analyze data
Engage in argument from evidence
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter
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The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish.
Cross Cutting Concepts
Patterns
Storyline Narrative
In this storyline, students investigate how the properties of matter can help identify substances. Students begin by asking questions about why cookies made from the same recipe could taste different. Through planning and carrying out investigations, students compare substances such as salt and sugar and look for patterns in their properties. Students discover that some substances may look similar but have different properties that can be used to tell them apart. Students develop the understanding that different substances have characteristic properties that can be used for identification.
Next, students investigate a variety of materials and their properties, including magnetism, conductivity, hardness, solubility, buoyancy, elasticity, reflectivity, and malleability. Students plan and carry out investigations and analyze data to identify patterns among different types of matter. Students recognize that materials such as metals, plastics, wood, and glass each have unique combinations of properties.
Finally, students apply their understanding to identify unknown white powders. Students plan and carry out investigations, analyze data, and engage in argument from evidence as they test substances and compare their results to known patterns of properties. By the end of the storyline, students understand that patterns in physical properties can be used to identify unknown substances and that scientists use evidence from investigations to determine what materials are made of. Students constructing an explanation of their understanding that substances can be identified by their observable and testable properties.
5.2.3: Plan and carry out investigations to determine the effect of combining two or more substances. Emphasize whether a new substance is or is not created by the formation of a new substance with different properties. Examples could include combining vinegar and baking soda or rusting an iron nail in water. (PS1.B)
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5.2.4: Use mathematics and computational thinking to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight of matter is conserved.
Practices
Obtain, evaluate, and communicate information
Plan and carry out investigations
Use mathematics and computational thinking
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter
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The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish.
PS1.B: Chemical Reactions
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When two or more different substances are mixed, a new substance with different properties may be formed.
Cross Cutting Concepts
Cause & Effect
Matter
Systems
Storyline Narrative
In this storyline, students obtain, evaluate, and communicate information and plan and carry out investigations to explore what happens when substances are combined. Using the crosscutting concept of cause and effect, students compare the properties of substances before and after mixing them to determine whether a new substance formed. Students develop the disciplinary core idea that when two or more substances are mixed, a new substance with different properties may or may not be created.
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Students then use mathematics and computational thinking to compare the weight of matter before and after heating, cooling, and combining substances. Through investigations of open and closed systems, students examine the crosscutting concept of matter and identify patterns in their data. Students obtaining information that matter may leave an open system, but it is not destroyed.
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By the end of the storyline, students use evidence from investigations, data, readings, and simulations to explain that some changes create new substances while others do not. Students understand the disciplinary core idea that matter is conserved during physical and chemical changes and that the total amount of matter remains the same, even when matter changes form or seems to disappear.
Site Feedback
Utah Science
Curriculum Consortium
Tyson Grover
Annette Nielson