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 6.2.3
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 construct an explanation about which has more total heat energy, a pot of hot water or a cup of hot water. Students discuss their ideas and the evidence behind those ideas. They 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 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 use this investigation and understanding of heat energy to analyze the system and argue from evidence what temperature is actually measuring. Students argue that temperature is a measure of how fast the particles in a substance are moving.
Students elaborate by planning and carrying out an investigation to determine the effect that different types of matter have on the amount of heat transferred. Students look for patterns in the different rates of change in temperature through different objects. Students sort a variety of materials into objects through which heat does transfer easily and object through which heat does not transfer easily. These objects are also known as conductors or insulators.
Students follow the steps of the engineering process to design and develop their solution to a defined problem. Students are evaluated according to their ability to plan and carry out an investigation and ability to use the engineering process to design a solution the results of their tests.
Conceptual Understandings
If a pot of water and cup of water start at the same temperature and end at different temperatures, they must have different amounts of energy to begin with. The more mass a substance has the more total energy it has and the temperature will change at a slower rate.
What is temperature measuring?
Snapshot
Students plan and carry out an investigation to determine the relationship between the amount of mass and change in temperature.
Episode 1
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Question
What factors affect how energy is transferred?
Episode 2
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Question
What is temperature measuring?
Snapshot
Students use their previous investigation and understanding of added heat to analyze the system and argue from evidence what temperature is measuring.
Conceptual Understandings
Temperature measures how fast the particles in a substance are moving.
How do different substances or types of matter affect the rate of change in temperature, or average speed of particles?
Conceptual Understandings
Conductors are materials through which heat transfers easily. Insulators are objects through which heat does not transfer easily. This is measured by the rate of change in temperature.
How can conductors and insulators maximize or minimize the transfer of heat energy?
Snapshot
Students plan and conduct an investigation to determine the relationship between different types of matter and the amount of heat transferred.
Episode 3
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Question
How do different substances or types of matter affect the rate of change in temperature, or average speed of particles?