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
Storyline Narrative 6.1.3
SEEd Standard 6.1.3 asks students to use computational thinking to analyze and determine the scale and properties of objects in the solar system. Examples of scale could include size and distances. Examples of properties could include layers, temperature, surface features, and orbital radius. Data source could include Earth and space-based instruments such as telescopes and satellites. Types of data could include graphs, data tables, drawings, photographs, and models.
In this storyline, students engage in observing patterns and making predictions about Galileo’s work on the moons of Jupiter. Students interpret patterns to determine the motion of Jupiter’s moons. Students make sense of and interpret data by formatting it in different ways, such as charts and graphs.
Students explore by using computational thinking and analyzing multiple sets of data from NASA’s Planet Profiles into tables and charts based on patterns they can observe. Students take a close look at the different properties of each of the planets, including mass, distance from the sun, temperature, revolution period etc. and determine where there are patterns and correlations between the different planets. Students will argue about correlations found among different properties of the planets based on evidence from the data. Students argue that the scale and properties of objects in the solar system correlate with other properties within the solar system.
Students explain using the data and arguments to construct explanations for how different properties affect celestial objects in the solar system. Students elaborate that distance from the sun, diameter, density, surface features, structure, scale, and composition often follow trends we can observe through data.
Students research the different types of technology being used to learn about space. Different types of technology including, photographs from the the space based telescopes, space probes, and other technologies. Students will communicate that technology is vastly different from Galileo’s time and even from ten years ago.
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To evaluate student’s proficiency students are assessed on their use of evidence in their constructed explanations of the phenomena.
Episode 1
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Question
How do we learn about space?
Snapshot
Students look at some of Galileo's work and make sense of graphs to find patterns and make predictions.
Conceptual Understandings
Galileo took data on the moons of Jupiter using a telescope. We can format data in different ways to help interpret and make sense of data.
Can I make sense of other sets of data?
Conceptual Understandings
Comparing data often allows us to find trends and make sense of things in the universe that we can’t readily investigate and manipulate. The scale and properties of objects in the solar system correlate with other properties within the solar system. Distance from the sun, diameter, density, surface features, structure, and composition often follow trends we can observe through data.
What technology has helped us gather this data?
Snapshot
Students look at the data from NASA known as the Planet Profiles. Students look for patterns across all planets according to the data. Using information from the data, students format data into a table and then a graph. Students use their graphs to determine if there is a correlation among different properties of the planets. Students present and argue the trends they are seeing using evidence from the data.
Episode 2
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Question
Can I make sense of other sets of data?
Episode 3
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Question
What technology has helped us gather this data?
Snapshot
Students research the different technologies being used to learn about space. They present their research to the class.
Conceptual Understandings
Technology is vastly different from Galileo's time, and even from 10 years ago. The technology in 10 years from now might teach us much more.
Can I use computational thinking to analyze data about objects in the solar system?
Can I determine through analysis that planets are massively different in size, distance from the sun, mass, layers, temperature, orbital radius, and surface features?