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)
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.
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 can be used as evidence to support an explanation.
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?
Storyline Narrative 6.3.2
SEEd Standard 6.3.2 asks students to investigate the interactions between air masses that cause changes in weather conditions. Collect and analyze weather data to provide evidence for how air masses flow from regions of high pressure to low pressure causing a change in weather. Examples of data collection could include field observations, laboratory experiments, weather maps, or diagrams.
As we begin our storyline, we engage students by having them watch a videos of thunderstorms coming in. Students discuss patterns in the energy and matter they see and the relationship between weather and fronts. Students determine that there are differences in air masses. The low pressure (L) occurs along the lines or boundaries and there is high pressure (H) in the middle of these boundaries. Students determine that weather is happening along the boundaries. Students are left wondering what causes changes in weather.
In order to explore this question, students investigate by analyzing four current maps of the United States that show wind, temperature, radar and fronts. They look for patterns to determine if there is a relationship between the four maps and changes in weather. To elaborate and expand their understanding, students collect and analyze data that is relevant to determining the relationships between patterns of activity of air masses and if these patterns cause change in weather conditions. Based on the patterns that are observed, students predict and construct an explanation of what they will see on the next day’s map. Students determine that wind is moving in different directions and is blowing because of the differences in air pressure.
Students determine if their predictions were correct by comparing their predictions with the current day’s maps and explain why their guesses were correct or not. To elaborate, students then revise their predictions and develop a plan to carry out an investigation. Students determine if their predictions were more accurate than the previous day's predictions. Students develop their models further and discuss what is causing the changes. Based on evidence from their investigations, students determine that weather can vary from day to day and place to place.
To evaluate their understanding, students apply what they have learned about the interactions between air masses that cause changes in weather conditions by looking at a weather map and data to correctly make predictions.
There are differences in air masses. The low pressure (L) occurs along the lines or boundaries. There is high pressure (H) in the middle of these boundaries. Weather happens along the boundaries.
Why is water found at these locations and in different states?
Show a video of thunderstorms coming in. Have students discuss patterns in the energy and matter they see and the relationship between weather and fronts.
What causes weather?
What causes changes in weather?
Students investigate by analyzing four current maps of the United States: wind, temperature, radar, and fronts. They look for patterns to determine if there is a relationship between the four maps and changes in weather. Students collect and analyze data that is relevant to determining the relationships between patterns of activity of air masses and changes in weather conditions. The patterns are changed into questions. Students predict what they expect to see on the next day’s map.
Wind is moving in different directions and is blowing because of differences in air pressure. If there is a high pressure area that is near a low pressure area or if there is a great difference in air pressure, it will result in very strong winds to blow.
Is my prediction correct?
Weather can vary from day to day and place to place . Multiple variables such as humidity, temperature, pressure, and solar radiation contribute to the variability in weather.
How can I apply what I have learned to predict the current weather?
Students use the current day’s maps to determine if their predictions are correct and to develop a model to answer their questions. Students revise their predictions and develop a plan to carry out an investigation. Students determine if their predictions were more accurate than the previous day’s predictions. Students develop their model further and discuss what is causing the changes.
Is my prediction correct?