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 6.2.1
SEEd Standard 6.2.1 asks students to develop and use a model to show that molecules are made of different kinds, proportions, and quantities of atoms. Students should understand that there are differences between atoms and molecules and that certain combinations of atoms form specific molecules.
To engage students in this storyline, students look for patterns by observing a system of a patch of grass, a blade of grass, blade of grass under a magnifying glass, and a blade of grass under a microscope. Students ask questions about what else could be going on in the blade of grass on a scale that is unobservable to the naked eye. Students reason that all living and nonliving things are made up of smaller particles that we can't see called atoms. Students read an article about atoms and molecules. Students discover by observing patterns and characteristics that certain combinations of atoms make up all the molecules that make up all matter. Students create models of different types of simple molecules as evidence that molecules are made of different types and quantities of atoms. Proportional reasoning is also emphasized. Students investigate the structure of the airthat they breathe and ask, "Is it the same year round?" Students are left wondering how molecules are organized in the different states of matter that make up our world.
Episode 1
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Question
How does looking at the natural world using different scales affect what we know?
Snapshot
Students look for patterns by observing a patch of grass, a blade of grass, a blade of grass under a magnifying glass, and zoomed in under a microscope.
Conceptual Understandings
Living and non-living things are made up of smaller particles that we can’t see with the naked eye called atoms. Atoms make up molecules.
How do atoms and molecules make up matter?
Conceptual Understandings
Atoms and molecules combine in two different ways: two or more of the same atom, or combinations of different kinds and quantities of atoms. Both are considered molecules and makeup all matter. All living and nonliving things are made up of atoms that are organized in different ways.
What is the air made up on and in what percentages?
Snapshot
Students looks for patterns in a variety of atoms and molecules. Students sort atoms and molecules into different groups and explain their patterns. Students create models of molecules based on the patterns they have identified.
Episode 2
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Question
How do atoms and molecules make up matter?
Episode 3
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Question
What is the air made up on and in what percentages?
Snapshot
Students will apply scale, proportion and quantity to the substances in the air.
Conceptual Understandings
Even though we cannot see the air it is made of different
substances. These change throughout the year due to air pollution. How can we accurately
measure at this scale?
How are molecules organized in the states of matter?