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
To begin the storyline, students will engage by observing the phenomenon of bubbles forming in a liquid when a gas is inserted. Observations and questions will be recorded. Students will explore how they interact with different phases of matter to help them develop a model of what matter is made of on a small scale. Students will obtain information about the particle model of matter and explain and elaborate their understanding of the particles found in solids, liquids, and gases by revising their models. Students will be evaluated on their understanding with a performance assessment that includes developing models for three systems that include balloons and soda bottles.
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
Students engage with the phenomenon that different types of matter have different properties by observing the similarities and differences between salt and sugar, especially when used in a recipe. Students will then explore the patterns of substances’ properties by planning and carrying out an investigation. Students will analyze the data from the investigation and explain their understanding by constructing an explanation of the patterns found in the data. Finally, students will elaborate by participating in a ‘crime scene investigation.’ They will obtain information about properties of different substances and construct an argument about the solution of the crime, which will be used to evaluate their understanding.
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)
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
To begin the storyline, students will engage with a phenomenon by observing the effects of mixing sugar with two clear liquids. Observations and questions will be recorded. Students will explore by investigating analogous phenomenon during the course of two episodes. Students will use evidence from investigations to explain their understanding of the effects of combining substances. Students will elaborate on the cause of the phenomenon by obtaining information from an informational text. Students will then explore and explain the effect on weight of matter as it is heated, cooled, or combined. Students will be evaluated on their understanding on a summative assessment.
Site Feedback
Utah Science
Curriculum Consortium
Tyson Grover
Annette Nielson