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
To begin our storyline, students are presented with the phenomena, does the moon change shape in a pattern? To obtain information, students engage in an observation of the moon’s changing appearance. Through observation, students argue from evidence to discover the moon changes in a cyclical pattern that takes approximately 28 days. This leads them to questioning the cause of the pattern. Students then explore by gathering more information from Universe Sandbox to reason about the cause of the patterns by developing their model of the Sun-Earth-Moon system. Leading them to question why the pattern recycles approximately every 28 days. Students explain their understanding of the lunar patterns by creating a physical representation that simulates what they have observed. They discover that the lunar patterns recycle after a full rotation around the earth. They connect this information to their previous understanding that the cyclical pattern takes approximately 28 days before repeating. Students use their model to expand their understanding by arguing from evidence why their model is correct and adding the scientific names scientists use for the different phases in the pattern. Students finally, evaluate their understanding by using their conceptual model to predict and explain how specific phases of the moon fit in a certain time frame.
Students take their model of the Sun-Earth-Moon system that they have used to explain lunar patterns and apply their understanding to a new phenomena. The new phenomena is introduced when students watch a video of a midday solar eclipse. Students engage in discussion to explain the pattern. Students further their exploration of this phenomena by obtaining information from an article about eclipses. Students question why these eclipses don’t happen every month. To construct an explanation, students develop a model to explain their understanding and to simulate the Sun-Earth-Moon system. Through discussion they discover that the moon’s orbit must be different than earth’s, or else each month there would be two eclipses. Students evaluate their understanding by constructing an explanation to be shared with a younger 5th grader.
Students develop their model of the Sun-Earth-Moon system further by observing the phenomena, different locations experience different length of days. Students engage in analysis of this pattern by looking at data of length of days throughout the world. As they explore this information students will discuss other patterns that would follow this trend. Students will specifically observe the patterns between length of day and temperatures to determine seasons are in the northern hemisphere are opposite from those on the southern hemisphere.This will lead students to ask why they are seeing this pattern. Students will then add to their model by reading an article about how the tilt of the earth causes the seasons. Students will take this information and explain what they have read using their models. They will expand their understanding by investigating how direct and indirect sunlight works using a computer simulator. Students then evaluate their understanding by preparing a presentation to communicate to an outside audience how the pattern of seasons are caused by Sun-Earth-Moon System.
Materials Needed:
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Universe Sandbox
Pencils
Styrofoam balls
Flashlights, lamp, or projector
Moon calendar
Moon Phase Chart
Object to represent the Sun
Object to represent the North Star
Conceptual Understandings
The moon changes shape in a cyclical pattern.
Why does the moon change in cyclical pattern over the course of a month?
Episode 1
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Question
Does the moon change shape in a pattern?
Snapshot
Students observe the moon for two-four weeks in a simulation to argue from evidence and predict the patterns of how the moon changes shape in a cyclical pattern over 28 days.
Snapshot
Students gather information about the Sun, Earth, and Moon system by observing Universe Sandbox. Students reason about the cause of the pattern by developing a physical model of the Sun, Earth, and Moon System.
Episode 2
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Question
Why does the moon's apparent shape change in cyclical pattern over the course of a month?
Conceptual Understandings
How the Sun, Earth, and Moon system works to cause the cyclical pattern of the moon.
Human models based on students understanding using notes, predictions, and observations.
Why does the moon’s shape appear to change over the course of a month?
Conceptual Understandings
The moon’s orbit around earth takes approximately 28 days.
How the sun, earth, and moon system work to create the specific patterns.
Names of the moon phases (Students will not be tested on these names.)
What are the different moon phases?
Draw own mental model of moon phases
Find or place moon phase on day 1, 3, 15, 26
Can I use my model to predict and explain moon phases?
Episode 3
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Question
Why does the moon’s shape appear to change over the course of a month?
What are the different moon phases?
Snapshot
Students will create physical representations of the different phases of the moon
Students share in groups, their model of the moon phases. Students argue, with evidence, why their model is correct. Students discuss the specific shapes they see and label them according to their scientific names.
Snapshot
Given different phases of the moon, students will determine where each phase needs to be placed according to the moon phase cycle.
Episode 4
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Question
Can I use my model to predict and explain moon phases?
Conceptual Understandings
The moon revolves around the earth causing the lunar phases we see on earth. From the phase we see on earth we can determine the location of the moon in its cycle.
What other patterns are observable because of the sun, earth, and moon system?
Conceptual Understandings
Sometimes the earth and/or moon will block the other from the sun’s light.
What does this look like? Why doesn’t it happen every moon cycle?
Episode 5
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Question
What other patterns are observable because of the sun, earth, and moon system?
Snapshot
Students will watch a video where they observe a midday eclipse. Students talk about the phenomena and try to explain the what could have caused the effect. Students then read an article on solar and lunar eclipses.
Snapshot
Students will develop a model to construct an explanation from what they’ve read about eclipses in the article. Students will do a quickwrite to a younger 5th grader to solidify their understanding of eclipses.
Episode 6
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Question
What does this look like? Why doesn’t it happen every moon cycle?
Conceptual Understandings
The moon orbits around earth on a different orbital plane and an eclipse only happens when those earth’s orbit around the sun and the moon’s orbit intersect, causing it to be a rare occurrence.
What other patterns are observable that could be an effect of the sun, earth, and moon system?
Snapshot
Students will compare the lengths of a day in Alaska versus Utah and New York vs Sydney, Australia. The will collect and analyze their data and construct an explanation of why the days are longer in Alaska than they are in Utah.
Episode 7
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Question
What other patterns are observable that could be an effect of the sun, earth, and moon system?
Conceptual Understandings
Each day different locations around the world experience different lengths of hours of sunlight.
Are there other factors that show a similar pattern with this data?
Snapshot
Students look for patterns between length of day and temperatures using a year of data.
Episode 8
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Question
Are there other factors that show a similar pattern with this data?
Conceptual Understandings
Seasons are opposite on the northern and southern hemispheres.
Why are the seasons opposite?
Conceptual Understandings
The tilt of the earth impacts the amount of direct vs indirect light different parts of the earth receives. It is also the reason we have seasons.
Can I use a model to explain how the tilt of the earth causes the seasons?
Episode 9
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Question
Why are the seasons opposite?
Snapshot
Students read about seasons and how the tilt of the earth causes seasons.
Snapshot
Students obtain information by investigating through as simulation of the tilt of the earth. Students use what they’ve learned to create a model based on what they’ve learned about seasons and the tilt of the earth.
Episode 10
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Question
Can I use a model to explain how the tilt of the earth causes the seasons?
Conceptual Understandings
The earth is tilted towards the North Star at 23.5 degrees. As the earth rotates and revolves, it stays tilted towards the North Star and experiences different seasons. Direct and indirect light.
Can I communicate how seasons are caused by the sun, earth, and moon system?