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 6.3.1
SEEd Standard 6.3.1 asks students to develop and use a model to describe how the cycling of water through Earth’s systems is driven by energy from the sun, gravitational forces, and density.
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As we begin our storyline we engage students by having them make a list of places where water is found. After compiling this list, students classify their lists into groups by patterns of similarities they have found and generate a list of questions they have. Based on this list, students determine that water is found in different states of matter and in a variety of locations. Students are left wondering why is water found at these different locations and in different states.
In order to explore this question, students analyze the function of water throughout the Earth’s systems. Students are led to the terminology, reservoirs and transfers, to explain how water is stored and moved from one location to another. This leaves students questioning what is the cause of water transfer from reservoir to reservoir.
To construct an explanation and develop their model, students use their understanding of how energy is transferred from the previous Strand 6.2. Students analyze the system by identifying energy and matter to determine the cause and effect of the different transfers. Students discuss how the Sun’s energy, density, and gravitational forces are driving water transfers.
Student elaborate on their understanding by watching a short video of the water cycle, including plants in the water cycle. Students question how these living organisms play a role in the transfer of water. To obtain information to answer their questions, students read an article on transpiration, the process by which water is transferred by plants. Students develop their models further by expanding their understandings to include this process.
To evaluate their understanding of how water is cycled through the Earth’s systems, students create diagrams to be shared with the class. Students evaluate their own understandings as they discuss similarities among the different diagrams. Students have the opportunity to add to their model as they write their final explanation of how energy from the sun, density, and gravitational forces drive the cycle of water through Earth’s systems.
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As a final assessment, students are given a task where they use their model to explain an example of a water reservoir and possible transfers.
Episode 1
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Question
Where do we find water?
Snapshot
Students list everywhere water is found. They then discuss in groups or pairs and look for patterns in their lists. Next, students classify their lists into groups by the similarities and patterns they have found and generate a list of questions they have.
Conceptual Understandings
Water is found in different states of matter and in a variety of locations.
Why is water found at these locations and in different states?
Conceptual Understandings
Places that hold water are called reservoirs and how water gets from reservoir to reservoirs are called transfers.
What causes water to transfer from reservoir to reservoir?
Snapshot
Student analyze how water moves through the earth’s systems. They will determine all matter and energy within the system including what states of matter water is found in.
Episode 2
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Question
Why is water found at these locations and in different states?
Episode 3
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Question
What causes water to transfer from reservoir to reservoir?
Snapshot
Students look for the cause of transfers by analyzing a model of the water cycle.
Conceptual Understandings
Energy from the sun, gravitational forces, and density are the cause of transfers.
How do living organisms play a role in the transfer of water?
Conceptual Understandings
Transpiration is a form of transfer.
Can I explain my model of how water cycles through earth’s system?
Snapshot
Students will observe a phenomena- that plants seem to sweat. Students will then read an article about transpiration and discuss how living organisms fit in their model of transfers and reservoirs.
Episode 4
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Question
How do living organisms play a role in the transfer of water?
Episode 5
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Question
Can I explain my model of how water cycles through earth’s system?
Snapshot
Students use what they have learned about energy and matter in the transfer of water from reservoir to reservoir, to draw and construct an explanation of their model.
Conceptual Understandings
Developed a complete model of energy and matter to explain how water cycles through earth’s system.
Students explain to a 5th grade student where snow on the mountains go.