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
6.2 Strand
Matter and energy are fundamental components of the universe. Matter is anything that has mass and takes up space. Transfer of energy creates change in matter. Changes between gen- eral states of matter can occur through the transfer of energy. Density describes how closely matter is packed together. Substances with a higher density have more matter in a given space than substances with a lower density. Changes in heat energy can alter the density of a material. Insulators resist the transfer of heat energy, while conductors easily transfer heat energy. These differences in energy flow can be used to design products to meet the needs of society.
Standard(s) 6.2.1 & 6.2.2
6.2.1: Develop models to show that molecules are made of different kinds, proportions, and quantities of atoms. Emphasize understanding that there are differences between atoms and molecules, and that certain combinations of atoms form specific molecules. Examples of simple molecules could include water (H2O), atmospheric oxygen (O2), or carbon dioxide (CO2). (PS1.A)
NGSS Correlation: MS-PS1-1
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6.2.2: Develop a model to predict the effect of heat energy on states of matter and density. Emphasize the arrangement of particles in states of matter (solid, liquid, or gas) and during phase changes (melting, freezing, condensing, and evaporating). (PS1.A, PS3.A)
NGSS Correlation: MS-PS1-4
Practices
Developing and Using Models
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Develop and use a model to describe phenomena
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter
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Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms.
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Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals).
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PS1.A: Structure and Properties of Matter
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Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. Widely spaced (gas), closely spaced (liquid), static (solid)
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The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter.
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PS3.A: Definitions of Energy
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The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that energy.
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The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule.
Cross Cutting Concepts
Proportion and Quantity
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Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
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Cause and Effect
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Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Storyline Narrative
SEEd Standard 6.2.1 asks students to develop models showing that molecules are made of different kinds, proportions, and quantities of atoms. Students begin the storyline by observing a patch of grass at different scales (from a field, to a single blade, to magnified views, and finally to a microscopic image). As they compare observations, students look for patterns and ask questions about what exists at a scale too small to see. Through reading, discussion, and evidence, students develop the understanding that all living and nonliving matter is made of atoms, and that atoms combine in specific ways to form molecules.
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Students then investigate the phenomenon of an air-filled lounger supporting a person's weight. Through observations, models, and evidence, students discover that air is matter made of different gases. They examine the types, quantities, and proportions of molecules found in Earth's atmosphere and develop models showing how different atoms combine to form specific molecules. Students use these models to explain that the kinds and quantities of atoms determine the molecules that are formed.
Next, students expand their understanding of scale by comparing a single drop of water to a large body of water. They reason that although the amount of matter changes, both are made of the same water molecules. Students explore the enormous number of molecules found in everyday objects and use proportional reasoning to recognize that different types and quantities of molecules combine to create the wide variety of matter found on Earth.
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The storyline then shifts to the properties of matter as students investigate why one bowling ball floats while another sinks. By comparing solids, liquids, and gases, students develop models showing how the arrangement and spacing of molecules influence density and observable properties. Students use evidence to explain that the structure and organization of molecules determine many of the characteristics of matter, leading them to wonder how the movement of molecules changes when energy is added or removed.
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SEEd Standard 6.2.2 asks students to develop models that predict the effects of heat energy on states of matter and density. Students begin by investigating the phenomenon of toothpicks attached with wax to a metal rod that fall one at a time when one end is heated. Using observations, readings, physical models, and discussion, students construct explanations that heat energy increases molecular motion. They discover that molecules are always moving and that adding heat causes molecules to move faster, collide more often, and spread farther apart.
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Students then investigate phase changes by observing ice melting, water boiling, water freezing, and condensation. They develop and revise models showing how adding or removing heat energy changes the arrangement, movement, and spacing of molecules, resulting in changes of state. Throughout these investigations, students use evidence to explain how heat energy flows through systems and causes molecular changes.
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As the storyline continues, students investigate how heat energy affects density. Through observations of hot and cold water and other density phenomena, students discover that increasing heat energy causes molecules to spread farther apart, decreasing density, while removing heat causes molecules to move closer together, increasing density. Finally, students analyze systems involving melting, freezing, evaporating, and condensing to develop models showing that heat energy always flows from regions of higher energy to regions of lower energy until equilibrium is reached. Students use these models to explain how the transfer of heat energy changes the movement, arrangement, density, and state of matter.
Standard(s)
6.2.3: Plan and carry out an investigation to determine the relationship between temperature, the amount of heat transferred, and the change of average particle motion in various types or amounts of matter. Emphasize recording and evaluating data, and communicating the results of the investigation. (PS3.A)
NGSS Correlation: MS-PS3-4
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6.2.4: Design an object, tool, or process that minimizes or maximizes heat energy transfer. Identify criteria and constraints, develop a prototype for iterative testing, analyze data from testing, and propose modifications for optimizing the design solution. Emphasize demonstrating how the structure of differing materials allows them to function as either conductors or insulators. (PS3.A, PS3.B, ETS1.A, ETS1.B, ETS1.C)
NGSS Correlation: MS-PS3-3
Practices
Planning and Carrying Out Investigations
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Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.
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Designing Solutions
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Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process or system.
Disciplinary Core Ideas
PS3.A: Definitions of Energy
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Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present.
PS3.B: Conservation of Energy and Energy Transfer
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The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment.
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PS1.A: Structure and Properties of Matter
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Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms.
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Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals).
Cross Cutting Concepts
Energy and Matter
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Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
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The transfer of energy can be tracked as energy flows through a designed or natural system.
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Structure and Function
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Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
Storyline Narrative
SEEd Standard 6.2.3 asks students to plan and carry out an investigation to determine the relationship between temperature, the amount of heat transferred, and the change in average particle motion in various types or amounts of matter. Students should record and evaluate their data and communicate the results of their investigation.
SEEd 6.2.4 asks students to design an object, tool, or process that minimizes or maximizes heat energy transfer. Students will identify criteria and constraints, develop a prototype for iterative testing, analyze data from testing, and propose modifications for optimizing the design solution. Students should demonstrate how the structure of different materials allows them to function as either insulators or conductors.
To engage, students will construct an explanation about which has more total heat energy, a pot of hot water or a cup of hot water. Students will discuss their ideas and the evidence behind those ideas. They will then explore this phenomena by planning and carrying out an investigation to determine the effect the amount of mass has on the change in temperature. Students will discover and explain that the more mass a substance has, the more total energy it has, and the temperature changes at a slower rate.
Students will use this investigation and understanding of heat energy to analyze the system and argue from evidence what temperature is actually measuring. Students will argue that temperature is a measure of how fast the particles in a substance are moving.